The CA CCSS for ELA/Literacy contain Speaking and Listening Standards 6–12. Although these standards are not specifically addressed under the Standards for Literacy in History/Social Studies, Science and Technical Subjects 6–12, history/social studies teachers can address the Speaking and Listening Standards within their classrooms. For example, Standard 1 calls for students to participate in collaborative conversations.
 

The grade level standards include specific guidance for students to focus much of their discussions on texts, which is especially applicable for discussing primary and secondary sources in history/social studies. For example, in grade 8 Reading Standard 1 is specified as:
 

For recommendations on how to facilitate a class discussion, read “Document-based Whole-Class Discussion.” Pay particular attention to how the teacher assists students in preparing effectively for the discussion so they will be able to analyze evidence and claims in the documents for the “Texas Independence” lesson. Select the following link to see how this lesson correlates with the content standards:

CA History-Social Science Standards, Grade 8

The Seven Teacher Moves handout associated with the article are useful to helping teachers guide all students to deeper understanding and critical analysis of sources.

Supporting All Students in Collaborative Conversations

Meeting the Speaking and Listening Standards can be especially difficult for ELs and some students with disabilities. With carefully designed scaffolding, teachers can provide structures to aid students’ development and production of oral language.

For resources to support all students in meeting the Speaking and Listening Standards, read the following articles.

The Response Protocols discussed by Kathleen Mohr and Eric Mohr in “Extending English-Language Learners' Classroom Interactions Using the Response Protocol” (2007) are useful for all students.

Additonally, Spencer Kagan and Julie High list Kagen Structures that encourage all students to participate in small group discussions in their article, “Kagan Structures for English Language Learners,” (2002).

Further support for some students with disabilities can be provided by following the National Center on Universal Design for Learning’s UDL Guidelines “Principle 2: Provide Multiple Means of Action and Expression.” Read about Guideline 5 that calls for teachers to “provide options for expression and communication.”