SPEAKING AND LISTENING in Socratic Circle Discussions

Learning Goal: Students will be able to initiate and participate effectively in discussions citing textual and other
evidence, building on others ideas and expressing their own clearly and persuasively.
Skill

I can apply my knowledge

effective speaking and listening
skills to novel situations and
complex texts. I am able to cite
textual evidence from a variety of
sources and content areas during
discussion.

Target Evidence: During discussion the student can

Relate current topics to broader themes across specific
texts.
Draw on research during discussion to support claims or
elaborate on reasons.
Research issues/texts/authors under study.
Cite information or evidence from multiple texts or
content areas in order to qualify, elaborate on or justify
views.
Discuss new connections made during discussion as a
result of evidence and reasoning presented.
Ask a question about another students statement to
clarify meaning or provide elaboration.
Summarize points of agreement and disagreement
during discussion.

I am able to speak and listen

effectively during discussions to
propel conversation.

I can participate in a discussion

by speaking and listening but I
may not be able to contribute in a
way that propels the
conversation.

I can think or write out what I am

going to say during the
discussion.

Entry Level

I have ideas of things I want to

say about the text during the
discussion.

Use transition words during discussion to purposefully

and meaningfully connect to others ideas.
Respond to or question others to verify or challenge
their ideas and conclusions.
Use silence and processing quiet time to insure that
others have an opportunity to participate.
Ask a question or make a statement to move the
conversation forward.
Draw on preparation during discussion by using
evidence from the text to support claims or justify
views.
Ask a question about the text to clarify meaning.
Respond to a question.
Connect to what was said before by summarizing what
was said before adding to it.
Listen to other speakers during discussion.
Contribute to whole-group discussion when called on or
coached in to the conversation.
Use the procedures in place (eye contact, active
listening, sitting in order, etc.) for Socratic discussions.

Student can talk to a shoulder partner.

Student can share ideas in a small group.
Student listens to partners and peers in pairs or small
groups.
Student can read text and note main ideas.
Students can prepare for a discussion by reading,
thinking and or writing about a topic/text.

From Standards and Scales to Grades on Progress Book

As students consistently demonstrate skills at the mastery level (3) and beyond, grades for the early attempts at
learning will be excluded on Progress Book.

A: 3-4 on the scale meaning the student can check off the progression of skills up through 3 and perhaps into 4
100-Student is able to PROPEL conversation by asking or responding to questions while making connections to the
text or a prior speaker. Student skillfully uses active listening strategies to connect ideas and speakers.
95-Student is able to participate in conversation by demonstrating TWO of the three speaking goals: speak, ask a
question, or make a connection to the text, the world or a participant.
90-Student is able to participate conversation by demonstrating TWO of the three speaking goals: speak, ask a
question, or make a connection to the text, the world or a participant; was not prepared with written work and joined
discussion late or may have side-bar conversations while others are speaking making listening a challenge (-5
points)

B:

2-3 on the scale meaning the student can check off the progression of skills up through 2 and perhaps into 3

85-Student is able to contribute to the conversation by demonstrating at least ONE of the three speaking goals:
speak, ask a question, or make a connection to the text, the world or a participant.
80-Student is able to contribute to the conversation by demonstrating at least ONE of the three speaking goals:
speak, ask a question, or make a connection to the text, the world or a participant --- was not prepared with written
work and joined discussion late or may have side-bar conversations while others are speaking making listening a
challenge (-5 points)

C:

1-2 on the scale meaning the student can check off the progression of skills up through 1 and perhaps into 2

75- Student is able to participate when called on or coached into the conversation and demonstrates ONE of the
three speaking goals: speak, ask a question, or make a connection to the text, the world or a participant.
70- Student is able to participate when coached into the conversation and demonstrates ONE of the three speaking
goals: speak, ask a question, or make a connection to the text, the world or a participant; was not prepared with
written work and joined discussion late or may have side-bar conversations while others are speaking making
listening a challenge (-5 points)

D: Entry 1 on the scale meaning the student enters class with requisite skills and may demonstrate skills at the 1 level
65- Student was prepared to speak and listened but was not able to demonstrate any of the three speaking goals:
speak, ask a question, or make a connection to the text, the world or a participant.
60- Student listened but was not able to demonstrate any of the three speaking goals: speak, ask a question, or
make a connection to the text, the world or a participant ; was not prepared with written work and joined discussion
late or may have side-bar conversations while others are speaking making listening a challenge (-5 points)

F: student did not participate

50- Student was in the room and was given time to make up the preparation needed to join the discussion, but
student did not come to the discussion area of the classroom.
30- Student was absent and could not participate in the discussion; to make up the discussion students are asked to
write a one-page response to the text in question and answer format