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Grades 3–5 Interacting in Meaningful Ways Collaborative Standard 1
Example of Practice in Vignette Related to Standard 1: Exchanging information and ideas
Vignette 4.3. Collaborative Summarizing With Informational Texts Integrated ELA and Science Instruction in Grade 3
During ELA instruction the following day, Mr. Franklin introduces collaborative summarizing and explains to students how to use the approach. He tells them he knows that sometimes the informational texts they read can feel challenging, but that this strategy will give them a way of tackling the texts so that they understand them better.
Mr. Franklin: When I’m reading a tough informational text, every once in a while I have to stop and summarize what I just read to make sure I’m understanding the text. When you summarize, you put the reading into your own words. You say what the section is generally about without giving all the little details. Summarizing helps you figure out the main idea of what you just read. This is a really powerful comprehension strategy that you can use when you’re reading on your own, and I’m not around to help you. Today, we’re going to practice using this strategy. You like reading with a partner, right? Well, today, you’re going to get to read a short part of a text on plants with a partner, and you’re going to work together to practice summarizing, by collaboratively summarizing the text.
Primary CA CCSS for ELA/Literacy Addressed: RI.3.2—Determine the main idea of a text; recount the key details and explain how they support the main idea; SL.3.1—Engage effectively in a range of collaborative discussions . . .
Primary CA ELD Standards Addressed (Expanding level shown): ELD.PI.3.1—Contribute to class, group, and partner discussions . . . ; ELD.PI.3.6 - Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea, characters, events) in greater detail . . . with moderate support; ELD.PI.10b—Paraphrase texts and recount experiences using complete sentences and key words from notes or graphic organizers; ELD.PII.3.7—Condense clauses in a growing number of ways . . . to create precise and detailed sentences.
The vignette cited above can be found in its entirety at https://www.cde.ca.gov/ci/rl/cf/, ELA/ELD Framework, page 378.
Notes
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Standard 2: Interacting via written English
ELD Standard 2 Organized by Grade Level and Proficiency Level
Emerging
3 Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
4 Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
5 Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Expanding
3 Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
4 Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
5 Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Bridging
3 Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
4 Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like
5 Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
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 Department of Education (2012).
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Grades 3–5 Interacting in Meaningful Ways Collaborative Standard 2
What the Student Does
Emerging
Gist: Students collaborate with peers on joint writing projects of informational and literary texts, using technology as appropriate.
3 They consider:Do my classmates and I have a general idea of what we will write (purpose)?Can we write short informational and literary texts?How can my classmates and I use technology to write or publish together?
