Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Common Core State Standards, Grade 7, Speaking & Listening · Read it at the source · Checked October 14, 2026
What SL.7.4 Means in Plain English
Seventh graders present a claim or research finding and keep the spotlight on the two or three points that matter most, each backed by a fact, example or description. They cut what wanders, look up from their notes and speak loudly and clearly enough for the back row.
Sixth graders (SL.6.4) put ideas in a logical order and use details to accent the main ideas. Seventh grade asks for focus: spotlight the points that matter and drop whatever doesn’t serve them. Eighth grade (SL.8.4) adds sound, valid reasoning and well-chosen evidence to the same delivery.
SL.7.4 I Can Statements
I can open my presentation with my claim or main finding.
I can back each key point with a fact or example.
I can make eye contact and speak loudly and clearly.
SL.7.4 Worked Example
One science-fair finding, two versions of the same talk, and the difference is what the speaker chose to leave out.
Prompt
Present your science-fair finding to the class in two minutes. Kayla tested which of three paper towel brands absorbs the most water, five trials each. Brand A held 58 mL on average, Brand B 52 mL and the store brand 41 mL. Brand A also costs the most per roll.
Not YetUm, so my project was about paper towels. I got the idea because my little brother spilled juice, and it was a whole thing. So I bought three kinds, and my mom drove me to two stores, and I did a lot of trials. I used a measuring cup and a timer, which I didn’t really need. Anyway, Brand A was best, I think, and that’s my project.The finding arrives last, after a spill story and a trip to the store. No number supports it, and “I think” undercuts the one claim the talk was built to make.
Meets the StandardBrand A paper towels absorbed the most water, about 40 percent more than the store brand. I tested three brands, five trials each, soaking one sheet at a time in a measuring cup. Brand A held 58 milliliters on average, Brand B held 52, and the store brand held 41. One catch: Brand A also costs the most per roll, so if price matters, Brand B is the better deal.The finding comes first, the method gets one sentence, and the three averages back it up. The talk ends on a second point listeners can use, and nothing in it wanders.
Moves to Use
Lead with the claim or finding, not the story of how you got there.Choose two or three key points and give each a fact, number or example.Cut any detail that doesn’t serve a key point, however true it is.Look at a different part of the room for each point you make.Speak loudly enough for the back row, and slow down on the numbers.
Common Mistakes with SL.7.4
Burying the finding
The result comes in the last ten seconds, after the whole backstory
Try this: Have students write their finding as one sentence on an index card and open the talk by saying exactly that sentence.
Every detail, equal weight
The cost of the measuring cup gets as much airtime as the result
Try this: Ask presenters to mark each line of their notes keep or cut, keeping only lines that support one of their key points.
Talking to the page or the screen
Two minutes facing the slide, with the voice dropping by the second sentence
Try this: Limit notes to five keywords per card, and rehearse in pairs where the listener raises a hand whenever eye contact breaks.
Classroom TimerFree ToolHold every talk to two minutes with the countdown on the board, which pushes presenters to pick their key points and cut the rest.2-minute talksRehearsal roundsOn the board