Common Core
Georgia Performance
Standards
Facilitating Student-Led Discussions, K-12
Part 3: Using Student-Led Discussion to Assess Understanding—Elementary
Cynde Snider
Essential Question
What might a student-led discussion
designed to assess understanding look like
in my classroom?
Learning Target
I can plan a student-led discussion to assess
student understanding of complex, grade level
texts.
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Kindergarten—Ish
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KINDERGARTEN: Speaking and Listening
Comprehension and Collaboration
ELACCKSL1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
ELACCKSL2: Confirm understanding of written texts read aloud or information presented
orally or through media by asking and answering questions about key details and
requesting clarification if something is not understood.
ELACCKSL3: Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
Read Aloud
until Ramon
crumples up his
drawing and
throws it across
the room
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ELACCKSL2: Confirm understanding of written texts read aloud or
information presented orally or through media by asking and
answering questions about key details and requesting clarification if
something is not understood.
Text-based Questions—Whole Class
1.
How did Ramon feel about drawing at the beginning of the story?
How do you know?
2.
How does Ramon feel about drawing now? How do you know?
3.
Why did Ramon change how he feels about drawing? What
makes you think that?
Read Aloud
until Ramon
races after
Marisol, up the
hall and into
her room.
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ELACCKSL1: Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults
in small and larger groups.
b. Continue a conversation through multiple exchanges.
Predicting
What do you think Marisol is going to do with Ramon’s
drawing? What makes you think this will happen?
Share your ideas with your elbow partner.
Read Aloud
until Ramon
falls silent when
he sees the
crumpled
gallery on his
sister’s walls.
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ELACCKSL1: Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small and larger
groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
What did Marisol do with Ramon’s picture? How does
this compare with your predictions?
Make a group with another elbow pair and talk about
how what you predicted compares with what
happened.
Read Aloud until
Ramon tells
Marisol that his
drawings do
look vase-ish.
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ELACCKSL2: Confirm understanding of written texts read aloud
or information presented orally or through media by asking and
answering questions about key details and requesting
clarification if something is not understood.
Text-based Questions—Whole Class
1.
How do you think Ramon feels about drawing now? What
makes you think that?
2.
Why did Ramon change how he feels about drawing again?
What makes you think that?
Read Aloud
through the end
of the story.
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ELACCKSL1: Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults in
small and larger groups.
b. Continue a conversation through multiple exchanges.
Paired “Reading” Discussion: Using Textual Evidence
1.
Reread Ish with your reading partner.
2.
What’s one thing you think the author is trying to teach us about
how we should treat others?
3.
Find at least two places in the story that tell or show you this
idea.
Learning Target
I can plan a student-led discussion to assess
student understanding of complex, grade level
texts.
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Essential Question
What might a student-led discussion
designed to assess understanding look like
in my classroom?
Resource
Reynolds, P. H. (2004). ish. Cambridge, MA: Candlewick Press.
.
Cynde Snider
Georgia Department of Education
csnider@doe.k1.ga.us
404-657-9971
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