Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.

Learning Outcome:

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

I Can Statements Question Stems
-I can listen to others in a conversation.
-I can follow a topic in a conversation.
-I can share my ideas in a conversation.
-I can build on the ideas of others in a conversation.
-I can participate in collaborative conversations.

-How can you participate in the conversation?
-Can you clearly express your ideas?
-What can you ask others in the conversation?
-Is everyone in your group sharing ideas?
-How can you invite others into the conversation?
-How can you build on ideas of others?
-Have you learned anything new from this conversation?

Academic Vocabulary


Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Have students turn and talk during read alouds or shared readings about what they heard.

-Lead small group book clubs where students discuss what the text.

-Facilitate class discussions based on a text.

-Before, during, or after writing, encourage students to share their ideas and writing or to respond to others' writing. -Create an environment where students feel welcome to respond to the thoughts and ideas of others. Allow time for discussion throughout the day across all subject areas.

-Facilitate Morning Meetings or Closing Circles where students share their emotions and thoughts with their peers.

-Students share their ideas on a topic or text with a peer group.

-Allow discussion starters to be accessible to students. Model and give ample practice time using these starters.

Reading Standards Writing Standards Speaking and Listening Standards
Digital Resources

-Discussion Stems

-Sentence Starters

-Morning Meeting

-Closing Circle

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

-provide lists of useful words or phrases
-guide conversations or provide frames
-use choral response
-encourage one word responses or phrases
-provide grammatical sentence structure support
-utilize frequent comprehension checks
-use appropriate rate of speech

-provide targeted vocabulary
-use choral response
-encourage sentence-level conversations
-provide grammatical sentence structure support

-use more academic vocabulary
-encourage longer, flowing discourse

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

Allow “Student of the Week” to speak and peers to listen; praise good listening behaviors such as maintaining eye contact, facing the speaker, being an active listener, …

Provide a wiggle seat for a student who may need extra support

Present a video to support the standards being taught in content area

Students collaborate in small groups to discuss what they learned

Model how to ask questions for clarification

In small groups, practice asking questions

Provide sentence starters for asking questions (for example, “I wonder…”)

Introduce unknown words before students read text

Provide pictures of words and discuss meanings

Students draw pictures of vocabulary words

Act out the definition of the word

Provide a mnemonic device to remember the word and its meaning

Identify unknown words during independent reading

Model highlighting unknown words

Students use sticky notes or highlighters to identify unknown words

Model strategies of what good readers do when they encounter unknown words