TEKS Talk - SLA Oral Language image

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.

Presente un proyecto en el cual los estudiantes tendrán que compartir ciertas responsabilidades para tener un producto final. Este proyecto puede incluir el escribir un discurso, el crear la representación visual de un texto, el identificar citas textuales apropiadas o el crear un organizador gráfico. Pídales a los estudiantes que trabajen juntos para dividirse responsabilidades.

Comportamientos a observar:

  • El estudiante escucha activamente mientras alguien está hablando.
  • El estudiante participa en el proceso de toma de decisiones de grupo.
  • El estudiante está de acuerdo con sus responsabilidades en el trabajo de grupo.


  • Asegúrese de que todos los estudiantes en el grupo están participando activamente cuando se toman decisiones sobre responsabilidades.
  • Ayude a los estudiantes que tienen dificultades para desarrollar un plan; puede hacerlo dándoles herramientas para organizar ideas, tales como un esquema o un organizador gráfico.

Further Explanation

Esta expectativa estudiantil requiere que los estudiantes trabajen con otros en forma colaborativa para determinar cómo se repartirá el trabajo entre los miembros de un grupo. Los estudiantes tienen que comprender la importancia de las contribuciones individuales en una situación de grupo. Los estudiantes también necesitan comprender lo que implica la colaboración, como el escuchar activamente y el compartir ideas. Observe mientras los miembros de un grupo discuten las responsabilidades y cheque si están trabajando en forma colaborativa durante la planeación de responsabilidades individuales.

Shared responsibilities are tasks that students complete with the contribution of other students. A plan of shared responsibilities might call on students to each be responsible for an individual task necessary to complete a final product. For example, students working collaboratively on a project might have unique responsibilities, such as writing a speech, creating visual aids, or identifying appropriate quotations. Another approach to a plan of shared responsibilities might have students perform similar activities to create a final product. For example, each student might research and write a separate portion of a report. Students work together to develop a plan that best fits a specific task and allows students to contribute equally to the final product.


1. Carrison, C., & Ernst-Slavis, G.(2005). From silence to a whisper to active participation: Using literature circles with ELL students. Reading Horizons, 46(2). Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1137&context=reading_horizons

Summary: The article promotes the use of literature circles to support literacy, especially for English learners. Literature circles allow student to interact through sharing ideas, opinions, and personal responses to literature. Students become active participants and learn to manage their literature circle activities, negotiating the structure of their timelines. The study participants were a fourth-grade class in which 5 of the 24 students had varying levels of language acquisition. The use of literature circles led to decreased anxiety about reading and participation and increased reading accuracy and comprehension.

2. 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.

3. Peterson, S. S., & Rajendram, S. (2019). Teacher-child and peer talk in collaborative writing and writing-mediated play: Primary classrooms in Northern Canada. Australian Journal of Language and Literacy, 42(1), 28+. Retrieved from https://link.galegroup.com/apps/doc/A571514310/PROF?u=tea&sid=PROF&xid=7dbe79ee

Summary: This research examines teacher-child and peer interactions during collaborative writing and writing-mediated play in 10 northern Canadian primary classrooms. In the collaborative writing contexts involving teacher-assigned texts, children more frequently talked about the letters and sounds of words, or the details of drawings in their texts. In both contexts, children used language for affiliative purposes, as the demands of the collaborative settings required that they find ways to get along with each other.