English Language Development

Figure 3.30. Questions and Sentence Starters to Promote Responses to and Building on

the Comments of Others

Questions Sentence Starters

• How would you like to respond to
  Melissa’s comment?


• Can someone add to Raphael’s point?


• Let’s take that a little further. Tell a
  neighbor more about what Idris just
  said.


• Can someone add a few details to
  Phyllis’s summary?


• What does Clarence’s idea make you
  think?


• What would you ask Tom to clarify?


• What would you like Betsy to say more
  about?
  
  
  • I have this to say about Josh’s comment: _____.
  
  
  • I would like to add __.
  
  
  • Talia said , and I agree because .
  
  
  • Someone who disagrees might say _____.
  
  
  • Another reason is ___.
  
  
  • Ruth’s comment was interesting because _____.
  
  
  • What he said was important because _____.
  
  
  • I don’t understand __.
  
  
  • I’d like to know more about ___.
  
  
  • Please explain ___.
  
  
  
  

Children are also given specific tasks to address in small groups. For example, they discuss
how to improve playground cleanup, how to reorganize the classroom furniture for more space for
independent activities, when to best schedule quiet reading
time during the day, where to store art supplies, or how to care
for the class garden on weekends. When confronted with a class
conflict, teachers ask children to talk in small groups to identify
and discuss at least three solutions to the issue.

It is crucial that all children learn how to engage in
discussions and, importantly, that they feel welcome to
contribute. Teachers play a critical role in ensuring that both
of these happen. Formative assessment, in the form of close
observation, informs teachers’ decisions for in-the-moment
scaffolding as well as their plans for subsequent instruction.

Presenting

In grade one, children have many opportunities to present their opinions, stories, and knowledge
to others. Some presentations require more planning and rehearsal than others. Some presentations
are collaborative and some are individual. Teachers ensure that students have adequate background
knowledge and vocabulary to present ideas and information effectively. They provide instruction
and demonstrate effective presentations themselves, and they debrief with children, as appropriate.
Presenting in grade one takes many forms, including:

• Showing and telling (see the kindergarten section)


• Retelling a familiar story


• Explaining how to perform a task


• Sharing with others a group experience


• “Reading” a wordless picture book


• Reporting the outcome of a research project

It is crucial that all children

learn how to engage

in discussions and,

importantly, that they feel

welcome to contribute.

Teachers play a critical role

in ensuring that both of

these happen.

Grade 1 Chapter 3 | 245