ELA Discourse Cards Academic

Talk
Questions and response prompts
to encourage meaningful discussions Knowledge
and deep comprehension of texts Building

Word
Learning
Understanding
Informational
Understanding Texts
Literature

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Use these ELA Discourse Cards to facilitate academic discussion about
texts. The Discourse Cards are divided into five categories to target
different skills.

Academic Talk: Understanding Knowledge Building: Word Learning: Understanding

Targets exchange Literature: Targets analysis that Targets vocabulary Informational Texts:
of ideas Targets literary goes beyond the text strategies Targets informational
standards standards

• E xplain ideas • Character •A

 ctivate background •C ontext clues • Main idea
• Ask questions • Plot knowledge • Antonyms • Text features
• Clarify •P  oint of view •M
 ake connections to • Synonyms • Text structure
misunderstandings other texts
• Theme • Word parts • Argument
• L isten and  ake connections to
•M
real life • Word choices • Perspective
respond
• Cognates • Author’s purpose

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Each ELA Discourse Card is aligned to a Depth of Knowledge (DOK)
level based on Webb’s DOK. Use DOK levels to target different levels
and complexities of cognitive thinking.

DOK LEVEL 1 DOK LEVEL 3

Recall and Reproduction Strategic Thinking

DOK LEVEL 2 DOK LEVEL 4

Skills and Concepts Extended Thinking

See the ELA Discourse Card Library on Teacher Toolbox or

i-Ready Central® for a list of DOK levels.
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 Whole Class Discussion Recommendations
Whole class discussions create an environment of inquiry and allow you to
model and reinforce academic vocabulary. Consider using these discourse
cards during whole class discussions in the following ways:

• S elect relevant cards and share these with students before reading to introduce key
academic vocabulary and set a purpose for reading.

• Focus on one or two questions a week to introduce the kinds of questions skilled readers ask as
they engage with a text. Give students multiple exposures to the same question across multiple
texts so the questions become ingrained.

• Share several cards with the class and allow students to choose which ones they want to discuss.

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 Small Group Discussion Recommendations
Small group discussions provide a supportive environment for students to
practice speaking and listening skills, particularly for students who are less
inclined to speak in the whole class setting. Additionally, when students talk
with their peers and hear unique perspectives, it provides a platform for them
to form opinions and justify their thinking. Consider using Discourse Cards
during small group discussions in the following ways:

• P
 rovide a structure to small group conversation by giving each small group a card to discuss.
Ask the group to summarize their discussion with the whole class to allow all students to learn
from the discussions from each small group.

• Distribute blank cards to each group, and ask each group to create a question. Pass out the
student-created card to a new small group for discussion.

• Pose a question from one of the cards to the whole class, and brainstorm possible responses to
the question together. Then, ask students to select one of the responses and form a small
group with others who agree with them. Prompt students to justify their thinking to others
in that group.

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 Paired Discussion Recommendations
Paired discussions ensure all students have an opportunity to listen and speak
as well as build conversational skills. Try pairing students with mixed language
or reading abilities so they can learn from one another. Consider using
Discourse Cards during paired discussions in the following ways:

• To establish conversational skills among students, use cards that have a question and response
prompt so each has support to begin their discussion of a text.

• Give each pair a card to guide their discussion about a text. After a few minutes, have the person
who asked the question on the card find a new partner for discussion. Repeat as time allows.
Having students practice asking the same question with multiple partners will increase students’
levels of comfort with the academic vocabulary.

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Consider these additional opportunities for using these Discourse
Cards beyond Ready® Reading lessons:

• Facilitate discourse with extended read-aloud texts.

• Facilitate a culminating discussion to incorporate multiple texts that have a shared theme or topic.

• Have students create their own cards as they become more skilled at engaging in text-based
discussions.

• Use the cards as writing prompts or to facilitate discussion that prepares students for an extended
writing opportunity.

• Create a discussion station as a rotational center activity. Provide a short text, and have students
read and discuss the text with one another.

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 UNDERSTANDING LITERATURE

How do the
character’s actions
help you understand
what kind of person
he or she is?
When the character
does/says ,
it shows me that
.

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 UNDERSTANDING LITERATURE

What do you learn

about the character
in this part of
the story?
This part of the story
shows that the
character is
because .

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 UNDERSTANDING LITERATURE

How does this plot

remind you of other
stories you’ve read?

What happens in
this story is similar
to because
.

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 UNDERSTANDING LITERATURE

How is the
problem solved?

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 UNDERSTANDING LITERATURE

How does a
character change
in the story?
First, the
character .
Then, the
character .

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 UNDERSTANDING LITERATURE

How does the

setting affect the
character’s actions
and decisions?

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 UNDERSTANDING LITERATURE

What happens at
the beginning,
middle, and end
of the story?
In the beginning, .
In the middle, .
At the end, .

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 UNDERSTANDING LITERATURE

Which details
are important to
understanding this
part of the story?
Why?
The most important
details are
because .

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 UNDERSTANDING LITERATURE

What do you
think is the most
important event
in the story?
Why?
I think the most
important event
is
because .

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 UNDERSTANDING LITERATURE

What information
in the beginning of
the story helps you
understand the rest
of the story?
In the beginning
of the story,
I learned .

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 UNDERSTANDING LITERATURE

If the story were

told by a different
character, which
details might be
different?

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 UNDERSTANDING LITERATURE

Who is telling
the story?
How do you know?
The story is told
from the point of
view of .
I know this
because .

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 UNDERSTANDING LITERATURE

What lesson
does the main
character learn?

learns that
. I know this
because .

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 UNDERSTANDING LITERATURE

How do the illustrations

help you understand the
characters, setting, or
events in the story?

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 UNDERSTANDING LITERATURE

Retell the story in

sequential order.

wanted
. But .
So, .
Then, .

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 UNDERSTANDING INFORMATIONAL TEXTS

What is the main

topic of this text?
How do you know?

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 UNDERSTANDING INFORMATIONAL TEXTS

Which details help

you understand more
about the topic?

The most important

details are .

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 UNDERSTANDING INFORMATIONAL TEXTS

How does the

author support his
or her ideas?

The author supports

his or her ideas
by explaining .

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 UNDERSTANDING INFORMATIONAL TEXTS

How do the details

of the text support
the main idea?

The main idea

is . I know this
because .

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 UNDERSTANDING INFORMATIONAL TEXTS

Which details
help you picture
what the author is
describing?

These details show

that .

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 UNDERSTANDING INFORMATIONAL TEXTS

What is the cause

of ? How do
you know?

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 UNDERSTANDING INFORMATIONAL TEXTS

What is being
compared in the
text? How are
they alike
or different? and
are alike because
. They
are different
because .

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 UNDERSTANDING INFORMATIONAL TEXTS

What is the main

problem described
in the text? Why is
it a problem?

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 UNDERSTANDING INFORMATIONAL TEXTS

Why do you think

the author organizes
the information
in this order?

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 UNDERSTANDING INFORMATIONAL TEXTS

What are some

examples of how the
author shares his or
her opinions?

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 UNDERSTANDING INFORMATIONAL TEXTS

Is the author’s purpose

to share information
or to convince you
of an idea? Which
words help you know?
The author’s
purpose is to .
I can tell
because .

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 UNDERSTANDING INFORMATIONAL TEXTS

How do the
pictures, charts, or
diagrams help
you understand
the text?
I understand
better
because .

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 UNDERSTANDING INFORMATIONAL TEXTS

Which words help

you know the author
is changing to a
new topic?
The author uses the
words
to .

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 UNDERSTANDING INFORMATIONAL TEXTS

What words show you

how the author feels
about the topic?

The words
show me that the
author feels .

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 UNDERSTANDING INFORMATIONAL TEXTS

Based on the
subheadings, what do
you think you’ll learn
about from this text?

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 KNOWLEDGE BUILDING

Compare what you

knew about _______
before you read the
text with what you
know now.
Before I read the text,
I knew . Now,
I know .

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 KNOWLEDGE BUILDING

What does this

text help you
understand?

Now I know .

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 KNOWLEDGE BUILDING

What does this

part of the text make
you want to learn
more about?

The text makes me

want to know .

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 KNOWLEDGE BUILDING

After reading the text,

what new questions
do you have about the
topic or story?

Now I wonder .

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 KNOWLEDGE BUILDING

How would you

summarize the first
part of the text?

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 KNOWLEDGE BUILDING

What do you already

know about this time
and place?

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 KNOWLEDGE BUILDING

What do you already

know about this topic?
Where have you
learned about
this topic?
I already
know
from .

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 KNOWLEDGE BUILDING

How could someone

use the information
in this text?

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 KNOWLEDGE BUILDING

What other stories

have a similar
theme?

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 KNOWLEDGE BUILDING

What were you

surprised to learn
from the text?

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 KNOWLEDGE BUILDING

How is this text

similar to other texts
you’ve read about
the same topic?
I see similarities
between this text
and
because .

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 KNOWLEDGE BUILDING

What does the

character’s experience
help you understand
about the world?
The character’s
experience helps me
understand .

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 KNOWLEDGE BUILDING

What can you infer

about ?

The text says ,

so I can infer .

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 KNOWLEDGE BUILDING

Which parts of
the text were difficult
to understand?

I’m not sure I

understand .

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 KNOWLEDGE BUILDING

What information
do you think the
author left out?

The author doesn’t

tell readers .

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 WORD LEARNING

Which parts of
the word
do you know?
What do you think
the word means?
I know the word
part(s) , so
I think the word
means .

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 WORD LEARNING

How does the prefix

of the word
help us figure out
the meaning?

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 WORD LEARNING

What other words

have the same root as
the word ?

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 WORD LEARNING

What other words in

the text help you
understand what the
word means?
The words
in the text help me
understand that the
word
means .

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 WORD LEARNING

What other meanings

does the word
have?

This word also

means .

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 WORD LEARNING

What other words

look or sound like the
word ?

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 WORD LEARNING

What are some

words that mean
almost the same
thing as the
word ?
Words that are
similar to are
and .

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 WORD LEARNING

What are some

words that mean the
opposite of the
word ?
Words that are
opposite of are
and .

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 WORD LEARNING

How is the
word like a
word you know in
another language?

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 WORD LEARNING

Why do you think

the author chose
to include the
word ?

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 WORD LEARNING

What is the most

important word in
this passage? Why do
you think so?
I think the most
important word
is
because .

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 WORD LEARNING

Which words are

new to you?

I don’t know
the words
or .

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 WORD LEARNING

What words does

the author use to
describe ?

The author
describes
by saying .

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 WORD LEARNING

How did your

understanding of the
word _____ change
after you read this
part of the text?
Now I know the
word
means .

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 WORD LEARNING

Which words does

the author use that
you could use in
your own writing?
I want to use the
words in
my writing.

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 ACADEMIC TALK

Do you agree that

?
Why?
The words
in the text help me
understand that the
word
means .

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 ACADEMIC TALK

Did you notice

?

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 ACADEMIC TALK

My partner
thinks
because .

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 ACADEMIC TALK

I’m confused.
Could you say it
another way?

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 ACADEMIC TALK

So, what I hear you

saying is .

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 ACADEMIC TALK

I think what you said

about makes
sense because
. This is
supported by .

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 ACADEMIC TALK

Can you explain

how you came up
with that idea?

The text says ,

which makes me
think .

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 ACADEMIC TALK

According to
the author, .

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 ACADEMIC TALK

After you said

,
it made me realize
.

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 ACADEMIC TALK

I’m curious about

.

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 ACADEMIC TALK

Can you prove that?

I can prove
because .

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 ACADEMIC TALK

I have a question
about .

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 ACADEMIC TALK

Could you give an

example of ?

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 ACADEMIC TALK

My new thinking is
.

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I still think
,
but now I wonder
.

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Can you add

to my idea?

I would like to add

to ’s thinking
about by
pointing out .

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Can you tell me more

about ?

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I’d like to revise

my thinking
because .

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I noticed a
connection between
the ideas
and .

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In the text it says

,
so I predict
.

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