Grade 6 · Writing and Speaking with Evidence · Claim, Evidence, Reasoning
Speaking in a Group Discussion
Learn the moves that make a discussion productive: building on, challenging politely, and summarising.
Learning objectives
- Use three discussion moves accurately
- Disagree with an idea without attacking a person
- Summarise a group discussion in three sentences
Common Core ELA alignment
SL.6.1
Engage effectively in a range of collaborative discussions, building on others' ideas and expressing your own clearly and persuasively. Grade 6 emphasis: work with a single text or clear pairing, with teacher-modelled evidence and summary.
SL.6.4
Present claims and findings with pertinent descriptions, facts, details and examples, using appropriate eye contact, adequate volume and clear pronunciation. Grade 6 emphasis: work with a single text or clear pairing, with teacher-modelled evidence and summary.
SL.6.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Grade 6 emphasis: work with a single text or clear pairing, with teacher-modelled evidence and summary.
MYP criteria
- Criterion C — Producing text
- Criterion D — Using language
ENGAGE
Talking versus discussing
In one group everyone says their own idea and nothing connects. In another, each speaker begins by naming what the last person said. Only the second group is having a discussion.
Think about it
- What signals that someone is listening rather than waiting?
- How can you disagree and keep a friendship?
EXPLAIN
Six discussion moves
| Move | Sentence stem |
|---|---|
| Build on | Adding to what Sara said, ... |
| Ask for evidence | What in the text makes you think that? |
| Challenge politely | I see it differently because ... |
| Clarify | So are you saying that ...? |
| Bring someone in | Amir, what do you think about that? |
| Summarise | So far we agree on ... and we disagree on ... |
Register
- Formal discussion keeps slang out and reasons in.
- Address the idea, never the person.
- One point at a time, with evidence attached.
Preparation beats confidence
Write two questions and one piece of evidence before the discussion starts, and you will always have something to say.
EXPLORE
Rate these contributions
- That is wrong, you never read the article.
- I see it differently, because the chart shows use rising again after five years.
- Anyway, my idea is that phones should be banned.
- So are you saying the price only works for a while?
Think about it
- Which two contributions move the discussion forward, and why?
- Rewrite the weakest contribution using a move from the table.
MYP_PRACTICE
Criterion C and D task
Hold or imagine a five-minute discussion on Should students choose their own reading books? Record three contributions you made, each using a different move, then write a three-sentence summary of where the group agreed and disagreed.
EXIT_TICKET
Check yourself
Think about it
- Which move will you try next time?
- What does polite disagreement sound like in one sentence?
Interactive practice · discussion moves
Choose the move
For each situation, pick the discussion move that helps most.
Your answer
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Key vocabulary
- Register
- How formal or informal your language is for a situation.
- Paraphrase
- To restate what someone said in your own words.
- Turn taking
- Sharing speaking time so everyone contributes.
- Contribution
- Anything you add to a discussion, including a question.
Practice questions
0/2 correct
Level 1 · Criterion D
Which contribution challenges an idea without attacking a person?
Level 2 · Criterion C
What is the purpose of the clarify move?
MYP criterion tasks
Level 3 · Criterion C
Write a three-sentence summary of a discussion where the group agreed reading choice matters but disagreed about limits.
Reflect & track
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