They also consider:Do I take part in class, group, and partner discussions with multiple exchanges?Do I listen attentively?Do I follow turn-taking rules?Do I ask relevant questions?Do I take time to affirm others (say that I understand their point)?Do I add relevant information?
Bridging
Gist: Students have conversations with classmates and adults in small and large groups, follow norms for discussion, build on one another’s ideas by linking their comments, and ask questions for clarification and explanation.
K Same as Expanding.
1 Same as Expanding.
2 They also consider:Do I help keep the discussion moving forward?Do I add to other people’s responses?Do I let others know when their comments are helpful to me?
Source: California English Language Development Standards for Grades K–12 (2012).
CCSS ELA Standards Related to Standard 1 Exchanging information and ideas
Speaking and Listening Standards
K SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).Continue a conversation through multiple exchanges.
K SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
1 SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.Ask questions to clear up any confusion about the topics and texts under discussion.
1 SL.1.6: Produce complete sentences when appropriate to task and situation. (See grade 1Language standards 1 and 3 for specific expectations)
2 SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).Build on others’ talk in conversations by linking their comments to the remarks of others.Ask for clarification and further explanation as needed about the topics and texts under discussion.
2 SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations)
Language Standards
K L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Print many upper- and lowercase letters. Use frequently occurring nouns and verbs.Form regular plural nouns orally by adding /s/ or /es/.Understand and use question words (interrogatives).Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).Produce and expand complete sentences in shared language activities.
K L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
1 L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Print all upper- and lowercase letters.Use common, proper, and possessive nouns.Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).Use personal, possessive, and indefinite pronouns.Use verbs to convey a sense of past, present, and future.Use frequently occurring adjectives.Use frequently occurring conjunctions (e.g., and, but, or so, because).Use determiners (e.g., articles, demonstratives).Use frequently occurring prepositions (e.g., during, beyond, toward).Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
1 L.1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
2 L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Use collective nouns (e.g., group).Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).Use reflexive pronouns (e.g., myself, ourselves).Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).Use adjectives and adverbs and choose between them depending on what is to be modified.Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
2 L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.Compare formal and informal uses of English.
2 L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy, that makes me happy).
Grades K–2 Interacting in Meaningful Ways Collaborative Standard 1
What the Teacher Does
During the year, children engage daily in multiple discussions. Discussions occur in pairs, small groups, and with the entire class. Some discussions are adult led. Others are conducted by the children, with teacher guidance and monitoring. Teachers use a variety of structures for discussions and make sure that all children have ample opportunities to contribute, not just the most outspoken children. Furthermore, they ensure that children engage in discussions with diverse partners. That is, children do not always turn to the same one or two neighbors to respond to a prompt or share their thinking.
To teach students to contribute to discussions and express ideas: Teach and demonstrate discussion behaviors that indicate respect for others, such as listening closely, not interrupting, responding to comments, encouraging others to contribute, and acknowledging and appreciating all participants’ thinking on the topic.
To support students in asking and answering questions: Use sentence frames with question prompts to demonstrate for students how to ask and answer questions at a variety of depth of knowledge levels. For example, “How was this similar to . . . ?” or “What would happen if . . . ?” or “Can you defend your position about . . . ?”
To help students to follow turn-taking: Use role cards for listening and speaking to teach students how to take turns. For example, a role card with an ear for listening can be created on one side with language frames for listening, such as “My partner said . . . ,” can be used. Similarly, a speaking card with a mouth icon printed on one side with a language frame, such as “I think . . .” or “I believe . . . ,” can be used. In K–2, these role cards can be color coded with speaking in green for go and speak, and red for listening for stop and listen.
To demonstrate useful feedback for students: Engage the children in reflection
