Teachers carefully examine students’ writing to determine achievement of selected objectives,
reflect on the effectiveness of their teaching, and inform subsequent instruction. They involve students
in reviewing their work. Teachers of EL children also use the CA ELD Standards to guide their analysis
of student writing and to inform the type of feedback they provide to students.
Discussing
By the end of kindergarten, children are expected to follow agreed-upon rules for engaging in
discussions. That is, they listen to others and take turns speaking about the topics and texts under
discussion (SL.K.1a). In addition, they are able continue
a conversation through multiple exchanges (SL.K.1b).
And, they ask and answer questions to seek and provide
information and clarification (SL.K.2-3). They learn to
speak audibly and express their thoughts, feelings,
and ideas clearly (SL.K.6). Kindergarten teachers are
aware of the work done in preschools and transitional
kindergartens toward achievement of these expectations,
and they build on previous practices. (See Volume 1 of
the California Preschool Learning Foundations, Volume 1
of the California Preschool Curriculum Framework and the
transitional kindergarten section of this chapter.)
During the kindergarten year, children engage daily in multiple discussions. Discussions occur in
pairs, small groups, and with the entire class. Some discussions are adult-led. Others are conducted
by the children, with teacher guidance and monitoring. Teachers use a variety of structures and make
sure that all children have ample opportunities to contribute, not just the most outspoken children.
Furthermore, they ensure that children engage in discussions with diverse partners. That is, children
do not always turn to the same one or two neighbors to respond to a prompt or share their thinking.
They interact in partners or small groups with all children in the classroom on numerous occasions
and in numerous contexts. Children also may have opportunities to engage in discussions with distant
others through the use of technology.
Effective discussions do not just happen. They require a skillful teacher who teaches children how
to engage in discussions with peers and others. For example, teachers:
- Teach and demonstrate discussion behaviors that indicate respect for others, such as listening
closely, not interrupting, responding to comments, encouraging others to contribute, and
acknowledging and appreciating all participants’ thinking on the topic - Explain effective contributions to discussions, such as comments that are related to the topic
and build on others’ remarks and questions that serve to clarify or that request elaboration (i.e.,
staying on topic) - Engage the children in reflection on the discussion
process, such as asking them to consider what was
helpful in keeping a discussion on target and what might
have made the discussion run more smoothly - Provide gentle guidance during discussions, as
appropriate
Discussions occur across the curricula. Students discuss
books of all genres that are read aloud, and they discuss
learning experiences in math, social studies, science, and the arts.
During the kindergarten year,
children engage daily in multiple
discussions. Discussions occur in
pairs, small groups, and with the
entire class. Some discussions are
adult-led. Others are conducted
by the children, with teacher
guidance and monitoring.Effective discussions do not
just happen. They require a
skillful teacher who teaches
children how to engage in
discussions with peers and
others.210 | Chapter 3 Kindergarten