Standard 1: Speaking and Listening

Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.

5.1.W.2 Students will work effectively and respectfully within diverse groups, share responsibility for collaborative work, and value individual contributions made by each group member.

Student Actions 

Teacher Actions 

• Students work effectively and respectfully to complete tasks in a timely manner, within diverse groups.

• Students take responsibility for a portion of a collaborative project.

• Students value each other’s contributions to the group and respect each individual opinion.

• Students come to groups prepared, having read or studied required material.

• Students 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) to show they value the contributions of others.

• Teachers define expectations for working effectively and respectfully with peers to complete tasks in a timely manner.
• Teachers provide a structure or rubric for a collaborative project.
• Rubistar is a free site that hosts downloadable and editable rubrics
• Teachers provide opportunities for students to collaborate and monitor their work giving feedback as they work collaboratively.
• Teachers encourage students to ask questions to check their understanding of information presented, stay on topic, and link their comments to the remarks of others.

Supporting Resources 

Teacher Insights 

• Students engage in a range of collaborative discussions such as in one-on-one settings, in large or small groups, and teacher-led. They are expected to effectively work with diverse partners, building on others' ideas and expressing their own clearly.
• Diverse groups could be created with respect to a variety of factors including but not limited to gender, race, age, and interests.
• Stress to students that disagreements naturally arise in a group setting, but provide coping strategies such as compromise, taking turns, and active listening.
• Different groups can be formed throughout the school year, some teacher-chosen and some student-chosen. 

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.