a supportive environment in the classroom by modeling
an acceptance of diverse perspectives and minimizing
criticism and negative feedback on participants’
contributions (24). This is important for all students,
but especially for culturally and linguistically diverse
students, including ELs, who may feel on the outskirts of
conversations unless their teachers actively and visibly
promote classroom environments where all students
feel safe to share their viewpoints and ideas. Similarly,
teachers can support full participation of students with
disabilities by openly fostering a classroom culture
where each student’s voice is not only acknowledged
but seen as a vital component of discussion.
Along with speaking skills, students cultivate
listening skills. Technology can be used to present
information in audio formats such as speeches. Audio
files encourage students to pay close attention to the
type of speech being delivered and consider its purpose—to inform, persuade, entertain, or instruct—
and discuss where, when, and to whom it was delivered, while accessing its primary source (American
Rhetoric n.d.).
Engaging in meaningful discussions about intellectually rich text and content is a critical skill for all
students. Particularly in the middle grades when students are increasingly socially oriented, discussions
can engage students in challenging texts and subjects because of students’ inherent interest in the
social meaning making process. For many students who struggle with understanding a challenging
text, the opportunity to engage in a collaborative conversation is a way for them to learn more about
the text than they would by only reading it independently. Engaging in conversations with peers using
prompts and guided practice allows students to delve into complex texts together and grapple with
them through dialogue to gain new understandings. This peer collaborative work can be facilitated
through use of Socratic seminars, roundtables, expert group jigsaws, and simply by having partners or
small groups work together using focus questions. (See chapter 2 in this framework for an expanded
list of collaborative discussion formats.) For some ELs developing oral proficiency, particularly for ELs
at the Emerging level of English language proficiency, these discussions also offer a safer environment
to engage in conversations about texts that may prove less daunting than sharing ideas in front of the
whole class. Pairing newcomer ELs with other students who speak their primary language (if possible)
supports students who may not yet have the confidence or fluency in spoken English to engage in
a range of conversations and discussions. These students who serve as language brokers should be
supported to understand how to assist their newcomer EL
peers, and teachers should acknowledge their sophisticated
multilingual and social skills.
Presenting
In grades six through eight, students are expected to
develop and perform increasingly sophisticated presentations
on complex and varied topics, adjusting their use of
language based on audience, topic, purpose, text type, and
discipline.
By the end of grade five, students learned to report on
a topic or text and present an opinion sequencing ideas
logically and using appropriate facts and relevant and
Along with speaking skills, students
cultivate listening skills. Technology
can be used to present information
in audio formats such as speeches.
Audio files encourage students
to pay close attention to the type
of speech being delivered and
consider its purpose—to inform,
persuade, entertain, or instruct—
and discuss where, when, and
to whom it was delivered, while
accessing its primary source.For many students who
struggle with understanding
a challenging text, the
opportunity to engage in a
collaborative conversation
is a way for them to learn
more about the text than
they would by only reading it
independently.Grades 6 to 8 Chapter 6 | 527