to effectively engage in collaborative conversations about academic content and build their content
understandings. Discussions about texts and topics also serve as a bridge to writing.
It is crucial that teachers provide environments that are
physically conducive to discussion and psychologically safe
for participants. Norms are established with the children and
closely maintained, and structures are employed that ensure
equity of participation. Furthermore, children are encouraged
to join the conversation, and teachers convey a clear message
that discussions are opportunities to explore one’s ideas
and hear those of others, and that developing—and even
changing—ideas and opinions during an academic conversation
is normal (and sometimes even expected).
A research panel (Shanahan, and others 2010, 23–28)
concluded that four factors contribute to the success of young
children’s discussion of text and 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
- Ask follow-up questions to encourage and facilitate the discussion
- Provide opportunities, with ample scaffolding, for children to engage in peer-led discussions
These recommendations apply to all genres of text as well as other learning experiences. Because
discussion is so critical to the development of both content understandings and academic language,
collaborative conversations should occur across the curricula and throughout the day.
Presenting
As noted elsewhere in this framework (see chapters 1 and 2 of this ELA/ELD Framework), students
not only learn to engage productively in discussions throughout the years of schooling, they learn to
present information and ideas effectively. In the transitional kindergarten through grade one span,
children learned to express ideas and feelings clearly as they described people, places, things, and
events with relevant details (SL.K–1.3). They added drawings or other visual displays to descriptions
when appropriate to clarify ideas, thoughts, and feelings, and they produced complete sentences as
appropriate (SL.K–1, Standards 4–5). They memorized and recited poems, rhymes, and songs with
expression (SL.K–1.3). Among the presentation skills new to grades two and three are the following:
- Telling a story or recounting an experience with appropriate facts and relevant, descriptive
details (SL.2–3.4) - Planning and delivering a detailed, logically sequenced narrative presentation in grade two and
a well-organized informative/explanatory presentation in grade three (SL.2–3.4a) - Creating audio recordings of stories or poems (SL.2–3.5)
Children learn to use more formal registers as they plan and deliver presentations. In the second-
through third-grade span, they have many opportunities to present information and ideas to their
peers and other audiences on a range of topics and in a variety of content areas. Children also employ
technology appropriately and effectively, such as when they create recordings of text (SL.2–3.5).
Recorded presentations may be shared with audiences beyond the school.
For ELs in particular, but indeed for all children, using English in a variety of ways and across
a range of content areas (including science and social studies) is critical for full academic English
language development. Presenting provides an opportunity for children to slow down and take the
Because discussion is so
critical to the development of
both content understandings
and academic language,
collaborative conversations
should occur across the
curricula and throughout the
day.302 | Chapter 4 Grades 2 and 3