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SL.K-SL.5 speaking observation checklist

A clipboard-ready, one-page tool for elementary teachers and coaches. Each row is a behavior you can actually see or hear in a 60-second turn. Tick it, leave a one-word note, move on.

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Kindergarten

  • SL.K.4 · Describe people, places, things, events
    Names the topic. Adds at least one detail. Speaks loud enough for a friend to hear.
  • SL.K.5 · Add drawings or visuals to descriptions
    Shows or points to a drawing/object. Connects the visual to what they are saying.
  • SL.K.6 · Speak audibly and express ideas clearly
    Audible to the teacher from across a small group. Slows down when asked.

Grade 1

  • SL.1.4 · Describe with relevant details
    Names the topic. Adds two or more details. Stays on topic for the full turn.
  • SL.1.5 · Add drawings/visuals to clarify
    Uses a visual to support the description. Refers to it during the turn.
  • SL.1.6 · Produce complete sentences when appropriate
    Most utterances are complete sentences. Self-corrects fragments when prompted.

Grade 2

  • SL.2.4 · Tell a story or recount with facts and details
    Sequences events in order. Includes a beginning, middle, and end. Adds at least one specific detail.
  • SL.2.5 · Create audio recordings; add visuals to clarify
    Comfortable being recorded for self-review. Uses a visual purposefully when relevant.
  • SL.2.6 · Produce complete sentences in formal contexts
    Uses complete sentences when speaking to the whole class. Pace allows audience to follow.

Grade 3

  • SL.3.4 · Report on a topic with appropriate facts
    States the topic clearly. Includes at least three relevant facts or descriptive details. Stays on topic.
  • SL.3.5 · Create engaging audio recordings; add visuals
    Voice has expression (not monotone). Visuals or recordings reinforce the spoken content.
  • SL.3.6 · Speak in complete sentences for clarity
    Adapts vocabulary to the audience. Few filler words (um, uh) interrupt the message.

Grade 4

  • SL.4.4 · Report on a topic; tell a story; recount an experience
    Organized: introduction, supporting points, closing. Speaks at an understandable pace. Maintains eye contact with the audience.
  • SL.4.5 · Add multimedia/visuals to enhance development
    Uses visuals or recordings that develop the main idea (not just decorate).
  • SL.4.6 · Differentiate between formal and informal English
    Adjusts register for the audience. Uses formal English in a presentation context.

Grade 5

  • SL.5.4 · Report on a topic with logical organization and facts
    Clear introduction, body, and closing. Three or more relevant facts/details. Maintains audience eye contact for most of the turn.
  • SL.5.5 · Include multimedia and visuals to enhance themes
    Visuals or audio meaningfully advance the topic. Speaker references them naturally.
  • SL.5.6 · Adapt speech to varied contexts and tasks
    Pace, volume, and word choice match the audience. Recovers from a misstep without abandoning the turn.

How to use it. Print one per student or one per class. During a 60-second speaking turn, tick what you observe and jot a single word in the margin. Quarterly, revisit and look for movement. Don't score; observe.

A note on tone. This checklist is observational, not evaluative. The codes on the left are CCSS Speaking & Listening standards (Anchor 4-6 strands) verbatim shorthand; the “what to look for” column is what we've seen actually work in elementary classrooms. Edit it, recombine it, attach it to your district rubric. Free to print, copy, and share.

Made by Bright Speaker. If you want every kid in your class to get 10x the speaking reps without you grading another video pile, that is the product we are building. Say hi.