11-12.SL.2.4

Expand conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent
and creative perspectives.

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 expand conversations by posing and responding to questions that probe reasoning and evidence in a discussion.
-I can make sure all positions on a topic or issue are represented in a discussion.
-I can clarify, verify, or challenge ideas and conclusions in a discussion.
-I can promote divergent and creative perspectives in a discussion.

-How can you probe for more evidence in a conversation?
-How would you ensure that everyone in the discussion provides input?
-What techniques can you use to determine the validity of the ideas and conclusions of others?
-How can you restate or clarify your own argument to ensure better understanding?
-How can you adjust your argument to include perspectives other than your own?
-What questioning strategies can you use to draw deeper discussion from group members?
-What methods can you use to elicit divergent and creative perspectives?

Academic Vocabulary

clarify
probe
divergent
reasoning
verify

Looking Back Looking Ahead

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-When discussing a text about a societal problem that connects to a literature selection, such as modern-day slavery, assign students one of deBono's Six Thinking Hats colors/roles.
-Students should look at the problem in both texts from their assigned "Thinking Hat" role and make comments only from that perspective.
-Each Thinking Hat color will have only three comments to make during the discussion.
-Students may be three given chips, slips or paper, or other tokens to submit each time they speak.
-Using the pre-teaching vocabulary for a text selection or a list of College and Career Ready vocabulary, a pair of students will be assigned a single word.
-Students add a slide to a shared Google Slide presentation that includes the word's part of speech, contexts in which students have seen their assigned word, other forms of the word, an original sentence that uses the word, and an image to represent the word.
-Each pair of students will explain their slide to the class, clarifying their points and explaining their creative choices.
-Recognizing that there will be many different reactions and interpretations to a newscast about a recent event, before students watch it, agree to use a question and answer protocol to further the conversation.
-Alternate between asking questions and providing answers only.
-No one may speak more than twice.
Reading Standards Writing Standards Speaking and Listening Standards
11-12.RL.1
11-12.RL.2.1
11-12.RL.2.2
11-12.RN.1
11-12.RN.2.1
11-12.RN.2.2
11-12.RN.2.3
11-12.RV.1
1-12.RV.2.3
11-12.RV.2.4
11-12.RV.2.5
11-12.RV.3.1
11-12.RV.3.2
11-12.W.1
11-12.W.3.2
11-12.W.5
11-12.W.6.2
 
11-12.SL.1
11-12.SL.2.1
11-12.SL.2.2
11-12.SL.2.3
11-12.SL.2.4
11-12.SL.2.5
11-12.SL.3.1
11-12.SL.4.1
11-12.SL.4.2
Digital Resources

-ELA Bookmarks:

-deBono's Six Thnking Hats:

-How to use Google Slides:

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