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.

11.1.W.2  Students will work effectively and respectfully within diverse groups, demonstrate willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and value individual contributions made by each group member. 

Student Actions 

Teacher Actions 

• Students will continue to encourage all members of a group to participate.
• Students will continue to balance contributions and questions.
• Students will continue to allow changes to their work if a better alternative is offered.
• Students will continue to agree to disagree respectfully when ideas clash.
• Students will continue to provide positive feedback and constructive criticism.

• Teachers provide opportunities for students to collaborate.
• Teachers help students monitor their participation during a discussion in order to avoid dominating the conversation or not contributing enough.
• Teachers encourage students to seek to understand others’ ideas as well as supporting their own.
• Teachers allow changes to their work if a better alternative is offered.
• Teachers coach students in methods to respond to criticism or alternative viewpoints in a respectful manner.
• Teachers provide opportunities for students to discuss ideas in a controlled, respectful arena.
• Teachers encourage students to acknowledge the contributions of other team members.
• Teachers monitor and provide opportunities for students to receive feedback on their ability to collaborate effectively within a group.

Supporting Resources 

Teacher Insights

ELA OAS Glossary pg 3

• Collaborative discussions and projects provide opportunities for speakers and listeners to use dialogue and interaction to raise issues, explore ideas, make claims, discover differences, and find ways to explore all aspects of English Language Arts.

• Students working together should establish and follow agreed-upon norms that may involve:

• Deciding how to settle disagreements

• Addressing how to give each other constructive feedback

• Determining timelines and individual contributions

• How to remain focused while working

• Compromise is not a sign of weakness, and all parties will need to give something up in order to reach consensus.

• Diverse groups could be created with respect to a variety of factors including but not limited to gender, race, age, and interests. 

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.