class, group, and partner discussions?Do I listen and add useful information to the discussion?Do I follow turn-taking rules?Do I affirm others in their contributions?Do I ask and answer relevant questions?Do I know how to put key ideas into my own words?
8 They also consider:Do I take Part In class, group, and partner discussions?Do I listen and add useful information to the discussion?Do I follow turn-taking rules?Do I affirm others in their contributions?Do I ask and answer relevant questions?Do I know how to put key ideas into my own words?
Bridging
Gist: Students have extended conversations with classmates and adults, follow norms for discussion, build on one another’s ideas, and ask and answer relevant questions.
6 They also consider:Do I cite evidence in what I say?Do I let others know when I agree with them, often by building on their response?Do I give others useful feedback about their responses?
7 They also consider:Do I cite evidence in what I say?Do I let others know when I agree with them, often by building on their response?Do I give others useful feedback about their responses?
8 They also consider:Do I cite evidence in what I say?Do I let others know when I agree with them, often by building on their response?Do I give others useful feedback about their responses?
Source: California English Language Development Standards for Grades K–12, California Department of Education, 2012.
CCSS ELA Standards Related to Standard 1 Exchanging information and ideas
Source: Common Core State Standards, K–12 English Language Arts (2010).
Grades 6–8 Interacting in Meaningful Ways Collaborative Standard 1
What the Teacher Does
Collaborative discussions remain an important element of instruction in Grade 6. As with reading and writing, students now refer to evidence on the topic, text, or issue during discussions. Students demonstrate understanding of multiple perspectives through reflection and paraphrasing during discussions as well.
Teachers guide students to develop their collaboration and discussion skills by using techniques that promote productive and equitable group work. Methods such as reciprocal teaching, expert group jigsaw, and literature circles can provide students with structured opportunities to engage in collaborative discussions as they grapple with understanding a selection of text. These strategies may involve assigning students specific roles for their small-group discussions. Teachers should take time to teach students the responsibilities of each role so they can work independently when they break into small groups (p. 558).
At this stage of development, students desire to become more independent, including in their conversations. As such, group structures, including procedures and norms, can be used to build independence within group conversations. Students will need modeling and guidance to be successful with group work, and group roles can assist with success during productive group work. For example, roles such as summarizing, questioning, predicting, and connecting should be modeled and practiced as entire class, before students work on these roles independently in groups. Additionally, sentence frames that are specific to each role can be given, including: “My summary of the most important ideas is ______” or “My prediction and evidence are ______.” Group norms and procedures—including classroom noise level and time frames—should also explicitly be taught, so that students know how to work in groups. Once students practice these roles enough, they will gain more independence and success with each role.
Tips for Differentiation by Proficiency Level
Emerging—Small groups are given a familiar text that has been read several times and practice exchanging ideas about it. Students use sentence frames such as “I think because . . .” or “I believe because. . . .”
Expanding—In pairs, students summarize and create questions about a familiar text and share their ideas using sentence frames, including “The most important part of the text is ______ because ______” and “Which events could have happened?”
Bridging—In groups of four, students practice all four reciprocal teaching roles—summarizing, questioning, predicting, and connecting—with sentence frame starters to begin conversations about a familiar text.
Source: 2014 ELA/ELD Framework, p. 558.
Grades 6–8 Interacting in Meaningful Ways Collaborative Standard 1
Academic Vocabulary—Key Words and Phrases Related to Standard 1: Exchanging information and ideas
Affirming others: Teacher or student comments that reflect a positive behavior (i.e., turn-taking) or a response or question from someone else in the conversation that exemplifies or clarifies the gist of the discussion.
Asking relevant questions or adding pertinent information: Teacher or student questions and/or comments that move forward the group’s understanding of the concepts being studied. These are usually open ended and can be text dependent, clarifying, and/or making connections questions or comments (to oneself or others, to other texts, to other ideas).
Building on other’s responses: Student comments that take into account what others have said in the discussion, and linking their comments to those points.
Citing evidence: Providing the facts or details to support an argument or opinion, including quotations, examples, photographs, expert opinions, and personal experience. Strong evidence provides credibility to the opinion or argument one is making.
Collaborative conversations: Discussing ideas and working jointly with others to develop new thinking. Students take the remarks of others and add details or further develop the thoughts.
Multiple exchanges: Discussions where one idea is considered and discussed by several persons, growing richer and more complex as new ideas or examples are added, instead of the typical question/answer, new question/answer pattern that limits discussion.
Providing useful feedback: Offering specific, helpful suggestions to a student in order to improve his or her thinking or work product. Examples include “You did a good job on ______”; “I think you should ______ because it would help ______.”
Sustained dialogue: Collaborative conversations in which students create new thinking by working with others to add details or further develop thoughts on the topic of discussion.
Turn-taking roles: Various ways for students to consciously listen to others, say their contribution, and then listen again. These roles can include Think-Pair-Share, Reciprocal Teaching, using Equity sticks, etc.
Source: ELA Companion 6–8.
Notes
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