6th Grade ELA Targeted Standards (SL) Speaking and Listening Strand Cluster: Comprehension and Collaboration
ELA-06.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Student Learning Targets Grade 6 Reading:
Reasoning Targets
I can reflect on the key ideas of a discussion.
Skills (Performance) Targets
I can ask and answer questions that pertain to the discussion topic.
I can follow rules for discussions. (Active listening, making eye contact, taking turns speaking, share information that is on topic, equal speaking time to all members.)
Product Targets
I can participate in group discussions.
I can use information from text to support opinions and discussions.
I can engage in a one-on-one discussion with a classmate.
I can engage in a group discussion with classmates.
I can engage in a teacher led group discussions with diverse partners on grade 6 topics.
I can engage in discussion on grade 6 topics, texts, and issues building on others ideas and expressing their own clearly.
Proficiency Scale for 6th Grade English:
Score
Description
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Reflections and ideas go beyond what is explicitly stated in class.
-
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student:
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
- Socratic Seminar
-Peer Editing
-"Sell me"
-participate in debates
-fishbowl discussions
-jigsaw activities
-peer editing/peer review
-blog entries
-sharing out published writing
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:
recognizes or recalls specific terminology, such as:
Coming to discussion with details pertaining to required reading material.
Recognize key ideas
Define paraphrasing
performs basic processes, such as:
Some rules for successful discussions, et specific goals and deadlines, and define individual roles as needed.
Pose and respond to some questions.
-
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
