11-12.SL.2.1

Initiate and engage in a range of collaborative discussions on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and persuasively.

Learning Outcome:

Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

I Can Statements Question Stems
-I can initiate and contribute to a variety of collaborative discussions.
-I can express my ideas concisely and persuasively in a discussion.
-I can use the ideas of others as a baseline for adding my own ideas.
-I know when to listen to my peers and when to respond.

-How can you participate effectively in a group discussion?
-What is the best method to initiate a discussion?
-How will you vary your discussion technique based on the size of your group?
-How will you build on the ideas of others?
-What techniques will you use to clearly express your ideas?
-What techniques will you use to persuasively express your ideas?
-How will you make sure that you are all working together collaboratively?
-What role do you play in the discussion? Does it require any specific actions?
-How has the new information affected your own views?
-What techniques will you use to ensure quality input from all?

Academic Vocabulary

clarify
concise
consensus
delivery style
evidence
initiate
perspective
persuasive
tone

Looking Back Looking Ahead

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
Five-minute discussion: In their reading cohorts, each student will be responsible for sharing a short current event article that relates to a topic in class and leading a mini discussion about the topic.
-These leaders will introduce the topic to the group and then read, summarize, or share the article.
-The group will discuss the article and how it connects to the class topic for 3 minutes.
-The group will conclude with a Quick Write about their attitude, position or impressions of the article.
Silent Conversation: Write on the board or project a higher order question or quotation related to a text the class will be reading. Provide each pair of students a clean sheet of paper.
-Each student will choose a different colored marker.
-The pairs of students will have four minutes to silently converse by writing to each other about the topic.
-After four minutes, have each pair share the main points of their discussion with another pair of students.
Small Groups: As a bell-ringer, pose an open-ended question that relates to the day's topic for students to respond to, either orally or in writing. If students respond in writing, have them share their writing and thoughts with a nearby student or group of students.
Reading Standards Writing Standards Speaking and Listening Standards
11-12.RN.1
11-12.RN.3.3
11-12.RN.4.1
11-12.RV.2.1
11-12.RV.3.2
11-12.RV.3.1
11-12.RV.3.2
11-12.RV.3.3

11-12.W.1
11-12.W.3.1
11-12.W.4 
11-12.SL.1
11-12.SL.2.1
11-12.SL.2.2
11-12.SL.2.4
11-12.SL.2.5
11-12.SL.4.1
Digital Resources

-ELA Bookmarks:

-Silent Conversations:

-Bell-ringer Prompts:

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-use appropriate rate of speech
-expect one word answers and responses
-sequence ideas (pre-teach sequence words)
-allow students to use conversation frames or talk moves
-do multiple rounds of pair and share over same prompt
-collaborative discussions with sentence starters or visual cues
-watch models (including examples and non-examples)
-present basic components and parts with pictures

-expect sentence level discourse
-evaluate information from social and academic conversations
-use graphic organizers to take notes, practice determining important information
-use talk moves and conversation frames
-do multiple rounds of pair and share over same prompt
-have collaborative discussions with sentence starters

-expect longer, flowing discourse
-do multiple rounds of pair and share over same prompt
-distinguish between multiple-meaning oral words
-use specific and technical language (provide -word bank, visuals, realia, google image search)
-gradual release
-explain content related views and concepts

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy Examples

Present a video to support the standards being taught

Students collaborate in small groups to discuss what they learned

Present a piece of writing to classmates

Classmates are actively listening and jotting notes about the presentation 

Provide fill in the blank notes for students

Project notes in front of class and have a set in front of students

Teach social skills associated with speaking and listening

Model appropriate body position for speaking

Use picture to show what is required for proper listening and speaking

Identify audience, tone, and mood for presentation 

Use checklist for student to ensure a presentation is appropriate for the audience

Use a checklist to monitor tone and mood