The California ELD Standards Companion, Grades 3-5. Jim Burke

       4 Contribute to conversations and express ideas by asking and answering yes-no and why questions and responding using short phrases.

       5 Contribute to conversations and express ideas by asking and answering yes-no and why questions and responding using short phrases.

      Expanding

       3 Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

       4 Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

       5 Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

      Bridging

       3 Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.

       4 Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.

       5 Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.

      Script in bold italics indicates content not found in earlier proficiency levels of the same ELD Standard.

      Source: California English Language Development Standards for Grades K–12, California Department of Education (2012).

      Notes

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      Grades 3–5 Interacting in Meaningful Ways Collaborative Standard 1

      What the Student Does

      Emerging

      Gist: Students contribute to discussions with others, follow norms for discussion, and stay on topic through multiple exchanges.

       3 They consider:Do I contribute to the conversations and express my own ideas?Do I ask and answer yes/no questions? Who, what, when, where, why questions?Do I use short phrases to help others understand what I am saying?

       4 They consider:Do I contribute to the conversations and express my own ideas?Do I ask and answer yes/no questions? Who, what, when, where, why questions?Do I use short phrases to help others understand what I am saying?

       5 They consider:Do I contribute to the conversations and express my own ideas?Do I ask and answer yes/no questions? Who, what, when, where, why questions?Do I use short phrases to help others understand what I am saying?

      Expanding

      Gist: Students have extended conversations with classmates and adults, follow norms for discussion, build on one another’s ideas, and ask questions.

       3 They also consider:Do I take part in class, group, and partner discussions that go on for several turns?Do I listen and add useful information to the discussion?Do I follow turn-taking rules?Do I ask and answer questions?Do I let others know when I agree with them?

       4 They also consider:Do I take part in class, group, and partner discussions that go on for several turns?Do I listen and add useful information to the discussion?Do I follow turn-taking rules?Do I ask and answer questions?Do I let others know when I agree with them?

       5 They also consider:Do I take part in class, group, and partner discussions with multiple exchanges?Do I listen attentively?Do I follow turn-taking rules?Do I ask relevant questions?Do I take time to affirm others (say that I understand their point)?Do I add relevant information?

      Bridging

      Gist: Students exchange information and ideas with classmates and adults in class, group, and partner discussions, follow norms for discussion, build on one another’s ideas by linking their comments, and provide useful feedback.

       3 They also consider:Do I let others know when I agree with them, often by building on their response?Do I give others useful feedback about their responses?

       4 They also consider:Do I let others know when I agree with them, often by building on their response?Do I give others useful feedback about their responses?

       5 They also consider:Do I help keep the discussion moving forward?Do I let others know when I agree with them, often by building on their response?Do I give others useful feedback about their responses?

      Source: California English Language Development Standards for Grades K–12 (2012).

      CCSS ELA Standards Related to Standard 1 Exchanging information and ideas

      Speaking and Listening Standards

       3 SL.3.1: 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.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.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).Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.Explain their own ideas and understanding in light of the discussion.

       3 SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

       4 SL.4.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.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.Follow agreed-upon rules for discussions and carry out assigned roles.Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

       4 SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)

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