Drawing Conclusions from Discussion
PROCEDURALReview the key ideas expressed in discussions and draw conclusions in light of information and knowledge gained from the discussion
Mastery Evidence
- Summarise the main points made by different speakers in a group discussion
- Draw a conclusion that synthesises multiple viewpoints expressed in the discussion
- Explain how the discussion changed or confirmed initial understanding of a topic
Assessment Prompt
“After a group discussion, can [child] pull together the main points that were made and explain what conclusion the group reached?”
Curriculum Standards1 alignment
SL.5.1.dCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsReview the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Prerequisites1
- Preparing for and Explaining in DiscussionshardAges 8—11
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- Engaging Listeners and Valuing Viewpoints hard
Prepared discussion builds on gaining/maintaining listener interest and evaluating viewpoints
- Teaching It Back soft
Building on others' contributions in discussion requires being able to articulate your own thinking — the self-explanation habit applied in a social context
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Group discussions hard
Coming to discussions prepared extends active collaborative conversation skills
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
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