Deeper-Level Discussion
with Reading Street
ALEX KINNEY
CARIE TOMLINSON
Clock Hours
 Course Title: Deeper-Level Discussion w/RS
 Time: 4:15-7:15
 Clock Hours: 3
 Cost: $5
 Instructor: District Staff
Norms
 Be present in your learning
For
those of us on different ends of the
learning continuum, please value those of us
still learning
 Honor the presenters by listening
 Take care of your needs whenever you need to do
so
Learning Targets
 I can explain why having my students
participate in a deeper-level discussion will
benefit them.
 I can describe how I plan to implement
deeper-level discussion into my reading
instruction.
Why Use Discussion?
 Participation in discussion = Better
understanding
 Socrates theorized that it is more
important to enable students to think
for themselves than to just fill their
heads with “right” answers.
Ken Wesson
You can listen without thinking,
but you can’t write without
thinking.
Adult Conversation/Discourse
 Discussion/Discourse leads to new information,
insights you had not previously considered and may
lead to a change of opinion.
 Example: Paying more taxes for more road
maintenance
Higher-Order & Remedial Skills Together!
Instructional practices and content emphasis may
also distinguish high-performing high-poverty
schools. Schools where teachers adopted a balanced
view of remedial skills and higher-order thinking had
high-performing disadvantaged students. Rather
than viewing instruction in basic skills as a
prerequisite for higher-order and more challenging
materials, teachers in these schools appeared to
generally challenge their students with cognitively
demanding material. (Puma et al., 1997, p.63)
Show Video Clip #1
Video
Discussion
What did you
notice about the
discussion on the
video?
Background
 Jr. Great Books discussion concept (which this is
based on) was part of the V/C training last year
 Observed a model of this concept with Reading
Street selection (intensive group)
 4 Teachers worked with me on the process
 Developed questions for every selection
Jr. Great Books Discussion
 Students generate questions
about the selection throughout
the week of reading.
 Questions are discussed, but
the teacher selects one student
higher-order and/or
controversial question to be the
group discussion question.
 In writing, students give their
opinion to the question and two
pieces of evidence from the text
to support their opinion.
 Written work must be complete
in order to participate in group
discussion.
 The group discusses the
question, with the teacher
being a facilitator only.
 In writing, students can revise
their answer – offering more
support or changing their
opinion.
Reading Street Discussion
 Questions are done –
but you can change and
use a student question
or one of your own.
 Same format as Jr.
Great Books
Where the RS Questions Are From
 Deeper-Level Questioning Stems (district website 2-
5 Literacy)
 Tried to make controversial if possible so students
could take opposing positions
 Perfect – NO, but you can make changes!
Discussion Set Up
Word Choice
 Unkind words not
allowed
 “That’s a dumb idea.”
Tone
 Even kind words can
sound unkind if you
use a tone that intends
it to be taken that way.
 “Thank you.”
Discussion Set Up Continued
 You don’t have to
agree with your
friend just because
that is what your
friend said.
 A friend would
welcome your
thoughts as part of
the discussion and
not pressure you
into choosing the
same argument or
position.
Responses to Discussion
 One student reads their paper completely
 Other students respond with:
I agree with _____.
I agree with _____, but would like to add __________.
I disagree with _____, because __________.
 When that line of responses ends, another student
reads their paper and so on
Additional Response Ideas
 I hear what you are saying. Have you ever thought
about _____________?
 I’m wondering _________________.
 How your idea affects my thinking is
__________________.
Sample Discussion Question
 Your turn to participate in a discussion question.
 Read the selection.
 Answer the question with an opinion statement.
 Give two pieces of evidence from the text, with page
citation, to support your opinion.
Discussion Groups
Alex
Carie
Discussion
About the
Discussion
Talk at your
table about
these
questions.
 How did you feel as a
participant in the
discussion?
 How do you think
participating in a
discussion like this would
help students’
comprehension?
Setting Up the Groups
Inner/Outer Circle
Group A/Group B
 Inner circle
 Meet with Group A for
participates in
discussion, outer circle
observes
 Roles switch
discussion while Group
B works independently
 Switch groups
More Ways to Group
Two Adults
 Additional Staff (Title
1, LAP, Coach) work
with you on discussion
day to divide group in
half – each of you
facilitating one group
Independent Groups
 Once students have
experience with
discussion groups, they
run their own
discussion groups with
teacher as monitor
Show Video Clip#2
Video
Discussion
What did you
notice about the
discussion on the
video?
Getting Started
 Amount of direction depends on your students
 Some scaffolding is appropriate, but don’t do
everything for the students
 I do, we do, you do
Model 2 answers part way (opinion part)
 Give sentence frame
 On own

Explaining Evidence
 Some evidence is very clear and needs little to no
explanation
 Some evidence definitely needs explanation as to
how it supports the opinion
 Some evidence can be used for both sides of
opposing positions (and therefore needs some
explanation)
The Teacher’s Role in Discussion
 The teacher is the
facilitator of the
discussion and is not
there to express
his/her opinions
 The teacher needs to
use questioning
strategies to keep the
discussion going
In the Next Video . . .
 Watch and listen to
the students’
opinions and
support
 Watch to see how
the teacher
facilitates the group
Show Video Clip #3
Video
Discussion
 What did you notice about
the students’
opinions/support?
 What did you notice about
the teacher as a facilitator?
Discussion Based on Dialogue not Debate
Dialogue
Debate
 Collaborative
 Oppositional
 Share ideas and listen to
 Listen to find flaws and argue
understand, make meaning
 Creates close-mindedness,
 Enlarges and possibly changes
point of view
 Creates emotional safety
determination to be right
The Power of Persuasion
 Most students will not be swayed by another
student’s opinion
 In some cases, a student will make a strong enough
argument to persuade a few students to change their
position.
Pearl and Wagner: Two Good Friends
 Seeker of Knowledge

Show Video #4
Video
Discussion
What did you
notice about the
discussion on the
video?
Assessment
 Selection comprehension assessment
 Evidence for Standards-Based Report Card
(written and anecdotal)
Tips
 Think about the question ahead of time – what
might you have to talk about with your students for
them to understand the question? Theme?
Influence?
 What to do if some students don’t participate in
discussion?
 Have appropriate responses readily available for
students’ reference (plastic sheets/poster).
Where to Find Resources
 Deeper Level Questioning Stems
 Reading Street Discussion Questions
 Other Resources
Grade-Level Discussions
 Move into grade-level groups and discuss how you
could see this implemented at your grade level.