Collaborative Discourse*
The Collaborative Discourse Big Idea applies to both 9th and 10th Grade ELA/ELD courses as the level of text increases across grade levels. Scaffolding should be provided as needed for 9th grade students.
Contributing ideas in collaborative discussions about complex texts and topics
When students engage in collaborative discussions, they put into practice numerous skills that take place prior to the actual classroom conversation. Students come to discussions having engaged with complex texts and having researched and planned their reactions. During the conversation, students engage meaningfully by listening actively, responding to others’ comments and ideas, and building on others’ ideas. Daily, sustained collaborative discussions are integral to content learning and language development because strengthen students’ abilities to participate effectively in a range of discussions, interact with diverse partners and perspectives, and clarity and express their own ideas and perspectives (ELA/ELD Framework Chapter 7, pp. 690-694).
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
- ELA.SL.9-10.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- ELA.RL and RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.
- ELD.PI.9-10.1-Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.
- ELD.PI.9-10.5– Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful considerations of the ideas or arguments, with light support.
- ELD.9-10.6a and 6b– a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specifc words. b. Explain inferences and conclusions drawn from close reading of grade-level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the impression that, consequently).
- ELD.PII.9-10.2– Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.
- ELA SL 1C- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- ELD.PI.9-10.1 – Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-articulated comments and additional information.
- ELD.PI.9-10.3 – Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . .), and open responses to express and defend nuanced opinions.
- ELD.PI.9-10.7- Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.
- ELA.SL.9-10. 1D – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
- ELA.SL.9–10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
- ELA RI.9-10.8 – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
- ELD.PI.9-10.3– Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . .), and open responses to express and defend nuanced opinions.
- ELD.PI.9-10.4– Adjust language choices according to the task )e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).
- ELD.PI.9-10.11– a. Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.
- ELD.PII.9-10.2– Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.
- ELD.PII.9-10.6 – Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce).
Alternative Means of Expression
The following options give educators and IEP teams viable alternative means of expression a student could use when showing their understanding of this big idea. Much of the initiative team’s approach to identifying options centered on developing or adopting performance tasks to show what assessment might look like for this big idea.
Remember, LEAs adopt their own policies related to how a student meets the requirements for graduation. Educators and IEP teams should explore these resources with knowledge of these local policies.
Sample Coursework
Project Created Performance Task
Alternate Means of Expression Option 1 is a performance task created by the project team that represents a viable alternate means of expression a school, district, teacher, or IEP team could utilize as an assessment option for this big idea.
Performance Tasks
Alternate Means of Expression Option 2 represent either a single performance task or a set of performance tasks that have been curated from publicly available task repositories that can be used as a viable assessment option.
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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