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Grades 6–8 Interacting in Meaningful Ways Collaborative Standard 1
Example of Practice in Snapshot Related to Standard 1: Exchanging information and ideas
Snapshot 6.3. Choosing and Defending a Unit of Data AnalysisIntegrated Literacy and Mathematics Lesson in Grade 6
Ms. Smith knows she will need to thoroughly explain how to complete the data analysis for a scenario and how to defend the choice of data analysis. After a demonstration lesson that includes presenting and defending her choice, she will check for understanding by distributing a rubric designed for this task and ask the students to pair up and grade her model. Following brief whole-class discussion, a few pairs share their thoughts. Ms. Smith then distributes the set of scenarios to the students. She gives students an opportunity to independently skim and then briefly discuss the scenarios in their table groups and ask one another clarifying questions. As students discuss the vignette, Ms. Smith circulates around the room listening to their discussions and answering questions, as needed. She then asks students to repeat the directions for the activity, calling on several students to add detail. This open discussion further enables all students to understand the task before them.
Next, students are given time to study one scenario, determine what they believe the most appropriate measure of data analysis would be, and work together in pairs to write a draft argument defending their choice. While students use the data analysis rubric to share, review, and fine-tune their drafts with partners, Ms. Smith provides support to students, as needed.
The students then create a poster of their work to present to the class as a final draft. After students present their posters, they are displayed throughout the room. Once the last presentation of the day has been given, students will then conduct a gallery walk where, again, working with a partner, they examine their peers’ posters and put a sticky note on each one, stating whether or not they believe the argument has been adequately supported and why.
CA CCSS for ELA/Literacy: WHST.6–8.1; RST.6–8.7
The snapshot cited above can be found in its entirety at https://www.cde.ca.gov/ci/rl/cf/, ELA/ELD Framework, p. 554.
Notes
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Standard 2: Interacting via written English
ELD Standard 2 Organized by Grade Level and Proficiency Level
Emerging
6 Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.
7 Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.
8 Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.
Expanding
6 Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.
7 Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.
8 Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.
Bridging
6 Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.
7 Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.
8 Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.
Script in bold italics indicates content not found in earlier proficiency levels of the same ELD Standard.
Source: California English Language Development Standards for Grades K–12, California
