to communicate their thoughts so others will understand their thinking. If an
idea is not clear, the students tend to question each other. The students then
begin to articulate each other’s thinking and move into agreeing or disagreeing
with someone’s idea.
Providing Multiple Entry Points
When I plan discussions, I am always aware of the needs of my struggling learn-
ers, and I try to create multiple entry points so that the ideas we are discussing are
accessible to all my students. Finding entry points for all my learners is time con-
suming, but an essential part of their learning. I need to foresee the challenges: Is
there difficult vocabulary or words we have not discussed yet? Is there an accom-
modation I can make to assist a child in the activity (breaking the directions
down into smaller steps, reviewing strategies, meeting with a small group before
or after the minilesson)? Do I have manipulatives available? Are the students’
ideas posted on the board or on a strategy chart?
I usually begin a discussion by reviewing what we have been focusing on; then
I ask for students to volunteer and walk them through their thinking step-by-step.
I often will ask the students to explain why they did what they described, what
the numbers represent, how they decided on their strategy, and so on. I will also
ask the other students to repeat or explainwhat they have heard. By being very
deliberate in these teaching moves, I am trying to model mathematical discourse
for the students, especially for those students who are struggling and may have dif-
ficulty following the ideas we are discussing. I have general questions in mind to
direct the conversation, but I first need to hear what the students are thinking
before I can be more purposeful with my questioning. With this guidance, the stu-
dents can eventually carry on a discussion without my leading. Initially, I do not
insist that the students do these things on their own. I am there to assist and
model what will eventually be expected of them.
I recently created a bulletin board titled “Math Talk” as another way to pro-
vide an entry point for my students who are struggling. This is a place for students
to look when they are at a loss for the words to describe their learning. Basically,
the board lists a series of conversation starters, such as “Can you repeat that?”
“I agree/disagree with.. .” “My idea is similar to.. .” “I don’t understand.. .” This
Math Talk board has given the struggling students, as well as everyone in the
class, a place to refer to when they have difficulty expressing their ideas. Many
times students choose not to share or leave blank space on their papers because
they aren’t sure how to say what they are thinking. I’ve noticed that students who
have more difficulty sharing will at least try to ask a question we have posted to
show that they are participating, such as, “Can you say that again?” or “I agree
BUILDINGUNDERSTANDINGTHROUGHTALK