example, in addition to asking questions that have a defined or expected response, teachers can ask
more questions that have multiple possible interpretations, such as “How does the author let us know
what kind of person the main character is?” Instead of providing evaluative responses, teachers can
include responses in the form of questions that promote deeper thinking and extended discourse, such
as “Can you tell us more about that?” or “How did you come to that conclusion?”
In addition, teachers should support students’ use of different approaches to texts. As appropriate
for the purpose, students may be guided to take one of three stances: (1) an efferent stance, in
which they work to determine what the text says; (2) an aesthetic stance, in which they consider their
reactions to the text; or (3) a critical-analytical stance, in which they consider the author’s intent and
perspectives and explore underlying arguments and assumptions. Students should be skilled at each
of these approaches and they may all occur in a single extended discussion. Professional learning and
opportunities for collaborative planning and teaching are crucial as teachers work to engage students
in rich, meaningful discussions.
Presenting
Students engage in more formal expression by planning and delivering presentations (SL.4–5,
Standards 4–5). In transitional kindergarten through grade three, students learned to give
presentations by reporting on topics and texts, telling stories, and recounting experiences, using
appropriate and relevant facts and details. They learned to express themselves clearly for their
listeners. By the end of grade three, students planned and delivered an informative/explanatory
presentation, organizing ideas around major points, presenting information in a logical sequence,
including supporting details and clear and specific vocabulary, and providing a strong conclusion.
In the fourth- and fifth-grade span, students further develop their skills in presenting. Among the
skills related to presenting that are new to the fourth- and fifth-grade span are the following:
- Organizing content effectively (SL.4–5.4)
- Including descriptive details to support main ideas or themes (SL.4–5.4)
- Planning and delivering narrative presentations (in grade four) and opinion speeches (in grade
five) (SL.4–5.4a) - Memorizing and reciting a poem or section of a speech or historical document (grade five)
(SL.5.4b) - Including audio recordings and, in grade five, multimedia components to enhance the
development of main ideas or themes (SL.4–5.5) - Recognizing when contexts call for the use of formal or informal English and adapting speech to
a variety of contexts and tasks (SL.4–5.6)
Students have many opportunities to present ideas and
information in collaboration with peers and individually. Some
presentations are more elaborate than others and include
audio, visual, or other media components to enhance the
development of the ideas (SL.4–5.5). Some are live, some
recorded; some are shared with a local audience, others with
virtual audiences. Students continue to build competence in
expressing thoughts and ideas in front of an audience and
in creating captivating presentations that are logically and
coherently organized in a manner appropriate for the content
and purpose. They employ many 21st century skills in doing
so. (See chapter 10 of this ELA/ELD Framework.)
Students have many
opportunities to present
ideas and information in
collaboration with peers
and individually. Some
presentations are more
elaborate than others and
include audio, visual, or other
media components to enhance
the development of the ideas.412 | Chapter 5 Grades 4 and 5