Keeping a Conversation Going

Social Interactions

Pre-K, Elementary, Middle School, High School

Learning Objectives

Describe what it means to maintain a conversation
Identify ways to show listening, such as eye contact, nodding, or using listening responses
Demonstrate how to take turns during a conversation
Use friendly and appropriate listening responses to show interest
Ask follow-up questions that relate to the topic being discussed
Recognize signs that a conversation is continuing or ending
Practice staying engaged in a conversation with peers or adults
Understand how maintaining a conversation helps build social connections and friendships

Aligned Common Core Standards

Kindergarten
CCSS.ELA-LITERACY.SL.K.1 – Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.6 – Speak audibly and express thoughts, feelings, and ideas clearly.

Grade 1
CCSS.ELA-LITERACY.SL.1.1 – Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.1.6 – Produce complete sentences when appropriate to task and situation.

Grade 2
CCSS.ELA-LITERACY.SL.2.1 – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.6 – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Grade 3
CCSS.ELA-LITERACY.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Grade 4
CCSS.ELA-LITERACY.SL.4.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.6 – Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.

Grade 5
CCSS.ELA-LITERACY.SL.5.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Grade 6
CCSS.ELA-LITERACY.SL.6.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues.
CCSS.ELA-LITERACY.SL.6.6 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when appropriate.

Grade 7
CCSS.ELA-LITERACY.SL.7.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues.
CCSS.ELA-LITERACY.SL.7.6 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when appropriate.

Grade 8
CCSS.ELA-LITERACY.SL.8.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues.
CCSS.ELA-LITERACY.SL.8.6 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when appropriate.

SMART Goal Ideas Bank

The student will identify three appropriate listening responses (e.g., “wow,” “that’s cool,” “really?”) to use in conversation by [date].
The student will demonstrate taking conversational turns with a peer or adult in 4 out of 5 opportunities with minimal prompts by [date].
The student will maintain a topic of conversation with a peer for at least three exchanges in 4 out of 5 trials by [date].
The student will ask one follow-up question related to the conversation topic in 4 out of 5 structured activities by [date].
The student will use nonverbal listening cues (e.g., eye contact, nodding, smiling) during conversations in 4 out of 5 opportunities by [date].
The student will initiate a topic-related comment or question to continue a conversation in a structured setting in 4 out of 5 trials by [date].
The student will demonstrate awareness of conversational cues (e.g., pauses, speaker intonation) to maintain the flow of conversation with no more than one prompt in 4 out of 5 sessions by [date].