The speaking and listening standards for grades six
through eight build on these skills, requiring students to
continue engaging in collaborative discussions (one on one,
in groups, and teacher led) and to learn to both express
their own ideas clearly and to be able to build on others’
ideas as they participate in the discussion. Students are
asked to come to discussions prepared by having read the
required material and to contribute by posing questions,
responding to others’ questions, and commenting with
relevant evidence, observations, and ideas. New to the
grades six through eight span are the following:
- Setting specific goals and deadlines in collaborative
discussions (SL.6–7.1b) and tracking their progress
(SL.8.1b); defining individual roles as needed
(SL.6–8.1b) - Posing questions that elicit elaboration (SL.7.1c) and connect the ideas of several speakers
(SL.8.1c); responding to others’ questions with relevant observations, ideas (SL.7–8.1c), and
evidence (SL.8.1c) - Acknowledging new information expressed by others and modifying their own views when
warranted (SL.7–8.1d) - Interpreting information (SL.6.2), analyzing main ideas and supporting details (SL.7.2),
and analyzing the purpose of information (SL.8.2) presented in diverse media and formats,
explaining how the ideas contribute to (SL.6.2) and clarify (SL.7.2) a topic, text, or issue;
evaluating the motives behind presentations (SL.8.2) - Delineating a speaker’s argument and specific claims (SL.6–8.3) with increasing sophistication
across the grades
The CA ELD Standards amplify this focus on discussion and collaborative conversations—about
content and about language—throughout both Parts I and II. In grades six through eight, ELs are
expected to interact in meaningful ways through collaborative discussions on a range of social and
academic topics, offer and justify opinions, and persuade others in communicative exchanges.
For example, the CA ELD Standards call for ELs to contribute to whole class, small group, partner
discussions adding relevant information and evidence (ELD.PI.6–8.1). When engaged in conversations
with others, they negotiate with or persuade others using a variety of phrases (e.g., “I heard you say
X, and that’s a good point. I still think Y though, because.. .”) (ELD.PI.6–8.3), and they learn to shift
registers, adjusting and adapting their language choices
according to purpose, task, and audience (ELD.PI.6–8.4).
Engaging students in meaningful discussions starts
with ensuring students have intellectually rich topics to talk
about and are supported to share their ideas in respectful
and increasingly academic ways. Teachers can prepare
for collaborative conversations by developing stimulating
questions for students to discuss, asking relevant follow up
questions to probe and extend the conversation, providing
a structured format for students to follow when working
in small groups, and encouraging students to use agreed-
upon discussion protocols to promote equitable participation
(Kamil, and others 2008). It is essential that teachers create
Students are asked to come
to discussions prepared by
having read the required
material and to contribute by
posing questions, responding
to others’ questions, and
commenting with relevant
evidence, observations, and
ideas.Engaging students in
meaningful discussions starts
with ensuring students have
intellectually rich topics to talk
about and are supported to
share their ideas in respectful
and increasingly academic
ways.526 | Chapter 6 Grades 6 to 8