"The goal of learning was no longer seen as the development of an individually held body of knowledge, but rather the creation of a mutual understanding arising in the social interaction of particular individuals in a particular context at a particular time" (Alexander & Fox 2004, p 46).

Teachers need to know their students and the ways in which they decipher, "who they are in relation to others, and how they learned to process, interpret and encode their world" (Heath 1982).

Performance Indicator

Standard 1: Language for information & understanding

2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehension.  *Students use details, examples, anecdotes, or personal experiences to explain or clarify information.   <<<<

Evidence:  In her research, Stahl (2004) shares that reciprocal teaching in which teachers models and gradually releases strategies so that students learn to lead and participate in group discussions "has been used effectively with all grade levels, with good and poor readers, and in small-group and whole group contexts (Rosenshine & Meister, 1994, p. 601)."