Before students take on any of these roles, it is
critical for them to build proficiency and confidence in
enacting them successfully. Developing these abilities
is best facilitated through extensive teacher modeling
of ways to enact each role, explanations about the
purposes and logistical aspects of the roles, and guided
practice in enacting the roles. For example, to learn to
perform the role of summarizer independently, students
benefit from collaborative practice with partners or
in small groups. After the teacher explains why it is
important to be able to summarize a section of text
and models how to summarize, students may work
together to prepare a brief summary of another section
of text and prepare a brief written or oral statement
that highlights the key ideas and main points. The same
type of scaffolding and gradual release of responsibility
should be applied to the other discussant roles noted
above.
Importantly, teachers ensure that there are interesting topics to discuss, including those relevant
to their learners’ cultural and linguistic experiences, and that students have the background knowledge
(including the vocabulary) necessary to contribute to the conversation—knowledge gained through
engagement in compelling text and meaningful learning experiences.
Presenting
Students generally use more formal language registers when they give presentations. They report
on topics or texts, tell a story, or recount an experience, including appropriate facts and details to
support their points, and they add audio and visual displays as appropriate (SL.4.4–5). In grade four,
students plan and deliver a narrative presentation that relates ideas, observations or recollections;
provides a clear context; and includes clear insight into why the event or experience is memorable
(SL.4.4a). They are provided models and feedback.
Students have many opportunities to present knowledge and ideas. Most presentations occur in
collaboration with partners or small groups. Together, students plan, rehearse, and present. Some
presentations are short and are prepared in a few hours (or less). Others are longer and take days
to prepare, such as when students share the details and results or outcomes of a research project or
service learning experience. Some presentations are live and
some are recorded, such as a video report. Students present
to range of audiences, including their peers, classroom guests,
their nearby community, and online others.
Presentations are most valuable if they are meaningful
to students; that is, if students find value in expressing their
knowledge or ideas and if the subject of the presentation is
relevant to the audience. Importantly, presenters should receive
feedback from their audiences. Critical for teachers of ELs to
understand is that in some cultures, eye contact and other
expected behaviors for oral presentations in U.S. classrooms
may be an unfamiliar or even uncomfortable experience.
Teachers should be sensitive to cultural differences and know something about these types of
differences with regard to their individual students and guide them in safe and supportive ways to add
U.S. cultural resources to their existing ones.
Importantly, teachers ensure that
there are interesting topics to
discuss, including those relevant to
their learners’ cultural and linguistic
experiences, and that students
have the background knowledge
(including the vocabulary)
necessary to contribute to the
conversation—knowledge gained
through engagement in compelling
text and meaningful learning
experiences.Students have many
opportunities to present
knowledge and ideas.
Most presentations occur in
collaboration with partners
or small groups. Together,
students plan, rehearse, and
present.Grade 4 Chapter 5 | 435