Work with peers to promote collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

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 promote collegial discussions and decision-making when working with peers.
-I can track progress toward specific goals and deadlines in a discussion with peers.

-What is your role in this discussion?
-How can your role in this discussion help others?
-What goals and deadlines have you set for yourself?
-How will your goals affect others in this group?
-How do your individual goals relate to the goals of the group?
-What are some questions you might ask during the discussion?
-What is the purpose of this discussion?
-What progress was made during this discussion?
-How can you track the progress of a discussion?
-What decisions does your group need to make?

Academic Vocabulary


Looking Back Looking Ahead

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-In a high school reading workshop setting, have students in small groups of 3-4 set calendar dates for group discussion about specific points of the different novels or stories, such as how the theme is being developed by the structure of the work, or how the author uses archetypal conflicts or themes. Students determine who will fulfill necessary roles for the group on which dates. Roles, similar to those in Literature Circles, might include a leader who ensures that all members speak and that the group says on task, as well as a recorder who submits the groups' exit tickets, and a time monitor. Note: This work can support later essays. -While analyzing the themes in a work of fiction, assign groups of 2-3 students to create a poster or digital document that includes the theme, six pieces of textual evidence to support the theme at different places in the work, and a logo or image to represent the theme.
-Give students a time limit to produce the poster or document, and encourage the groups to create a plan to divide and conquer the task using the resources and skills of the group members.
-When finished, each group will present to the class. This can also be adapted to identify mood in specific parts of the text, pacing, archetypal characters, and the structure of a text. Note: This work can support later essays.
With any assigned in-class, group task, remind students that they will need to monitor their time. Encouraging students to discuss the task and estimate the time needed will help them work more effectively. One group member can be the timer, using a phone or device with a timer or alarm, and periodically remind group members of increments of time left to work.
Reading Standards Writing Standards Speaking and Listening Standards


Digital Resources

-ELA Bookmarks:

-Reading Workshop:

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