The California ELD Standards Companion, Grades 6-8. Jim Burke
using simple phrases.
7 Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.
8 Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.
Expanding
6 Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
7 Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
8 Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
Bridging
6 Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.
7 Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.
8 Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.
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.
Notes
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Grades 6–8 Interacting in Meaningful Ways Collaborative Standard 1
What the Student Does
Emerging
Gist: Students contribute to class, group, and partner discussions by following norms for discussion and by asking and answering relevant questions.
6 They consider:Do I contribute to the conversations and express my own ideas?Do I ask and answer yes/no questions? Who, what, when, where, why questions?Do I respond with simple phrases?
7 They consider:Do I contribute to the conversations and express my own ideas?Do I ask and answer yes/no questions? Who, what, when, where, why questions?Do I respond with simple phrases?
8 They consider:Do I contribute to the conversations and express my own ideas?Do I ask and answer yes/no questions? Who, what, when, where, why questions?Do I respond with simple phrases?
Expanding
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 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?
7 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?
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.