Understanding & Employing AASL C.II Share & Include

Introduction

Explore AASL C.II Share & Include with cross-curricular K–8 examples, teacher tips, differentiation strategies, and assessment ideas to strengthen discussion skills.

The AASL C.II Share & Include standard focuses on students' participation in shared learning spaces where different perspectives are valued. It asks them to engage in respectful, informed discussions, whether face-to-face or online, and to recognize that each voice adds to the group’s understanding. For teachers and librarians, it is about creating structures where students can contribute thoughtfully while learning from one another.

What Is the C.II Share Element?

This competency is part of the Shared Foundation's “Include,” which emphasizes equity and active participation in learning communities. The share element directs students to engage in conversations and activities where multiple viewpoints are present and to respond in ways that advance collective knowledge. It’s more than taking turns. It’s about using discussion to deepen thinking and broaden understanding.

Key Student Actions on AASL C.II Share & Include

Learners working toward mastery of this competency will:

• Engage in informed conversation and active debate, grounded in credible sources or prior learning
• Contribute meaningfully to discussions in which multiple viewpoints are expressed
• Acknowledge and respectfully respond to ideas that differ from their own
• Ask questions that clarify or expand the group’s understanding

Skills Developed Through This Standard: AASL C.II Share & Include

When students practice these skills, they develop:

• Perspective-taking: Seeing an issue from multiple sides
• Evidence-based communication: Supporting points with facts and examples
• Active listening: Attending to the meaning behind others’ words before responding
• Collaboration routines: Following group norms for speaking, listening, and turn-taking
• Digital citizenship: Communicating respectfully in online forums or shared documents
  

Key Competencies and K–8 Activities with Cross-Curricular Links

Competency I: Engaging in informed conversation and active debate

K–3 Activities

1. Fact-Pair Share (Science) – After an experiment, pairs share one result and ask a peer a follow-up question.
2. Picture Prompt Talk (Art) – Discuss an artwork, describing details and explaining interpretations.
3. Agree/Disagree Corners (Social Studies) – Respond to a prompt like “Should our town plant more trees?” and explain reasoning.
4. Question Chain (Reading) – Students build a chain of related questions after a nonfiction read-aloud.

Grades 4–8 Activities

1. Mini-Debate Teams (Social Studies) – Debate a historical decision using at least one primary or secondary source.
2. Socratic Circle (Literature) – Discuss a shared text, citing evidence from specific passages to support arguments.
3. Current Event Exchange (Science) – Share a short science news article and ask the group one inquiry question.
4. Role-Based Panel (Art History) – Represent different artists or critics discussing a shared piece or movement.

Teacher Tips for Competency I

• K–3: Provide sentence starters like “I think…” and “I heard you say…”. Keep topics concrete and familiar.
• Grades 4–8: Model citing sources and asking open-ended questions. Rotate discussion leaders to build confidence.
  

Competency II: Contributing to discussions in which multiple viewpoints on a topic are expressed

K–3 Activities

1. Opinion Sorting (Math) – Class votes on the best strategy to solve a problem, then shares reasoning.
2. Two-Side Storytime (Language Arts) – Compare two characters’ perspectives in a shared story.
3. Idea Web (Science) – Build a web of ideas for how to care for local wildlife.
4. Class Vote and Talk (Social Studies): Vote on a school improvement idea and explain your reasoning before the final tally.

Grades 4–8 Activities

1. Four-Corner Perspectives (Civics) – Take a position on a civic issue and justify it with evidence.
2. Online Forum Reply (STEM) – Comment on peers’ engineering project ideas in a shared online space.
3. Perspective Swap (History) – Argue a historical figure’s opposing viewpoint to understand context better.
4. Evidence Carousel (Environmental Science): Visit stations with different data sets and discuss how each supports varied perspectives.

Teacher Tips for Competency II

• K–3: Use visual aids to represent differing opinions. Encourage listening before responding.
• Grades 4–8: Require students to cite at least one piece of evidence when contributing to a viewpoint discussion.

Differentiation Strategies Involving AASL C.II Share & Include

Adapting discussion activities ensures all learners can participate meaningfully, regardless of language proficiency, learning needs, or academic readiness.

• English Learners: Before discussion, provide bilingual sentence frames, visuals, and vocabulary cards.
• Special Education: Offer visual cues for turn-taking, smaller group formats, and extended processing time.
• Advanced Learners: Assign research-based preparation, peer facilitation roles, or cross-grade mentoring opportunities.
• All Students: Use mixed-ability grouping so learners benefit from diverse communication styles and knowledge bases.

Quick Assessment Ideas

Simple, targeted checks help determine whether students meet discussion goals and develop evidence-based communication skills.

• Exit Ticket: Students write one new idea they heard and one question they still have.
• Peer Feedback: Use a checklist to note if peers provided evidence, asked clarifying questions, or acknowledged others.
• Teacher Observation Log: Record student contributions over multiple discussions to identify growth patterns.
• Self-Reflection: Students rate their listening, questioning, and evidence use after a discussion.

What Students Gain

Learners who engage in the C.II share element value diverse contributions and see conversation as a tool for inquiry, not just opinion-sharing. These habits transfer across subjects, from literature circles to science lab reflections. Over time, they become more adept at explaining their reasoning, questioning purposefully, and synthesising multiple perspectives.

Conclusion: Bringing the Include Domain into Practice

For teachers and librarians, the most effective way to bring this standard to life is to create regular, low-stakes opportunities for discussion that are purposeful, inclusive, and grounded in evidence. By designing routines that make space for every voice, you help students see that learning grows stronger when built together.

References & Image Sources

American Association of School Librarians. AASL Standards Framework for Learners.

Best friends participating in a treasure hunt