This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. In this scenario, Jamal showed his math strategy for 48+27 by breaking it into steps. Priya asked "Can you explain why you add 20 first?" and Carlos built on this by saying "Adding to Priya's remarks, is it like breaking 27 into 20 and 7?" Carlos explicitly linked to Priya's question and asked for further clarification about the strategy. Emma's "I'm hungry" and Diego's "Can I sharpen my pencil?" are completely off-topic. Choice C is correct because it identifies the question that best links to another student's remarks - Carlos explicitly says "Adding to Priya's remarks" and then asks a related question about breaking numbers apart, showing he listened to Priya and is building on her question to deepen understanding of Jamal's strategy. Choice A is a common error where students think the first good question is the one that links best, but while Priya asked a good question about the strategy, she didn't link to another student's remarks - Carlos did by referencing Priya's question. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' USE ANCHOR CHART: 'Good Discussion Questions: Reference what speaker said, Ask for understanding, Stay on the topic, Connect ideas.' PRACTICE with sentence starters: 'Adding to [name]'s question...' 'Building on what [name] asked...' 'Like [name] said...'

This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. In this scenario, Maya explained that evaporation turns water into water vapor, and Jamal asked for clarification about what vapor means. Priya best linked comments to others' remarks by saying "Adding to Jamal's question, does vapor always rise?" - she explicitly referenced Jamal's question and built upon it with a related question about vapor's properties. Carlos made an off-topic comment "I like rain" that doesn't connect to the discussion about evaporation and vapor. Choice B is correct because it identifies the student who best links comments to others' remarks - Priya explicitly says "Adding to Jamal's question" and then asks a related question about vapor, showing she listened to Jamal and is building on his question to deepen understanding. Choice C is a common error where students confuse off-topic questions with linking to remarks - Emma's "Can we play soccer?" is completely unrelated to the discussion and doesn't reference anyone's previous comments about evaporation or vapor. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' MODEL good questions: When someone presents, demonstrate: 'I want to check my understanding. You said [X]. Can you explain more about that part?' PRACTICE with Think-Pair-Share: Give students sentence starters: 'Can you explain what you mean by ___?' 'You mentioned ___. Can you tell us more?' 'How is what you said related to ___?' REINFORCE: Praise specific good questions: 'Great question, Priya! You connected to Jamal's question and asked for more information about vapor. That helps us all understand better.'

This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. In this scenario, Marcus shared a current events article about recycling saying paper, glass, and some plastics can be reused to make new items. Amir asked a question that best asked for evidence and linked to another student's remarks: "Adding to Sofia's question, where did the article say we find that list?" explicitly references Sofia's previous question and asks for specific information from the article. Emma made an off-topic comment "I made a craft with bottles" and Carlos asked an off-topic question "What time is dismissal?" that don't help understand the recycling information. Choice D is correct because it identifies Amir's question which best asks for evidence and links to another student's remarks. Amir's question "Adding to Sofia's question, where did the article say we find that list?" directly states it's building on Sofia's question about which plastics are accepted, asks for specific evidence from Marcus's article about where to find information, and helps the class understand how to apply the recycling information. Choice C is a common error where students might think Sofia's question is the best because it asks about plastics - this typically happens because 3rd graders may not recognize that while Sofia's question is good, Amir's question is better because it both links to Sofia AND asks for specific evidence from the article, may not understand that the best questions build on others' questions to deepen understanding, may miss the explicit linking language "Adding to Sofia's question" that makes Amir's response stronger. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' MODEL good questions: When someone presents, demonstrate: 'I want to check my understanding. You said [X]. Can you explain more about that part?' PRACTICE with Think-Pair-Share: Give students sentence starters: 'Can you explain what you mean by ___?' 'You mentioned ___. Can you tell us more?' 'How is what you said related to ___?' USE ANCHOR CHART: 'Good Discussion Questions: Reference what speaker said, Ask for understanding, Stay on the topic, Connect ideas.' REDIRECT gently: 'That's nice about your craft, Emma, but how does it connect to what Marcus explained about recycling?' or 'Can you ask a question about the recycling information Marcus presented?' REINFORCE: Praise specific good questions: 'Great question, Amir! You connected to Sofia's question and asked for specific evidence from the article. That helps us all understand how to recycle correctly.'

This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. In this scenario, Priya presented about local government saying the mayor helps lead the city and the city council votes on rules. Lin asked a question that stayed on topic and linked to another student's remarks: "That connects to Jamal's remarks: who gets to vote for the council?" explicitly references Jamal's previous question about the council and builds on it by asking about voting. Carlos made an off-topic comment "My uncle is a police officer" and Emma asked an off-topic question "Can we have extra recess?" that don't connect to the discussion about local government. Choice B is correct because it identifies Lin's question which best stays on topic and links to another student's remarks. Lin's question "That connects to Jamal's remarks: who gets to vote for the council?" directly states it's connecting to Jamal's question, stays focused on the council topic from Priya's presentation, and asks for more information about how the council is chosen, which helps deepen understanding of local government. Choice A is a common error where students might think any comment about government workers (police officer) is on-topic - this typically happens because 3rd graders may think any participation about the general topic (government/city workers) is good participation, even if it doesn't ask for understanding of the speaker's specific information about mayors and councils, may not understand that good questions should build on previous remarks not just share loosely related personal connections. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' MODEL good questions: When someone presents, demonstrate: 'I want to check my understanding. You said [X]. Can you explain more about that part?' PRACTICE with Think-Pair-Share: Give students sentence starters: 'Can you explain what you mean by ___?' 'You mentioned ___. Can you tell us more?' 'How is what you said related to ___?' USE ANCHOR CHART: 'Good Discussion Questions: Reference what speaker said, Ask for understanding, Stay on the topic, Connect ideas.' REDIRECT gently: 'That's interesting about your uncle, Carlos, but how does it connect to what Priya explained about the mayor and council?' or 'Can you ask a question about the information Priya presented?' REINFORCE: Praise specific good questions: 'Great question, Lin! You connected to Jamal's question and asked for more information about voting for the council. That helps us all understand local government better.'

This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. Poor questions or comments are off-topic (unrelated to discussion), don't ask for understanding (just state something), or don't connect to what others said (ignore previous remarks and introduce new subject). In this scenario, Chen explained that hurricanes form over warm ocean water, get energy from heat, and spin around a calm center called the eye. Priya asked a good question that checked understanding, stayed on topic, and linked to remarks: 'Can you explain what you mean by the eye of the hurricane?' which references Chen's specific term. Emma made an off-topic comment: 'I like rainy days' which doesn't connect to the presentation. Choice B is correct because it identifies the student who asked a question checking understanding of specific information and linking to the speaker's remarks. Priya's question 'Can you explain what you mean by the eye of the hurricane?' directly references Chen's information about the eye and asks for explanation, which helps check understanding and links to his remarks. Choice C is a common error where students think any comment vaguely related to weather is on-topic, even if it's a personal preference that doesn't check understanding or link to remarks. This typically happens because 3rd graders are still learning to distinguish between relevant and irrelevant questions, may think any participation is good participation, may not understand that questions should connect to prior remarks not just be about general topic, may think sharing personal connections is same as asking to understand speaker's specific information. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' MODEL good questions: When someone presents, demonstrate: 'I want to check my understanding. You said [X]. Can you explain more about that part?' PRACTICE with Think-Pair-Share: Give students sentence starters: 'Can you explain what you mean by ___?' 'You mentioned ___. Can you tell us more?' 'How is what you said related to ___?' USE ANCHOR CHART: 'Good Discussion Questions: Reference what speaker said, Ask for understanding, Stay on the topic, Connect ideas.' REDIRECT gently: 'That's an interesting comment, but how does it connect to what Chen explained?' or 'Can you ask a question about the information Chen presented?' REINFORCE: Praise specific good questions: 'Great question, Sofia! You asked for clarification about the chrysalis stage that Chen explained. That helps us all understand better.' CONTRAST: Show examples of on-topic (references speaker's remarks) vs off-topic (random comment). Watch for: students who share personal connections without asking questions, students who ask procedural questions (recess, lunch) during content discussions, students who don't listen then ask question already answered, students who wait to ask but forget what speaker said. Consider: Post sentence starters visible during discussions, practice in partners before whole class, use fishbowl to observe good questioning, give explicit feedback on question quality.

This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. In this scenario, Andre shared that he calms down by taking deep breaths. Yuki asked "Can you explain how deep breaths help your body?" which stays on topic about Andre's calming strategy and asks for understanding of how it works. Rosa built on this by linking to Yuki's question. Carlos's "I like pizza" is completely off-topic, and Diego's "Can I be line leader?" is also unrelated to the sharing circle discussion. Choice C is correct because it identifies the question that stays on topic and checks understanding - Yuki's question "How do deep breaths help your body?" directly relates to Andre's sharing about using deep breaths to calm down and asks for explanation of how this strategy works, helping everyone understand better. Choice D is a common error where students confuse statements with questions or think any comment about breathing is good, but Andre's "I take deep breaths" would just be repeating what he already shared, not asking a question to check understanding. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' Consider: Post sentence starters visible during discussions, practice in partners before whole class, use fishbowl to observe good questioning. Watch for: students who ask procedural questions (recess, lunch, line leader) during content discussions.

This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. In this scenario, Priya presented that bees pollinate flowers by moving pollen and help plants make seeds. Jamal asked for clarification about what pollen is. Keisha asked "You said bees help plants make seeds—how is that connected to pollen?" which directly references Priya's remarks about both seeds and pollen and asks how these ideas connect. Marcus's "I got stung once" is off-topic personal experience, and Emma's "Do bees sleep?" doesn't connect to Priya's specific information about pollination. Choice D is correct because it identifies the question that best connects to Priya's remarks and links ideas - Keisha's question "How is making seeds connected to pollen?" directly references two specific points from Priya's presentation (bees help make seeds, bees move pollen) and asks how these ideas are related, showing deep engagement with the content. Choice C is a common error where students think any clarification question is the best, but while Jamal's question about pollen is good for checking understanding, Keisha's question goes further by linking two ideas from Priya's remarks and asking about their connection. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' PRACTICE connecting ideas: 'You mentioned [X] and [Y]. How are they connected?' REINFORCE: Praise specific good questions: 'Excellent question, Keisha! You connected two things Priya said—about seeds and pollen—and asked how they relate. That helps us understand the whole process better.'

This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. In this scenario, Sofia read a chapter where the main character hides a letter to protect a friend. Hassan asked a good on-topic question: "Why did the character hide the letter?" which directly relates to the story content Sofia presented and asks for understanding of the character's motivation. Rosa's comment "My cousin has a letter" is off-topic because it's just a personal connection that doesn't ask about the story. Choice C is correct because it identifies the question that best stays on topic about the story - Hassan's question "Why did the character hide the letter?" directly references the specific action in the story Sofia read and asks for deeper understanding of the character's motivation, which helps everyone understand the story better. Choice B is a common error where students think any comment mentioning something from the story (letter) is on-topic, but Rosa's "My cousin has a letter" is just a personal statement that doesn't ask about the story or help understand what Sofia shared about the character hiding the letter. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' Watch for: students who share personal connections without asking questions, students who think mentioning a word from the story means they're on topic. REDIRECT gently: 'Rosa, that's an interesting connection. Can you ask a question about why the character in Sofia's story hid the letter?'

This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. In this scenario, Chen explained that the Moon looks different because we see lit parts called phases. Sofia asked "What does phase mean in your remarks?" which directly asks for clarification of a specific term Chen used, helping check understanding. Marcus also asked a good question connecting Chen's information. Emma's "I saw the Moon last night" is just a personal observation, and Diego's "Is it almost recess?" is completely off-topic. Choice C is correct because it identifies the question that best checks understanding of Chen's information - Sofia's question "What does phase mean in your remarks?" directly references Chen's use of the word 'phase' and asks for clarification of this specific term, which helps everyone understand Chen's explanation better. Choice A is a common error where students think any comment about the Moon is checking understanding, but Emma's "I saw the Moon last night" is just sharing a personal experience without asking for clarification or explanation of what Chen presented about phases. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' MODEL good questions: When someone presents, demonstrate: 'I want to check my understanding. You said phases. Can you explain what that word means?' REINFORCE: Praise specific good questions: 'Great question, Sofia! You asked what phase means. That helps us all understand Chen's explanation better.'

This question tests CCSS.SL.3.1.c: asking questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Students must ask questions that help them understand, keep the discussion focused, and build on what others have said. Good discussion questions do three things: (1) Check understanding - ask for clarification or explanation when something isn't clear ('Can you explain what [term] means?' 'Why did [thing mentioned] happen?'); (2) Stay on topic - relate to what the discussion is about, focus on the information presented, don't introduce random subjects; (3) Link to remarks of others - reference what the speaker just said, build on previous comments, connect ideas between speakers ('You said [X]. How does [Y] work?' 'Adding to what [name] said about [topic]...'). These questions help everyone learn because they deepen understanding, keep the discussion focused, and build a shared conversation instead of just separate comments. Poor questions or comments are off-topic (unrelated to discussion), don't ask for understanding (just state something), or don't connect to what others said (ignore previous remarks and introduce new subject). In this scenario, Ms. Rivera explained that magnets have two poles, north and south, and that opposite poles attract while same poles repel, showing a paper clip sticking without touching. Sofia asked a good question that checked understanding, stayed on topic, and linked to remarks: 'What does repel mean when you said the poles repel?' which references the teacher's specific term. Emma made an off-topic comment: 'My fridge has magnets shaped like pizza' which doesn't connect to the science explanation. Choice C is correct because it identifies the question that stays on topic and links to the speaker's remarks, checking understanding of specific information. Sofia's question 'What does repel mean when you said the poles repel?' directly references Ms. Rivera's information about poles repelling and asks for clarification, which helps check understanding and links to her remarks. Choice A is a common error where students think any comment related to the general topic is good, even if it's a personal statement that doesn't check understanding or link to specific remarks. This typically happens because 3rd graders are still learning to distinguish between relevant and irrelevant questions, may think any participation is good participation, may not understand that questions should connect to prior remarks not just be about general topic, may think sharing personal connections is same as asking to understand speaker's specific information. To help students ask good discussion questions: TEACH the three types explicitly with examples: (1) Check understanding - 'Can you explain [specific part they said]?' 'What does [word they used] mean?' 'Why did [thing they mentioned] happen?' (2) Stay on topic - 'You said [reference their remark]. How/Why/What about [related question]?' 'Can you tell more about [specific detail they mentioned]?' (3) Link to remarks - 'That's like what [name] said about [topic]. Are they connected?' 'You said [quote]. Does that mean [interpretation]?' MODEL good questions: When someone presents, demonstrate: 'I want to check my understanding. You said [X]. Can you explain more about that part?' PRACTICE with Think-Pair-Share: Give students sentence starters: 'Can you explain what you mean by ___?' 'You mentioned ___. Can you tell us more?' 'How is what you said related to ___?' USE ANCHOR CHART: 'Good Discussion Questions: Reference what speaker said, Ask for understanding, Stay on the topic, Connect ideas.' REDIRECT gently: 'That's an interesting comment, but how does it connect to what Chen explained?' or 'Can you ask a question about the information Chen presented?' REINFORCE: Praise specific good questions: 'Great question, Sofia! You asked for clarification about the chrysalis stage that Chen explained. That helps us all understand better.' CONTRAST: Show examples of on-topic (references speaker's remarks) vs off-topic (random comment). Watch for: students who share personal connections without asking questions, students who ask procedural questions (recess, lunch) during content discussions, students who don't listen then ask question already answered, students who wait to ask but forget what speaker said. Consider: Post sentence starters visible during discussions, practice in partners before whole class, use fishbowl to observe good questioning, give explicit feedback on question quality.