Teacher Guide · Decide Together, Grade 5

Trimester 1 · Weeks 1 to 12

Be a group

Working in a group of three or four: coming prepared, agreeing rules, the three meeting roles (timekeeper, note-taker, facilitator), building on ideas, noticing your own share of the talking, and summing up. Week 1 records where each student starts, with no score.

Week 1Where I Start

Self · sits beside: SL.5.1Private week

The point

A starting point for every student in a group, with no score. Week 35 repeats this exact task and checklist, and is compared only with the same student's week 1.

In the room

6 minutes · groups of 3 · 40 seconds a turn · 2 rounds

240 seconds of turns per group. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.

Groups of three, two rounds, about four minutes of open talk on a light question you choose (a new student, the best field trip, a better lunch line). Nobody runs it. Each student checks off the boxes for the person on their left straight after.

What counts as seeing it

Built on what someone else said means their turn started from another person's point. Invited someone who had spoken less means they asked a named person, or turned to them and asked.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller. If a group of three is too much, a partner the student chooses is fine.

Watch for

Checking boxes too generously. Say before you start that an empty box is not a mark against anyone, and that a generous check mark now makes week 35 meaningless.

Challenge Zone

Any honest account of who talked and who did not, written without names or judgment.

Week 2Come Prepared

Voice · sits beside: SL.5.1a

The point

Arriving with something written down. A group that starts from four written ideas skips the first silent minutes.

In the room

6 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group, plus about 30 seconds for picking an idea. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.

Give the question at the start of the warm-up, so every student writes before the group sits. Groups of four, one turn each, then the group picks an idea to start from.

What counts as seeing it

Brought an idea already written down means it was on the page before the group started, not written while others spoke.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Students who write nothing because they want a good idea. Any idea counts; say so.

Challenge Zone

Two ideas and a reason for bringing one first, such as it being easier to build on.

Week 3Our Group's Rules

Presence · sits beside: SL.5.1b

The point

Rules a group writes for itself, worded as things you could see someone do.

In the room

8 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group, plus about 2 minutes for agreeing on three rules and writing them down. With setup and changing speakers, plan on 7 of the 8 minutes the page allows.

Groups of four. Each student suggests one rule; the group keeps three. Post each group's three rules where they can see them; weeks 4 to 12 refer back to them.

What counts as seeing it

Suggested a rule people could see means the rule was a behavior (one person talks at a time), not a quality (be nice).

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Rules that are traits. Ask the group: could someone check a box when it happens?

Challenge Zone

A real broken rule and a change that would make it easier to keep, such as a visible timer.

Week 4The Timekeeper

Presence · sits beside: SL.5.1b

The point

The timekeeper's job: say the time each part gets before starting, and call it kindly and the same way for everyone.

In the room

6 minutes · groups of 4 · 1 minute a turn · 1 round

240 seconds of turns per group. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.

Groups of four, one minute each. Give each group a clock with a second hand or a timer. The timekeeper also takes a turn, timed by someone else.

What counts as seeing it

Called time the same way for everyone means they did not hurry one person and let another run long. Items that end "if timekeeper" stay empty for everyone else.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Timekeepers who cut people off mid-sentence at "time." Let them finish the sentence.

Challenge Zone

A five-minute plan for four people whose parts add to five minutes.

Week 5The Note-Taker

Presence · sits beside: SL.5.1b

The point

Notes are the main points and the decision, read back and agreed. Notes nobody checked can be wrong.

In the room

7 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group, plus about 1 minute for reading the notes back. With setup and changing speakers, plan on 6 of the 7 minutes the page allows.

Groups of four, one turn each, then the note-taker reads back. Rotate the role so a different student takes notes next time.

What counts as seeing it

Changed the notes when the group fixed them means a real change was made, not only heard. Items that end "if note-taker" stay empty for everyone else.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Note-takers writing every word and falling behind. Main points and the decision only.

Challenge Zone

Two sets of notes on the same discussion that differ. The difference is usually what each person thought mattered.

Week 6The Facilitator

Presence · sits beside: SL.5.1b

The point

The facilitator runs a six-minute meeting to an agenda: opens, moves the group on, makes sure everyone speaks, and ends on time with a decision.

In the room

8 minutes · groups of 4 · 40 seconds a turn · 1 round

160 seconds of turns per group, plus about 200 seconds for opening, deciding and reading back. With setup and changing speakers, plan on 8 of the 8 minutes the page allows.

Groups of four with three roles and one participant. Give a light choice the group can decide in six minutes. The agenda on the page is the one to use; each person gets up to 40 seconds in the ideas part. Across weeks 4 to 12, rotate the roles so each student holds each one at least once.

What counts as seeing it

Invited someone who had not spoken means a named or direct invitation, not a general "anyone else?"

If it is hard for a student

Run the meeting with one partner, the student facilitating and the partner taking notes.

Watch for

Facilitators who talk most. The job is to get others talking.

Challenge Zone

An agenda for a five-minute party-planning meeting whose parts add to five minutes.

Week 7Build On It

Voice · sits beside: SL.5.1c

The point

Adding to an idea rather than starting a new one. Three rounds of "yes, and" turn a starting idea into a plan.

In the room

8 minutes · groups of 4 · 20 seconds a turn · 3 rounds

240 seconds of turns per group. With setup and changing speakers, plan on 7 of the 8 minutes the page allows.

Groups of four, three rounds of 20 seconds. Give a concrete starting idea. No brand new ideas until the round is done.

What counts as seeing it

Used something the last person said means you could hear a word or idea from the previous turn.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

"Yes, and" said before a brand new idea. The words are not the move; building is.

Challenge Zone

A story where each sentence uses the one before.

Week 8How Much Did I Talk?

Self · sits beside: SL.5.1

The point

Noticing your own share of the talking, high or low, and setting one goal for next time. Measured against yourself only.

In the room

8 minutes · groups of 4 · 20 seconds a turn · 1 round

80 seconds of turns per group, plus about 4 minutes for the open discussion. With setup and changing speakers, plan on 7 of the 8 minutes the page allows.

Groups of four, about four minutes of open talk on a question you choose. Students count their own turns, on fingers or with tally marks, and keep the number to themselves. Then each says in 20 seconds what they will do next time.

What counts as seeing it

Kept their count to themselves means they did not say it aloud or compare.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Students comparing counts, or a group naming its quietest member. Stop it at once; the count is private by design.

Challenge Zone

A real attempt at the opposite of usual, with what happened.

Week 9Sum It Up

Voice · sits beside: SL.5.1d

The point

A two-sentence summary of a group's discussion: the main points, and where the group ended up.

In the room

9 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group, plus about 4 minutes for the discussion. With setup and changing speakers, plan on 9 of the 9 minutes the page allows.

Groups of four, about four minutes of discussion, then a 45-second turn each: a 30-second summary, and the group saying what it missed.

What counts as seeing it

Used a point someone else made means the summary was not only the speaker's own view.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Summaries that list every point. Two sentences is the limit; leaving things out is the skill.

Challenge Zone

A one-sentence summary and what it left out.

Week 10Not My Idea

Self · sits beside: no standardPrivate week

The point

Letting go of your own idea once the group has chosen, and helping the chosen one work.

In the room

7 minutes · groups of 4 · 30 seconds a turn · 1 round

120 seconds of turns per group, plus about 90 seconds for picking an idea and saying good things about it. With setup and changing speakers, plan on 6 of the 7 minutes the page allows.

Groups of four on a small, light choice, such as a name for a class pet. Everyone whose idea was not picked says one good thing about the picked idea.

What counts as seeing it

Stopped arguing once the group picked means no more case for their own idea after the choice.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

This is a private week. Do not collect or ask about the private box.

Challenge Zone

A real moment of helping with a chosen idea that was not theirs.

Week 11Questions That Move It On

Voice · sits beside: SL.5.1c

The point

Questions that move a discussion on: asking for the next step, a reason, or someone new.

In the room

7 minutes · groups of 4 · 30 seconds a turn · 2 rounds

240 seconds of turns per group. With setup and changing speakers, plan on 7 of the 7 minutes the page allows.

Groups of four, two rounds. Each turn is one idea or one question that moves it on.

What counts as seeing it

Asked someone who had not spoken counts only if it was an open invitation, not a demand to answer.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Questions that put a quiet student on the spot. The model question on the page offers, it does not require.

Challenge Zone

A real question from class that moved things on, written down.

Week 12Be a Group

Review · sits beside: SL.5.1d

The point

Pull the first trimester together, and pick two things to keep practicing.

In the room

6 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.

Groups of four with the three roles. One turn each to name a week that helped; someone builds on each.

What counts as seeing it

Did their role means the timekeeper timed, the note-taker wrote, and the facilitator moved the group on.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Students choosing the weeks they found easiest. Point them at a check mark that was empty.

Challenge Zone

A skill and where they saw a grown-up use it.

Trimester 2 · Weeks 13 to 24

Decide

Deciding as a group: listing options before judging them, agreeing criteria, weighing claims and naming weak arguments, voting and consensus, losing a vote, committing to a decision you argued against, checking everyone is in, and writing the decision down.

Week 13Lay Out the Options

Voice · sits beside: SL.5.1

The point

List every option before judging any. Groups that grab the first idea never hear the others.

In the room

8 minutes · groups of 4 · 30 seconds a turn · 2 rounds

240 seconds of turns per group, plus about 40 seconds for reading the list back. With setup and changing speakers, plan on 7 of the 8 minutes the page allows.

Groups of four, two rounds of one option each, with a note-taker. Give a choice with many possible answers. Keep the lists; week 14 scores them.

What counts as seeing it

Waited until the list was done before judging means no "that will not work" while listing.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Judging by face. A groan is a judgment too; name it kindly if it happens.

Challenge Zone

Three options a real class decision did not consider.

Week 14What Matters Most?

Voice · sits beside: SL.5.1d

The point

Agree criteria before choosing, then score each option against them. The scores show agreement; they do not make the choice.

In the room

10 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group, plus about 4 minutes for agreeing criteria and scoring. With setup and changing speakers, plan on 9 of the 10 minutes the page allows.

Groups of four, with the top four options from their week 13 lists. About four minutes to agree three criteria and score, then one turn each on whether the top option feels right.

What counts as seeing it

Gave a score with a reason means the number came with a reason, even a short one.

Answers

The worked example's top option, and its total

A class read-aloud, 6

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Groups treating the top total as the decision. Ask: does it feel right? If not, a criterion is probably missing.

Challenge Zone

Three ways to get to school scored against two criteria; any honest scoring is fine.

Week 15Claims and Support

Voice · sits beside: SL.5.3

The point

A claim is what someone says should happen. Support is a reason or a fact you could check. Repeating the claim is not support.

In the room

6 minutes · groups of 3 · 1 minute a turn · 1 round

180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.

Groups of three, up to a minute each. Topics are about the school, so nobody needs information from home.

What counts as seeing it

Gave a fact someone could check means a number, a thing seen, or a source, not a feeling.

Answers

The two sentences that are support

b and d

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Sentence c read as support. It only says the claim again, more vaguely.

Challenge Zone

An advertisement's claim and its support, which is often none.

Week 16Spot the Weak Argument

Voice · sits beside: SL.5.3

The point

Four weak arguments to recognize by name, from made-up lines on made-up topics (SL.5.3, California addition).

In the room

6 minutes · groups of 4 · 30 seconds a turn · 1 round

120 seconds of turns per group. With setup and changing speakers, plan on 4 of the 6 minutes the page allows.

Groups of four, one line each. The group agrees or disagrees with the name and suggests a stronger argument.

What counts as seeing it

Kept it about the line, not the person means nobody said who in class argues like that.

Answers

The matches

a Everybody does it; b About the person, not the idea; c Only two choices; d One time means always

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Students using the names on each other. They are for arguments, not people.

Challenge Zone

A weak argument of their own, correctly named by a friend.

Week 17Ways to Decide

Presence · sits beside: SL.5.1d

The point

Two ways to decide. A vote needs more than half. Consensus means everyone can accept it, even if it is not their first choice.

In the room

8 minutes · groups of 4 · 30 seconds a turn · 2 rounds

240 seconds of turns per group, plus about 1 minute for voting. With setup and changing speakers, plan on 8 of the 8 minutes the page allows.

Groups of four on a choice with three options. Round one ends in a vote. If no option has more than half, round two talks to consensus.

What counts as seeing it

Said they could accept an option means the words, such as "I can go with that."

Answers

Does any option in the vote of four have more than half?

No. Posters has 2 of 4, which is half, not more

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Groups calling two of four a win. The page's hint covers it; ask them what more than half of four is.

Challenge Zone

A real class vote and whether consensus would have worked, with a reason.

Week 18When You Lose the Vote

Self · sits beside: no standardPrivate week

The point

What you do after you are outvoted is what the group sees. Say a helpful line and help.

In the room

6 minutes · groups of 3 · 45 seconds a turn · 1 round

135 seconds of turns per group, plus about 1 minute for voting and the helpful lines. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.

Groups of three on a light choice with two options, such as two cleanup songs, so a vote always has a result. Everyone outvoted says a line from page 1; if the vote was unanimous, each student practices one. In the partner version, you pick between the two partners' choices.

What counts as seeing it

Went along with the group's choice means they helped, not only that they stopped objecting.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

This is a private week. Do not collect or ask about the private box.

Challenge Zone

A real example of someone who lost a vote and helped anyway, without naming them.

Week 19Disagree, Then Commit

Presence · sits beside: SL.5.1d

The point

Disagree while the group decides; commit once it has. The decision is the line between them.

In the room

9 minutes · groups of 4 · 40 seconds a turn · 2 rounds

320 seconds of turns per group, plus about 1 minute for the group's decision. With setup and changing speakers, plan on 9 of the 9 minutes the page allows.

Groups of four, two rounds: views and reasons, then the decision, then "I am in" and one thing each will do.

What counts as seeing it

Said "I am in" after the decision counts for everyone, including those who agreed from the start.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Students who stay quiet in round one to avoid disagreeing. Disagreement in round one is the point.

Challenge Zone

A real example, written without naming the person.

Week 20Changing Your Mind

Self · sits beside: SL.5.1d

The point

A good reason can change your view, and saying so helps the group. Changing part of your view counts.

In the room

8 minutes · groups of 4 · 40 seconds a turn · 2 rounds

320 seconds of turns per group. With setup and changing speakers, plan on 8 of the 8 minutes the page allows.

Groups of four, two rounds on a light two-sided question. Nobody has to change; "I still think" is a full answer.

What counts as seeing it

Named the reason that changed it means a specific reason, ideally someone else's.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Students changing their view to agree with a popular classmate. Ask which reason did it.

Challenge Zone

The best reason for the side they do not pick.

Week 21Check Everyone Is In

Presence · sits beside: SL.5.1c

The point

A group has not decided until each person says they can go with it: yes, yes with a worry, or not yet.

In the room

7 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 7 minutes the page allows.

Groups of four with a facilitator and a note-taker. Give a small plan to check, such as an order of cleanup jobs.

What counts as seeing it

Asked each person one at a time means nobody was skipped and nobody answered for someone else.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

"Not yet" treated as a problem. It is the check working.

Challenge Zone

Whether a real class decision checked everyone was in.

Week 22Write the Decision Down

Voice · sits beside: SL.5.1d

The point

A four-part decision record: what, why, who does what, by when. Read back and agreed.

In the room

7 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group, plus about 2 minutes for deciding and writing the record. With setup and changing speakers, plan on 7 of the 7 minutes the page allows.

Groups of four with a note-taker. Give a small decision; the record is written in the Decision Log, and week 23 uses it.

What counts as seeing it

Wrote by when means a day or time, not "soon."

Answers

The part missing from the record on page 1

By when

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Records with "who does what" as "everyone." Each task needs a name.

Challenge Zone

A family decision as a four-part record.

Week 23Who Does What

Presence · sits beside: SL.5.1b

The point

Split the work into tasks, guess the minutes, and share them so nobody has much more than anyone else.

In the room

8 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group, plus about 2 minutes for listing and splitting the tasks. With setup and changing speakers, plan on 7 of the 8 minutes the page allows.

Groups of four, from their week 22 record. Each student says their task and when; week 25 comes back to it, so keep tasks to something done in class.

What counts as seeing it

Said when they would do it means a day, not "later."

Answers

How to split the worked example evenly

Each 10-minute task to a different person, and both 5-minute tasks to the fourth

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Even minutes but uneven difficulty. The minutes are a guess; ask whether the split feels fair too.

Challenge Zone

A party plan split five ways; any split with close minutes is fine.

Week 24Decide

Review · sits beside: SL.5.1d

The point

Pull the second trimester together with one real decision, made start to finish.

In the room

10 minutes · groups of 4 · 1 minute a turn · 1 round

240 seconds of turns per group, plus about 4 minutes for deciding, the check-in and the record. With setup and changing speakers, plan on 10 of the 10 minutes the page allows.

Groups of four with roles, ten minutes. A real, small choice for the group, such as a theme for a bulletin board.

What counts as seeing it

Answered the check-in with a reason means yes, a worry or not yet, with why.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Groups skipping straight to a vote. Options and criteria first.

Challenge Zone

A real decision and the step that would have helped it.

Trimester 3 · Weeks 25 to 36

Carry it

Carrying a decision out: doing your part, reporting back, raising a problem, speaking for the group, and the year's opinion speech (SL.5.4a). Week 35 repeats week 1 exactly.

Week 25Do Your Part

Presence · sits beside: no standard

The point

Follow through: do what you said by when you said, and say early if something is in the way.

In the room

6 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.

Groups of four, a short check-in on each task from week 23. Set aside one short work block in class this week for the tasks. Students fill in the five-day table themselves.

What counts as seeing it

Said early if something was in the way counts only if it was before the due day.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Tasks that need anything from home; they must be doable in class. If a student has not done their task, handle it with them privately, not in front of the group.

Challenge Zone

A small promise to the group, kept, with how they kept track.

Week 26Report Back

Presence · sits beside: SL.5.4

The point

A 45-second report back in three parts: what I did, what happened, what is next.

In the room

6 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.

Groups of four, one 45-second report each on the week 25 task, then one question from the group.

What counts as seeing it

Kept it to 45 seconds means the timekeeper did not need to call time.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Reports that start with apologies. Begin with what was done, even if it was little. A student whose task is not done reports only what is next.

Challenge Zone

A home report back in under a minute.

Week 27When Someone Does Not Do Their Part

Self · sits beside: no standardPrivate week

The point

When someone does not do their part: find out what happened, and talk about the task, not the person.

In the room

6 minutes · groups of 3 · 45 seconds a turn · 1 round

135 seconds of turns per group. With setup and changing speakers, plan on 4 of the 6 minutes the page allows.

Groups of three on the made-up group on page 1 only (a model bridge, chosen to be unlike any task the book gives a real group). Nobody describes a real classmate.

What counts as seeing it

Kept to the made-up group means no real names or thinly disguised real stories.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

This is a private week. Do not collect or ask about the private box. If a real story comes up, move the group back to the made-up one.

Challenge Zone

What they would want a group to say to them if they missed their part.

Week 28Raise a Problem

Presence · sits beside: SL.5.6

The point

Raise a problem with the group in a more formal voice: what I saw, why it matters, an idea to fix it (SL.5.6).

In the room

7 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group, plus about 1 minute for saying which part was clearest. With setup and changing speakers, plan on 6 of the 7 minutes the page allows.

Groups of four with a made-up problem you give, such as a meeting that always runs late. Each student raises it in their own words.

What counts as seeing it

Kept it about what happened, not who means no name and no "someone always."

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Complaints dressed as problems. The idea to fix it is what makes it raising.

Challenge Zone

A real class problem raised in three parts, with no names.

Week 29Speak for the Group

Presence · sits beside: SL.5.4

The point

Speak for the group: what it decided, the main reason, and a view that did not win.

In the room

8 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group, plus about 90 seconds for the group's decision. With setup and changing speakers, plan on 7 of the 8 minutes the page allows.

Groups of four make a small decision, then each takes a 45-second turn speaking for the group, to the group.

What counts as seeing it

Named a view that did not win means it was said fairly, not dismissed. If the group agreed, there is none, and the box stays empty.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Speakers giving their own view as the group's. Ask: would everyone in the group sign it?

Challenge Zone

Whether a real spokesperson included views that lost.

Week 30Link It Up

Voice · sits beside: SL.5.4a

The point

Transition words link ideas so a listener can follow: first, also, for example, therefore, in the end (SL.5.4a).

In the room

7 minutes · groups of 4 · 45 seconds a turn · 1 round

180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 7 minutes the page allows.

Groups of four, 45 seconds each, at least three transition words. Listeners count.

What counts as seeing it

Used "for example" before evidence means a fact or number followed it.

Answers

Times the opinion on page 1 uses the five transition words

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Transition words used as filler. Each one should do its job.

Challenge Zone

A paragraph using all five, each doing its job.

Week 31Write Your Opinion

Voice · sits beside: W.5.1

The point

The written opinion the speech will come from: an opinion, two reasons with evidence, and a conclusion (W.5.1).

In the room

7 minutes · groups of 3 · 1 minute a turn · 1 round

180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 7 minutes the page allows.

Give about fifteen minutes in a writing lesson for the paragraph on page 2, before the room task; the room task is only the reading. Groups of three, under a minute each. Topics are about school, so no research from home is needed.

What counts as seeing it

Gave evidence for a reason means something checkable followed the reason.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Topics with no evidence available. Steer to something the student can see or count at school.

Challenge Zone

One more piece of evidence, found during the week.

Week 32Plan the Speech

Voice · sits beside: SL.5.4a

The point

Plan a 90-second speech in four parts from the week 31 paragraph, with transition words.

In the room

10 minutes · groups of 4 · 75 seconds a turn · 1 round

300 seconds of turns per group, plus about 3 minutes for writing the plan. With setup and changing speakers, plan on 10 of the 10 minutes the page allows.

About three minutes to write the plan on page 2, then groups of four, a 75-second try each of the opinion and two reasons.

What counts as seeing it

Finished in 75 seconds means the try, not the full speech.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Plans written as full sentences to read aloud. A few words per part.

Challenge Zone

Three timed practices getting closer to 90 seconds.

Week 33Give the Speech

Voice · sits beside: SL.5.4a

The point

Give the speech to the group, then hear the opinion and reasons said back.

In the room

10 minutes · groups of 4 · 2 minutes a turn · 1 round

480 seconds of turns per group. With setup and changing speakers, plan on 10 of the 10 minutes the page allows.

Groups of four, up to 90 seconds each, then about 30 for the group to say back the opinion and reasons. One student checks off the boxes for each speaker.

What counts as seeing it

Gave two reasons with evidence means the group could say both back.

If it is hard for a student

Give the speech to one partner, who also checks off the boxes. If a student wants an adult to listen instead of a peer, that is also a smaller audience.

Watch for

Speakers reading their plan word for word. Encourage looking up, but a student who needs the plan in view keeps it face up.

Challenge Zone

The speech to someone younger, with one word changed so they can follow it.

Week 34Check the Support

Voice · sits beside: SL.5.3

The point

Listeners check a speech's support: does each reason have evidence, and is there a weak argument?

In the room

8 minutes · groups of 4 · 50 seconds a turn · 1 round

200 seconds of turns per group. With setup and changing speakers, plan on 5 of the 8 minutes the page allows.

Groups of four, 50 seconds each. Listeners say whether the reason holds up and name any weak argument.

What counts as seeing it

Kept it about the speech means comments on the reason, not on the speaker.

Answers

The weak sentence on page 1, and its kind

c, Everybody does it

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Students calling any reason they disagree with weak. Weak means it does not hold up, not that you disagree.

Challenge Zone

A weak argument found in the world, correctly named.

Week 35Look Back

Review · sits beside: SL.5.1Private week

The point

The same task as week 1, with the same checklist, compared only with the student's own week 1.

In the room

6 minutes · groups of 3 · 40 seconds a turn · 2 rounds

240 seconds of turns per group. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.

Groups of three, exactly as in week 1. Use the same kind of light question.

What counts as seeing it

The check marks are identical to week 1's, and the week 1 notes apply.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Students comparing pages with each other. Collect nothing and post nothing.

Challenge Zone

A summer plan for one empty box, small and checkable.

Week 36Decide Together

Review · sits beside: SL.5.4

The point

One last decision start to finish, and each student speaks for the group.

In the room

10 minutes · groups of 4 · 40 seconds a turn · 1 round

160 seconds of turns per group, plus about 5 minutes for the options, the decision, the check-in and the record. With setup and changing speakers, plan on 10 of the 10 minutes the page allows.

Groups of four, ten minutes. A real, small choice for the group: about five minutes for options, the decision, the check-in and the record, then each speaks for the group in up to 40 seconds.

What counts as seeing it

Said one thing they can do now means one specific thing, ideally with a Decision Log page.

If it is hard for a student

Do the same task with one partner. The student still speaks and still gets checked off; only the audience is smaller.

Watch for

Groups rushing the decision to get to speaking. The decision is the task.

Challenge Zone

A letter the student will actually open next year.

The strands

SelfWhat happens in you in a group: your share of the talking, your idea not chosen, losing a vote, changing your mind, someone not doing their part. Most of the private weeks are here.

VoiceSpeaking and listening in a group: preparing, building on, summing up, claims and support, and the opinion speech.

PresenceRoles, rules, deciding, committing, follow-through and speaking for the group. Twelve weeks, up from nine at Grade 4.

ReviewPulling a trimester together, and the bookend with week 1.

Notes for a school

Where this sits in the line. Grade 3 is about leading yourself. Grade 4 is one other person, and Grade 5 a small group. A Grade 6 book, about a whole room, is planned and not yet written. This is the first book with meeting roles and group decisions.

It does not need Grade 3 or Grade 4 first. No week assumes a student had either.

Groups are made up and kept small. Weeks 27 and 28 use made-up situations, and no task asks a student to name a classmate who let the group down.

A Grade 5 student could be handed several books this year: mathematics, science, entrepreneurship, financial literacy and this one. They are alternatives a school chooses among, not a set.

The standards are ones the book sits beside, not ones it teaches in full. They are California's Grade 5 Speaking and Listening standards, including the California additions to SL.5.3 (weak arguments) and SL.5.4a (the opinion speech), with W.5.1 for week 31. Several weeks sit beside no standard, and the page says so rather than stretching one to fit.