Discussing
Students not only learn to express themselves effectively
through writing, they learn to exchange ideas and information
in discussions with adults and peers. Effective expression is
crucial in the years of schooling ahead and in the workplace—
as well as in life. Teachers in grades four and five recognize
their role in their students’ continuum of learning toward
effective expression.
In transitional kindergarten through grade three, students
began developing skill in one-on-one, small group, and
teacher-led discussions about grade-level texts and topics.
They learned to prepare for discussions by reading or studying
required materials, follow agreed-upon rules for discussion,
ask questions to check understanding, stay on the topic, link
their comments to the remarks of others, and explain their ideas in light of the discussion (SL.K–3.1).
They learned to ask and answer questions about information from a speaker, offering elaboration and
detail (SL.K–3.3).
In the fourth- and fifth-grade span, students continue to develop their skills in discussing texts and
grade-level topics. Among the new discussion skills learned during the fourth- and fifth-grade span are
the following:
- Carrying out assigned roles in discussions (SL.4–5.1b).
- Responding to specific questions to clarify, follow up, or otherwise contribute to the discussion
(SL.4–5.1c) - Reviewing the key ideas expressed in discussions and, in grade five, drawing conclusions (SL.4–
5.1d) - Paraphrasing in grade four and summarizing in grade five text read aloud or information
presented in diverse media and formats (SL.4–5.2) - Identifying reasons and evidence provided by speakers or media sources for particular points,
and by the end of grade five identifying and analyzing any logical fallacies (SL.4–5.3) - Learning to differentiate between, and in grade five adapt speech to, contexts that call for
formal English (e.g., presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion) (SL.4–5.6)
The CA ELD Standards amplify this focus on discussion and collaborative conversations—about
content and about language—permeate both Parts I and II. Much of second language development
occurs through productive and extended collaborative discourse that is focused on topics worth
discussing. The CA ELD Standards call for ELs to contribute
meaningfully in collaborative discussions with a variety of
audiences (e.g., whole class, small group, partner), including
sustained and extended dialogue (ELD.PI.4–5.1). When engaged
in conversations with others, they negotiate with or persuade
others using particular language moves (e.g., “That’s an
interesting idea. However.. .”) to gain and hold the floor (ELD.
PI.4–5.3), and they learn to shift registers, adjusting and adapting
their language choices according to purpose, task, and audience
(ELD.PI.4–5.4).
Being productive members of discussions “requires that students contribute accurate, relevant
information; respond to and develop what others have said; make comparisons and contrasts; and
Students not only learn to
express themselves effectively
through writing, they learn
to exchange ideas and
information in discussions with
adults and peers. Effective
expression is crucial in the
years of schooling ahead and
in the workplace—as well as
in life.Much of second language
development occurs
through productive and
extended collaborative
discourse that is focused
on topics worth discussing.410 | Chapter 5 Grades 4 and 5