may study images, including photographs and illustrations and then discuss in small groups or pairs with questions or sentence prompts to guide them.
Source: 2014 ELA/ELD Framework, pp. 286 and 295.
Grades 3–5 Interacting in Meaningful Ways Collaborative Standard 1
Academic Vocabulary—Key Words and Phrases Related to Standard 1: Exchanging information and ideas
Affirming others: teacher or student comments that reflect a positive behavior (i.e., turn-taking) or a response or question from someone else in the conversation that exemplifies or clarifies the gist of the discussion
Asking relevant questions or adding pertinent information: teacher or student questions and/or comments that move forward the group’s understanding of the concepts being studied. These are usually open ended, and can be text dependent, clarifying, and/or making connections questions or comments (to oneself or others, to other texts, to other ideas).
Building on other’s responses: student comments that take into account what others have said in the discussion, and linking their comments to those points
Collaborative conversations: discussing ideas and working jointly with others to develop new thinking. Students take the remarks of others and add details or further develop the thoughts.
Multiple exchanges: discussions where one idea is considered and discussed by several persons, growing richer and more complex as new ideas or examples are added, instead of the typical question-answer, new question-answer pattern that limits discussion
Providing useful feedback: offering specific, helpful suggestions to a student in order to improve his or her thinking or work product. Examples include, “You did a good job on ______; I think you should ______ because it would help ______.”
Speaking audibly: to speak loudly enough to be heard but not so loudly as to be shouting or distorting the message
Sustained dialogue: collaborative conversations in which students create new thinking by working with others to add details or further develop thoughts on the topic of discussion
Turn-taking roles: various ways for students to consciously listen to others, say their contribution and then listen again. These roles can include Think-Pair-Share, Reciprocal Teaching, using Equity sticks, etc.
Using learned phrases: opportunities for students to share their ideas and thoughts by using patterns or prompts to frame their oral language. These can come from pattern drills, sentence frames, and other sources.
Source: ELA Companion 3–5.
Notes
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Grades 3–5 Interacting in Meaningful Ways Collaborative Standard 1
Example of Practice in Vignette Related to Standard 1: Exchanging information and ideas
Vignette 4.3. Collaborative Summarizing With Informational Texts Integrated ELA and Science Instruction in Grade 3
During ELA instruction the following day, Mr. Franklin introduces collaborative summarizing and explains to students how to use the approach. He tells them he knows that sometimes the informational texts they read can feel challenging, but that this strategy will give them a way of tackling the texts so that they understand them better.
Mr. Franklin: When I’m reading a tough informational text, every once in a while I have to stop and summarize what I just read to make sure I’m understanding the text. When you summarize, you put the reading into your own words. You say what the section is generally about without giving all the little details. Summarizing helps you figure out the main idea of what you just read. This is a really powerful comprehension strategy that you can use when you’re reading on your own, and I’m not around to help you. Today, we’re going to practice using this strategy. You like reading with a partner, right? Well, today, you’re going to get to read a short part of a text on plants with a partner, and you’re going to work together to practice summarizing, by collaboratively summarizing the text.
Primary CA CCSS for ELA/Literacy Addressed: RI.3.2—Determine the main idea of a text; recount the key details and explain how they support the main idea; SL.3.1—Engage effectively in a range of collaborative discussions . . .
Primary CA ELD Standards Addressed (Expanding level shown): ELD.PI.3.1—Contribute to class, group, and partner discussions . . . ; ELD.PI.3.6 - Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea, characters, events) in greater detail . . . with moderate support; ELD.PI.10b—Paraphrase texts and recount experiences using complete sentences and key words from notes or graphic organizers; ELD.PII.3.7—Condense clauses in a growing number of ways . . . to create precise and detailed sentences.
The vignette cited above can be found in its entirety at https://www.cde.ca.gov/ci/rl/cf/, ELA/ELD Framework, page 378.
Notes
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Standard 2: Interacting via written English
ELD Standard 2 Organized by Grade Level and Proficiency Level
Emerging
3 Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
4 Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
5 Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Expanding
3 Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
4 Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
5 Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.
Bridging
3