Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.SL.3.1.A: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- CCSS.ELA-LITERACY.SL.3.1.B: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- CCSS.ELA-LITERACY.SL.3.1.C: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
- CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the discussion.
Preparing students to contribute to discussions can be a challenge for teachers. We believe that it is important for students to understand expectations before they practice with their peers. We suggest beginning by setting class guidelines. You can use our Class Discussions Anchor Chart or create your own using our Blank Anchor Chart (click on the underlined text to download the PDFs.) Students beginning to collaborate with their peers may need an introduction to words they are not familiar with. We have created Class Discussion Vocabulary Cards to help you introduce new language to your students. These cards can be used as part of a class discussion where you simply discuss the meaning of the words and how they relate to collaborative discussions. You might also use them in combination with our vocabulary map (http://www.thecurriculumcorner.com/thecurriculumcorner123/?p=998.)
Am I Ready? Checklist Before you turn students lose in their own small collaborative groups, make sure you spend time practicing your rules as a whole class. We have created an Am I Ready? Checklist for students to use when you believe they are ready. Before you have students work in groups without your guidance, have them self-assess by completing this checklist. Again, it is important for you to model this with your students first.
Exit Ticket After students have experienced their first collaborative groups, use this exit ticket to have students think about what they are doing well and what they need to do to improve.
Reward Tickets Recognize success with these colorful reward tickets. Print in color and use as a way to show students you notice when they are following the group rules.