ELA.3.1.E | TEKS Guide

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking -- oral language. The student develops oral language through listening, speaking, and discussion.

Demonstrated Proficiency of ELA.3.1.E

This is an ongoing observation. Following classroom conversations and modeling, remind students of expectations regarding polite interaction with others. Observe, note, and redirect students as needed.

Further Explanation

This SE requires students to apply what they have learned about speaking in a polite manner. Students exercise self-control while being polite. Social communication skills are necessary for students to maneuver through life. As such, these skills should be revisited often.

Glossary Support for ELA.3.1.E

develop social communication

Social communication refers to the verbal and nonverbal skills we rely on to engage in social interactions. Students at this grade should understand that polite conversation requires more than the exchange of words; students must be aware of their body language, eye contact, and the use of politeness markers (e.g., “thank you,” “you’re welcome,” or “excuse me”) when speaking with others.

Supporting Information for ELA.3.1.E

Research

1. Batson, J. (2014). Postmodernity and oral language learning. Practically Primary, 19(1), 39+. Retrieved from https://link.galegroup.com/apps/doc/A361713108/PROF?u=tea&sid=PROF&xid=0dc50066

Summary: The article argues for the increasing need for schools to support conversational skills in the digital age and provides ways to build opportunities for social communication in the classroom.

2. O'Connor, C., Michaels, S., & Chapin, S. (2015). Scaling Down" to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study. In L. Resnick, C. Asterhan, & S Clarke, (Eds.) Socializing Intelligence Through Academic Talk and Dialogue (pp.111–126). doi: 10.3102/978-0-935302-43-1_9

Summary: The authors review the results of two studies over a period of 10 years that provide empirical data supporting classroom discussion and examines how those studies were implemented. Beneficial results included students' growing sense of academic identify, self-efficacy in classroom discussions, the ability to communicate longer using a more academic vocabulary, increased understanding of the content, and increased attention to classroom discussions.