analyze and synthesize a multitude of ideas in various
domains” (CDE 2013b, 26). Teachers in the fourth- and fifth-
grade span work vigorously toward this goal. They ensure
that students are provided many occasions to participate in
academic discussions with a range of partners (including,
as 21st century learners, distant ones; see chapter 10
of this ELA/ELD Framework), and that discussions are a
deliberate and integral element of all curricula. Students
discuss literary and informational books, including their
content area textbooks. They discuss information presented
orally and through a variety of media and formats. They
discuss learning experiences, such as science inquiries
and investigations, mathematical problem solving using
manipulatives, social studies projects, and artistic
explorations.
Teachers provide explicit instruction, modeling, and protocols for effective discussions, and they
ensure equity in participation. They also recognize that the environment they create can encourage all
voices or can privilege some and silence others. Research indicates that when students believe their
ideas will be heard and respected, they are more likely to participate in discussions. This is especially
true of students experiencing difficulty with reading who often lack confidence in themselves (Hall
2012). Teachers should also promote the acceptance of diverse viewpoints (Kamil, and others 2008).
In a report of evidence-based practices, Kamil and others (2008) provided four recommendations
for engaging upper elementary and older students in high-quality discussions of text meaning and
interpretation. These include that the teacher:
- Carefully prepares for the discussion by selecting text that is engaging, has multiple
interpretations, is difficult, ambiguous, or controversial and developing questions that stimulate
students to think reflectively and make high-level connections or inferences - Asks follow-up questions that help provide continuity and extend the discussion, such as
questions that call for a different interpretation, request an explanation of reasoning or
identification of evidence from the text, or lead to further thinking or elaboration - Provides a task, or a discussion format, that students can follow when they discuss texts
together in small groups, such as taking different roles during discussions - Develops and practices the use of a specific “discussion protocol,” that is a specific list of steps
they plan to follow when they lead a discussion
Kamil and others note that “leading instructive
discussions requires a set of teaching skills that is different
from the skills required to present a lecture or question
students in a typical recitation format” (25). Instead of
employing the widely-used I-R-E (initiation-response-
evaluation) approach to structure classroom discussions
(Cazden 1986), in which the teacher initiates a question, a
student responds, and the teacher provides an evaluative
comment, such as “That’s right!” and then asks the next
question, teachers should implement more dynamic,
collaborative conversations in which all students play a
greater role in carrying the conversation. This requires
teachers to think strategically about the types of questions
they ask, as well as the types of responses they provide. For
Teachers provide explicit
instruction, modeling,
and protocols for effective
discussions, and they ensure
equity in participation.
They also recognize that the
environment they create can
encourage all voices or can
privilege some and silence
others.... teachers should implement
more dynamic, collaborative
conversations in which all
students play a greater role
in carrying the conversation.
This requires teachers to think
strategically about the types
of questions they ask, as well
as the types of responses they
provide.
Grades 4 and 5 Chapter 5 | 411