1. Building and Assessing Oral Proficiency in the English Classroom
Linda Hanrahan
Ithaca College

2. Why is discussion important?
During discussion, our students can learn to:
Express their ideas clearly
Discover the ideas of others
Make connections to a text, a topic, an issue
Develop the skills of synthesis and integration
Explore a diversity of perspectives
Develop the habits of thoughtful participating adults

3. Why is discussion important?
Better understand what they have read
Provide support and evidence for their ideas
Write more effectively
Build critical thinking skills
Learn effective problem solving strategies
Use academic language
Recognize and reconsider their assumptions
Improve their oral proficiency

4. Common Core Standards for Speaking and Listening
The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
An important focus of the speaking and listening standards is academic discussion in one‐on‐one, small‐group,and whole‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

5. CCSS.ELA-Literacy.SL
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.

6. CCSS.ELA-Literacy.SL
CCSS.ELA-Literacy.SL a 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.
CCSS.ELA-Literacy.SL b 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.

7. CCSS.ELA-Literacy.SL
CCSS.ELA-Literacy.SL c 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.
CCSS.ELA-Literacy.SL d 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.

8. Skills of effective discussion
Is prepared for discussion, with text(s) and related notes
Expresses ideas clearly and persuasively
Acknowledges and builds on the ideas of others
Refers to evidence from texts and other research
Collaborates in a thoughtful, well-reasoned exchange
Asks questions about broader themes or larger ideas
Responds thoughtfully to questions posed by others
Actively incorporates others into the discussion
Clarifies, verifies, or challenges ideas and conclusions
Responds thoughtfully to diverse perspectives
Summarizes points of agreement and disagreement
Qualifies or justifies own views and understandings
Makes new connections in light of the evidence and reasoning presented during the discussion

9. Why isn’t there more discussion?
Recitation is “safer”
We worry about “covering” the content
Discussion can be difficult to predict
Discussion can be difficult to manage
Some students talk too much and dominate discussion; others are quiet and seldom talk
We aren’t comfortable with silence
We aren’t comfortable with our own silence

10. How can we move toward having good discussions in our classrooms?
Classroom environment of trust
Respect for the ideas of others
Meaningful texts, topics, and issues
Thoughtful, open-ended questions

11. How can we teach our students to participate effectively in discussion?
Consider the physical set-up of the room
Model, acknowledge, and teach the behaviors of good discussion
-the language (“It seems to me that…”
“That’s an interesting idea.” I agree with X.”
-the non-verbal behavior (eye contact, head
nodding, body leaning toward speaker)

12. How can we teach our students to participate effectively in discussion?
Model effective small-group discussion
Model ineffective small-group discussion
Teach students how to prepare for discussion
Provide SCAFFOLDING – preparation structured activities practice

13. SCAFFOLDING for discussion
Preparation for discussion
-reading journals/logs/concept maps
-in-class warm-ups/quick-writes
-online postings
Structured activities that involve TALK
-from pairs to full-class discussion
Practice -regular opportunities for discussion
-at first, formative assessment only

14. Assessment of Discussion
Specific skills and full discussion
Assessment by teacher
-of the whole group
-of small groups
-of individuals
Assessment by student
-self-assessment
-of individual peer

15. Skills of effective discussion
Is prepared for discussion, with text(s) and related notes
Expresses ideas clearly and persuasively
Acknowledges and builds on the ideas of others
Refers to evidence from texts and other research
Collaborates in a thoughtful, well-reasoned exchange
Asks questions about broader themes or larger ideas
Responds thoughtfully to questions posed by others
Actively incorporates others into the discussion
Clarifies, verifies, or challenges ideas and conclusions
Responds thoughtfully to diverse perspectives
Summarizes points of agreement and disagreement
Qualifies or justifies own views and understandings
Makes new connections in light of the evidence and reasoning presented during the discussion

16. Resources you may find helpful:
McCann, T.M., Johannessen, L.R., Kahn, E. & Flanagan, J. M. (2006). Talking in class: Using discussion to enhance thinking and learning. Urbana, ILL: National Council of Teachers of English.
Rothstein, D. & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard University Press.
Zweirs, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA: Jossey-Bass.
Zweirs, J. & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Portland, ME: Stenhouse.

17. Resources you may find helpful:
A very useful site for videos of discussion:
A very useful website for sharing ideas: