crucial role these years play in their students’ continuum of learning toward—years later—the
achievement of the College and Career Readiness Anchor Standards for Speaking and Listening in
Comprehension and Collaboration (CCR.SL.1–3).
Four factors contribute to the success of young children’s discussion of text, according to a
research panel (Shanahan, and others 2010, 23–28). Two are related to planning and two are
related to sustaining and expanding the discussion. In terms of planning, the panel recommends that
teachers:
- Ensure that texts are compelling enough to spark discussion; in other words, the topic should
be interesting to the children and the discussion should be worth having - Prepare higher-order questions that prompt children to think more deeply about the text
In terms of sustaining and expanding discussions, the panel recommends that teachers: - Ask follow-up questions to encourage and facilitate the discussion
- Provide opportunities, with ample scaffolding, for children to engage in peer-led discussions
As citizens of the 21st century, children begin to engage in discussions with others well beyond
the local setting. For example, some teachers facilitate online interactive video calls with partner
classrooms in another region or country.
Presenting
Even in the earliest grades, children begin to build the
skills needed for the effective presentation of knowledge and
ideas so important to their educations, careers, and civic
participation in the years ahead (SL.K–1, Standards 4–6).
Presenting requires more formal language use than discussion
as well as a heightened awareness of audience. Presenting
typically includes preparation, especially in organizing ideas or
points. It sometimes includes drawings or other visual displays
to provide detail or clarification (SL.K–1.4). Children are given
many opportunities, with age-appropriate guidance and support,
to present for both small and large groups during the transitional kindergarten through grade one
span—often (but not exclusively) in the form of “sharing” (or “show and tell”). Importantly, children
are taught how to respond positively, respectfully, and actively as listeners.
Effective presentations interest both speakers and listeners, and children have choices in what they
wish to present. Furthermore, presenting should be a psychologically safe and affirming experience for
all children.
Some presentations, such as small group presentations of songs or poetry, are recorded and
shared virtually, with appropriate permissions, with broad audiences. Multilingual presentations may
be developed drawing upon the languages of the children.
Using Language Conventions
One aspect of effective expression is the use of language conventions. Young children differ from
one another in their knowledge of and exposure to the conventions of standard English, and teachers
teach conventions explicitly, gently guiding young children toward their proficient use in both written
and spoken expression. It is important to note that grammar and its usage rarely develop in a linear
path, and that as children synthesize new grammatical knowledge with their current knowledge,
it may appear that they are making “errors” in areas of language development they have already
internalized. However, these incorrect usages (such as saying goed to signify past tense of go) are a
natural part of language development.
Children are given many
opportunities, with age-
appropriate guidance and
support, to present for both
small and large groups
during the transitional
kindergarten through
grade one span...Transitional Kindergarten to Grade 1 Chapter 3 | 147