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S.01 – Thread Standards Map for Collaborating in Conversations with Diverse Partners

This is a standards map for the concept of collaborating in conversations with diverse partners. It is specific to Standard 1 of the Comprehension and Collaboration Anchor in the Writing standards of the CCSS ELA standards.

Standards

  1. Common Core State Standards: English Language Arts > G.K > SL > A.1 > S.1

    Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

    1. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). 
    2. Continue a conversation through multiple exchange
    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Participate (In collaborative conversations)
    1 - Follow (Agreed-upon rules for discussions)
    2 - Continue (Conversation)
    1 - I can participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    1 - I can follow agreed-upon rules for discussions. [a]
    1 - I can continue a conversation through multiple exchanges. [b]
    A. Discussion requires agreed-upon rules and continued sharing, building on contributions of all participants.
    B. Rules keep groups focused on goals for the topics.
    C. Varied people spark conversation with varied perspectives, experiences, values and interests; discussion helps participants learn more about selves.
    A.1 How do conversations keep on going?
    B.1 Why are there rules for group conversation?
    C.1 How might I benefit from conversing with diverse groups?
  2. Common Core State Standards: English Language Arts > G.1 > SL > A.1 > S.1

    Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

    1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    3. Ask questions to clear up any confusion about the topics and texts under discussion.
    Content Skills Learning Targets Big Ideas Essential Questions
    Discussion Rules [a]
    Continuation [b]
    Clarification [c]
    3 - Participate (In conversations)
    1 - Follow (Rules for discussion [a])
    1 - Relate (Comments to others [b])
    4 - Ask (Questions [c])
    3 - I can participate in conversations with diverse partners about diverse topics.
    1 - I can follow discussion rules. [a]
    1 - I can continue conversation through multiple exchanges. [b]
    4 - I can ask for clarification about topics. [c]
    4 - I can ask for clarification about texts. [c]
    A. Discussion continues with comments, questioning and clarification of confusion.
    B. Following discussion rules and practicing text clarification helps develop listening and procedure skills.
    A.1 How do participants in conversation reduce confusion?
    B.1 How is conversation in a group a learning experience?
  3. Common Core State Standards: English Language Arts > G.2 > SL > A.1 > S.1

    Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

    1. 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).
    2. Build on others’ talk in conversations by linking their comments to the remarks of others.
    3. Ask for clarification and further explanation as needed about the topics and texts under discussion.
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Participate (Collaborative conversations about grade 2 topics with peers and adults in small and large groups)
    1 - Follow (discussion rules)
    2 - Build (on others' talk by linking comments to others' remarks)
    2 - Ask (clarification)
    3 - I can participate in collaborate conversations about topics and text with peers.
    3 - I can participate in collaborate conversations about topics and text with adults.
    3 - I can participate in collaborate conversations about topics and text in small groups.
    3 - I can participate in collaborate conversations about topics and text in large groups.
    1 - I can participate in conversations with diverse partners about diverse topics.
    1 - I can follow discussion rules. [a]
    1 - I can build on conversation by linking comments. [b]
    1 - I can ask questions for further explanation or clarification. [c]
    A. Linking comments of participants and clarifying build conversation.
    B. Clarifying makes sure that information is understood as the presenter intended.
    C. By listening to diverse partners, I have a broader understanding of a topic.
    A.1 How does conversation build or progress?
    B.1 Why is clarification important in conversation?
    C.1 Why might others' comments in collaborative groups be useful?
  4. Common Core State Standards: English Language Arts > G.3 > SL > A.1 > S.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.

    1. 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.
    2. 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).
    3. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
    4. Explain their own ideas and understanding in light of the discussion.
    Content Skills Learning Targets Big Ideas Essential Questions
    Discussions [b]
    Questions [c]
    2 - Discuss (Range of topics)
    3 - Prepare (Required materials [a])
    1 - Follow (Discussion rules [b])
    4 - Ask (Questions for understanding, for topic staying, for linking [c])
    2 - Explain (Own ideas [d])
    1 - I can discuss effectively a range of topics with diverse groups.
    1 - I can prepare materials for discussion depth. [a]
    1 - I can follow rules of discussion (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). [b]
    4 - I can ask questions to understand, to stay on topic, and to link remarks. [c]
    2 - I can explain my own ideas within a discussion topic. [d]
    A. Through prepared discussions, questions, and exploration of ideas, deeper understanding is expressed.
    B. Following rules teaches us to listen, respect, stay focused, take turns, link ideas and speak in an orderly manner.
    C. By asking questions and checking understanding, comments are linked.
    D. Each person comes with a varied perspective that adds to the discussion and spurs others to think.
    A.1 How do listeners show comprehension of discussion?
    B.1 How do rules help a discussion go smoothly?
    C.1 How are discussion ideas linked?
    D.1 Why does each group member need to contribute ideas?
  5. Common Core State Standards: English Language Arts > G.4 > SL > A.1 > S.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.

    1. 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.
    2. Follow agreed-upon rules for discussions and carry out assigned roles.
    3. 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.
    4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Discuss (With diverse partners)
    3 - Prepare (Required materials [a])
    1 - Follow (Discussion rules [b])
    4 - Ask (Questions for understanding, for topic staying, for linking [c])
    2 - Review (Key ideas [d])
    2 - Explain (Own ideas within a discussion topic [d])
    1 - I can discuss effectively a range of topics with diverse groups.
    3 - I can prepare materials for discussion depth. [a]
    1 - I can follow rules of discussion. [b]
    4 - I can ask questions to understand, to stay on topic, and to link remarks. [c]
    2 - I can review key ideas. [d]
    2 - I can explain my own ideas within a discussion topic. [d]
    A. Collaboration requires preparation, rules and roles, and discussion building.
    B.1 Rules and roles assist members in efficiently staying on topic and carrying out purposes.
    C.1 Regrouping helps provide varied perspectives for responding to questions.
    D.1 Each time ideas are restated the brain is able to process, reflect, connect ideas and process information more thoroughly.
    A.1 How do speakers clearly collaborate?
    B.1 Why do rules and roles assist in discussions?
    C.1 Why do we regroup in discussion groups?
    D.1 Why do we review and restate conclusions from the discussions?
  6. Common Core State Standards: English Language Arts > G.5 > SL > A.1 > S.1

    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

    1. 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.
    2. Follow agreed-upon rules for discussions and carry out assigned roles.
    3. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
    4. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Prepare (Required materials [a])
    1 - Follow (Discussion rules [b])
    3 - Perform (Assigned roles [b])
    4 - Ask (Questions for understanding, for topic staying, for linking [c])
    1 - Elaborate (On other’s remarks [c])
    2 - Review (Key ideas [d])
    3 - Draw (Conclusions from information and knowledge gained [d])
    1 - I can discuss effectively a range of topics with diverse groups.
    3 - I can prepare materials for discussion depth. [a]
    1 - I can follow rules of discussion. [b]
    3 - I can perform assigned roles. [b]
    4 - I can ask questions or comment to contribute and elaborate on others’ remarks. [c]
    2 - I can review key ideas. [b]
    3 - I can draw conclusions from information within a discussion topic. [d]
    A. Goal setting, reflection and paraphrasing drive effective discussion.
    B. By following rules, setting goals and defining roles, discussions are orderly.
    C. Specific questions can be addressed directly.
    D. Differing views may have varied emphases.
    E. Discussion clarification requires elaboration, reviewed ideas, and conclusions.
    A.1 What drives effective discussion?
    B.1 How do discussions stay on track?
    C.1 Why do questions need to be specific?
    D.1 How do I recognize multiple perspectives?
    E.1 How does productive discussion differ from chaotic or unclear discussion?
  7. Common Core State Standards: English Language Arts > G.6 > SL > A.1 > S.1

    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

    1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
    2. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
    3. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
    4. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
    Content Skills Learning Targets Big Ideas Essential Questions
    b. Rules for discussion
    d. Review of key ideas and
    2 - Discuss (Range of topics, with diverse partners, exploration of ideas)
    3 - Prepare (Required materials [a])
    4 - Relate (To evidence [a])
    1 - Follow (Discussion rules [b])
    3 - Determine (Goals, deadlines, roles [b])
    4 - Respond (By questions for elaboration [c])
    2 - Demonstrate (Understanding [d])
    2 - I can discuss effectively a range of topics with diverse groups.
    3 - I can prepare materials for discussion depth and relate evidence. [a]
    4 - I can follow rules of discussion, deadlines, and roles. [b]
    4 - I can respond to key detaiis by questions and commentary. [c]
    2 - I can demonstrate understanding of multiple perspectives by reflection and paraphrasing. [d]
    A. Goal setting, reflection and paraphrasing drive effective discussion.
    B. By following rules, setting goals and defining roles, discussions are orderly.
    C. Specific questions can be addressed directly.
    D. Differing views may have varied emphases.
    A.1 What drives effective discussion?
    B.1 How do discussions stay on track?
    C.1 Why do questions need to be specific?
    D.1 How do I recognize multiple perspectives?
  8. Common Core State Standards: English Language Arts > G.7 > SL > A.1 > S.1

    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

    1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
    2. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
    3. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
    4. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
    Content Skills Learning Targets Big Ideas Essential Questions
    New information acknowledged
    2 - Discuss (Range of topics, with diverse partners, exploration of ideas)
    3 - Prepare (Required discussion materials [a])
    1 - Follow (discussion rules [b])
    2 - Elicit (Elaboration [c])
    2 - Respond (To others with observations [c])
    1 - Acknowledge (New information [d])
    6 - Modify (Views [d])
    2 - I can discuss effectively a range of topics with diverse groups.
    3 - I can prepare materials for discussion depth. [a]
    1 - I can follow rules of discussion, track progress and define roles. [b]
    4 - I can ask questions to elicit elaboration. [c]
    2 - I can respond to others with observations. [c]
    1 - I can acknowledge new information. [d]
    6 - I can modify my views. [d]
    A. Sometimes views are modified after discussing ideas with others.
    B. Views are qualified or justified by connecting ideas and relevant evidence.
    C. Persuasive speaking promotes divergent and creative perspectives and investigation.
    D. Without preparation, members have less to exchange, time is lost seeking references, and thoughts are less stimulated.
    E. When roles and goals are set, the process is more civil, democratic and fruitful.
    F. When divergent and creative perspectives are promoted, conversation is more likely evaluated and connected.
    G. Restating new information in your own words wires the brain to collect more.
    A.1 How are views effected as a result of discussion?
    B.1 What happens when ideas are connected and evidence presented in conversation?
    C.1 How are perspectives influenced when ideas are challenged?
    D.1 Why does an unprepared discussion member stifle the group?
    E.1 Why is it best to define roles and goals in collaboration?
    F.1 Why promote divergent thinking, questions and
    upported comments?
    G.1 What is the role of paraphrasing key ideas?
  9. Common Core State Standards: English Language Arts > G.8 > SL > A.1 > S.1

    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

    1. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
    2. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
    3. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
    4. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
    Content Skills Learning Targets Big Ideas Essential Questions
    Rules for discussion
    2 - Discuss (Range of topics, with diverse partners, exploration of ideas)
    3 - Prepare (Required discussion materials [a])
    1 - Follow (Discussion rules [b])
    2 - Elicit (Elaboration [c])
    2 - Respond (To others with observations [d])
    1 - Acknowledge (New information)
    3 - Modify (Based on evidence)
    2 - I can discuss effectively a range of topics with diverse groups.
    3 - I can prepare materials for discussion depth. [a]
    1 - I can follow rules of discussion and decision-making, track progress and define roles. [b]
    4 - I can ask questions to elicit elaboration. [c]
    2 - I can respond to others with observations. [d]
    3 - I can explain my own ideas within a discussion topic and modify as needed in response to new information.
    A. 1 Views are qualified or justified by connecting ideas and relevant evidence.
    A.2 Persuasive speaking promotes divergent and creative perspectives and investigation.
    A. 3 Without preparation, members have less to exchange, time is lost seeking references, and thoughts are less stimulated.
    B. 1 When roles and goals are set, the process is more civil, democratic and fruitful.
    C. 1 When divergent and creative perspectives are promoted, conversation is more likely evaluated and connected.
    D. 1 When new ideas are synthesized, conflicts are resolved, alternative conclusions supported and research is more complete.
    A.1 What happens when ideas are connected and evidence presented in conversation?
    A. 2 How are perspectives influenced when ideas are challenged?
    A. 3 Why does an unprepared discussion member stifle the group?
    B. 1 Why is it best to define roles and goals in collaboration?
    C. 1 Why promote divergent thinking, questions and supported comments?
    D. 1 Why synthesize comments?
  10. Common Core State Standards: English Language Arts > G.9-10 > SL > A.1 > S.1

    Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

    1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
    2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
    3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
    4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.  
    Content Skills Learning Targets Big Ideas Essential Questions
    Propelled Conversations [c]
    3 - Participate (In collaborative discussions)
    3 - Build (On ideas)
    3 - Prepare (Discussions [a])
    1 - Read (Material [a])
    3 - Draw (On preparation [a])
    5 - Work (with Peers [b])
    5 - Set (Rules [b])
    3 - Pose (Questions [c])
    1 - Respond (Questions [c])
    1 - Respond (Diverse perspectives [d])
    2 - Summarize (Points of agreement and disagreement [d])
    5 - Qualify (Views and understanding [d])
    5 - Justify (Views and understanding [d])
    3 - Make (New connections [d])
    5 - I can participate in a range of collaborative discussions with divers partners.
    3 - I can build on ideas presented by others while expressing my own clearly and persuasively.
    3 - I can prepare for discussions. [a]
    1 - I can read material understudy. [a]
    3 - I can draw on preparation by referring to evidence from texts and other research on the topics. [a]
    5 - I can work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views). [b]
    5 - I can work with peers to set rules for clear goals and deadlines. [b]
    5 - I can work with peers to set rules individual roles as needed. [b]
    3 - I can pose questions propelling conversations that relate the current discussion to broader themes or larger ideas. [c]
    1 - I can respond to questions propelling conversations that relate the current discussion to broader themes or larger ideas. [c]
    1 - I can respond to thoughtfully to diverse perspectives. [d]
    2 - I can summarize points of agreement and disagreement. [d]
    5 - I can qualify my views and understanding. [d]
    5 - I can justify my views and understanding. [d]
    3 - I can make new connections in light of evidence and reasoning presented. [d]
    A. Discussion can be broadened by challenging thoughts and research.
    B. Persuasive speaking promotes divergent and creative perspectives and investigation.
    C. Without preparation, members have less to exchange, time is lost seeking references, and thoughts are less stimulated.
    D. When roles and goals are set, the process is more civil, democratic and fruitful.
    E. When divergent and creative perspectives are promoted, conversation is deeper.
    F. When ideas are synthesized, conflicts are resolved and the research is more complete.
    A.1 How does discussion expand?
    B.1 How are perspectives influenced when ideas are challenged?
    C.1 Why does an unprepared discussion member stifle the group?
    D.1 Why is it best to define roles and goals in collaboration?
    E.1 Why promote divergent thinking?
    F.1 Why synthesize comments?
  11. Common Core State Standards: English Language Arts > G.11-12 > SL > A.1 > S.1

    Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

    1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas.
    2. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.
    3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
    4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
    Content Skills Learning Targets Big Ideas Essential Questions
    5 - Discuss (Persuasion and expression of ideas)
    1 - Read (Material [a])
    3 - Research (Material [a])
    4 - Draw (On preparation [a])
    3 - Prepare (Researched discussions [a])
    4 - Set (Goals and deadlines [b])
    4 - Determine [Establish] (Individual roles [b])
    6 - Organize [Propel] (Conversations [c])
    2 - Clarify (Ideas and conclusions [c])
    5 - Verify (Ideas and conclusions [c])
    5 - Challenge (Ideas and conclusions [c])
    3 - Participate [Promote] (Perspectives [c])
    1 - Respond (Perspectives [d])
    6 - Synthesize (Comments, claims, and evidence [d])
    4 - Resolve (Contradictions [d])
    4 - Determine (Information [d])
    4 - Determine (Research [d])
    4 - Determine (Task completion [d])
    5 - I can persuasively express discussion ideas.
    3 - I can prepare researched discussions to stimulate idea exchange. [a]
    1 - I can read material for discussions. [a]
    3 - I can research material for discussions. [a]
    4 - I can preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. [a]
    3 - I can participate (work with) peers to promote civil, democratic discussions and decision making. [b]
    4 - I can set clear goals and deadlines. [b]
    4 - I can establish individual roles as needed. [b]
    6 - I can organize (propel) conversations. [c]
    4 - I can synthesize comments and determine further research. [d]
    2 - I can clarify ideas and conclusions in a conversation. [c]
    5 - I can verify ideas and conclusions in a conversation. [c]
    5 - I can challenge ideas and conclusions in a conversation. [c]
    3 - I can participate in (promote) divergent and creative perspectives in a conversation.
    1 - I can respond thoughtfully to diverse perspectives. [d]
    6 - I can synthesize comments, claims, and evidence made on all sides of an issue.
    4 - I can contradictions when possible.
    4 - I can determine what additional information is needed. [d]
    4 - I can determine what research is required to deepen the investigation. [d]
    4 - I can determine what is needed to complete a task. [d]
    A.1 Persuasive speaking promotes divergent and creative perspectives and investigation.
    B.1 Without preparation, members have less to exchange, time is lost seeking references, and thoughts are less stimulated.
    C.1 When roles and goals are set, the process is more civil, democratic and fruitful.
    D.1 When divergent and creative perspectives are promoted, conversation is deeper.
    E.1 When ideas are synthesized, conflicts are resolved and the research is more complete.
    A.1 How are perspectives influenced when ideas are challenged?
    B.1 Why does an unprepared discussion member stifle the group?
    C. 1 Why is it best to define roles and goals in collaboration?
    D.1 Why promote divergent thinking?
    E.1 Why synthesize comments?

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