- Read about the book discussion on why a character left home. Chen says, "I think she left because she wanted to prove she was brave." Riley asks, "What makes you think that?" Chen answers, "She said, 'I'm not afraid anymore,' right before leaving." Marcus asks, "Do you like brave characters?" Which question does NOT help clarify the discussion?
Answer: Marcus asks, "Do you like brave characters?"
This question tests 4th grade speaking and listening skills: posing and responding to specific questions to clarify or follow up on information, and making comments that contribute to discussion and link to others' remarks (CCSS.SL.4.1.c). Effective discussions happen when students ask questions that help them understand ideas better, like "What do you mean by..." or "Can you give an example?" Good discussion participants also connect their comments to what others have said, using phrases like "Like [name] said" or "That relates to [name]'s point about..." These questions and connections help the group build understanding together. In this book discussion about why a character left home, students are analyzing character motivation. Chen says "I think she left because she wanted to prove she was brave," Riley asks "What makes you think that?" Chen answers "She said, 'I'm not afraid anymore,' right before leaving," and Marcus asks "Do you like brave characters?" The discussion shifts when Marcus changes the topic. Choice A is correct because Marcus's question "Do you like brave characters?" does not help clarify the discussion about why the character left home. This question shifts from analyzing the character's motivation based on text evidence to asking about personal preferences, which doesn't help the group understand Chen's interpretation better or follow up on the evidence being discussed. This type of question fails to contribute meaningfully to the discussion by moving away from collaborative analysis. Choice B is incorrect because Riley's question "What makes you think that?" is actually a good clarifying question that asks for evidence. Students sometimes think any question disrupts discussion, but questions that ask for evidence or explanation actually deepen understanding. Without staying focused on clarifying the current topic, discussions become scattered and shallow. To help students ask clarifying questions and make connected responses: Teach question stems: "What do you mean by..." "Can you explain..." "What evidence supports..." "How does that connect to..."; model think-alouds showing how to identify what needs clarification; practice with "Turn and talk: Ask your partner to clarify something they said." Post sentence frames for connecting responses: "Like [name] said..." "Building on [name]'s idea..." "That reminds me of what [name] mentioned..."; use fishbowl discussions where observers identify connections being made; have students track on graphic organizer who they're responding to. Watch for: students who ask questions just to participate, not to genuinely clarify; students who say someone's name but don't actually connect to their idea; students who make great contributions but don't link them to the conversation thread. Also watch for students who don't know what to ask when confused; students who think any question counts as clarifying; students who repeat what others said instead of building on it; students who make connections in their head but don't make them explicit in their response.
- Read about the science observation sharing discussion on melting ice. Emma says, "The ice cube melted faster on the metal tray." Amir asks, "What exactly did you see that made you say it was faster?" Emma replies, "A puddle formed first on the metal." Sofia adds, "That connects to Emma's point because metal felt colder, so it moved heat quickly." Which student asks a question to clarify or follow up on information?
Answer: Amir asks, "What exactly did you see that made you say it was faster?"
The question asks who asks something to clarify or follow up on another person's information. The best answer is Amir asking, "What exactly did you see that made you say it was faster?" This question follows up directly on Emma's claim and asks her to explain the observation behind it, helping the group understand her thinking. Emma's question about which tray to use next time is a new planning idea, not a follow-up to clarify what someone already said. Sofia's question mostly restates her own connection and asks Emma to agree, so it does not seek new information to clear anything up. Emma's question about whether everyone wrote the same thing is off-topic and does not ask anyone to clarify an idea. Even though every choice now ends in a question, only one truly digs into what a classmate said so the group can understand it better. When you look for a clarifying question, ask yourself: does it point to something a classmate said and ask them to explain or give more detail? That is exactly what Amir's question does.
- In this conversation about a book character's choice, Marcus says, "I think the character lied because he was scared." Which question would BEST help clarify what Marcus means?
Answer: Keisha asks, "What do you mean by scared—scared of getting in trouble or scared of losing a friend?"
The best clarifying question asks Marcus to explain exactly what he means by "scared." When Keisha asks whether the character was scared of getting in trouble or scared of losing a friend, she helps Marcus be more specific about the character's reason for lying. That is what a clarifying question does—it digs deeper into an idea someone already shared.
Asking whether the character made a good or bad choice starts a new debate instead of clarifying what Marcus already said. Asking if you have read another book with a lying character changes the topic to other stories, so it does not help explain Marcus's idea. Asking which part of the story you liked most is about your own opinion of the book, not about making Marcus's point clearer. Only the question that asks Marcus to explain what "scared" means actually clarifies his idea.
- During a current events discussion about saving water, Jordan says, "Shorter showers can help our town use less water." Amir says, "Numbers can help us understand a change like that." Which question would BEST help the group understand Jordan's idea better?
Answer: Emma asks, "Could you give us an example of how much water that saves?"
The best question is the one asking Jordan to give an example of how much water shorter showers save. Jordan made a general statement, and asking for an example pushes him to add specific numbers or details. That helps the whole group picture the real change and understand his idea better. Asking whether the whole town should try shorter showers jumps ahead to what people should do instead of clarifying what Jordan actually means. Asking about summer versus winter water use shifts the topic to a different comparison, so it does not help explain Jordan's point about showers. Asking whether Jordan has ever taken a long shower turns the discussion to his personal habits and adds nothing to understanding how much water is saved. Only the question asking for an example digs into Jordan's idea and makes his general statement clearer for everyone.
- In a science observation sharing talk about melting ice, Carlos says, "The ice cube melted faster on the metal tray." Carlos replies, "On plastic, it stayed solid longer." Riley adds, "That connects to Carlos's idea because metal feels colder and pulls heat faster." Which question would BEST help the group compare results?
Answer: Keisha asks, "How did the melting on the metal tray compare to the melting you saw on the plastic tray?"
The best question asks the group to compare the melting on the metal tray with the melting on the plastic tray. Comparing the two results is exactly what the group is trying to do, so this question helps everyone build a shared understanding of the experiment. The question about which tray looks nicest is about personal opinion and how things look, not about how fast the ice melted, so it doesn't help compare results. The question about finishing early for recess changes the subject away from the science entirely and pulls the group off task. The question about whether the ice cube felt cold sounds scientific, but it only asks about one tray and has an easy yes answer—it never asks the group to compare the two trays, which is the real goal. Only the first question pushes the group to look at both results side by side, so it is the one that best helps them compare.
- During the research project brainstorming, Marcus says, "We could study why some playgrounds have more litter." Maya asks, "What do you mean by 'more litter'—like what items?" Marcus replies, "Wrappers, bottles, and paper." Yuki says, "That connects to Maya's question, because we can count each type to compare parks." Which student asks a question to clarify Marcus's words?
Answer: Maya asked what Marcus meant by "more litter"—like what kinds of items?
The answer is Maya asking what Marcus meant by "more litter," like what kinds of items. Marcus used a fuzzy phrase, and Maya's words ask him to explain exactly what he means. That is what a clarifying question does—it helps the group understand an idea better before moving on. The choice about Marcus wanting to study why some playgrounds have more litter is his first idea, the very statement that still needs explaining, so it is not a question that clears anything up. The choice about wrappers, bottles, and paper is Marcus giving his answer; he is responding to a clarifying question, not asking one. The choice about counting each type to compare parks is Yuki building on Maya's point with a new suggestion; it adds to the plan but does not ask Marcus to explain his words. Only Maya's words check the meaning of what Marcus said, so that is the clarifying question.
- During a math strategy sharing talk about 48+27, Keisha says, "I added tens first, then ones." Jordan asks, "When you said tens first, did you mean 40+20?" Keisha replies, "Yes, then I added 8+7." Amir says, "I did 48+20 then added 7." How is Jordan's question different from Amir's comment?
Answer: Jordan asks to check understanding, while Amir shares a different strategy.
Jordan asks to check understanding: his question "did you mean 40 + 20?" makes sure he understood exactly what Keisha meant by "tens first." Amir shares a different strategy by explaining his own way, "I did 48 + 20 then added 7." So the best answer is that Jordan clarifies while Amir contributes a new idea. The choice saying Jordan asks for the exact answer is wrong because Jordan does not ask for a total—he checks Keisha's meaning; and Amir does not explain why her method works, he shares his own. The choice saying Jordan repeats Keisha's words is wrong because Jordan's question uses new words (40 + 20), and Amir does not ask a question—he makes a comment. The choice saying Jordan disagrees is wrong because his question shows he wants to understand Keisha, not argue with her, even though the part about Amir sharing a new strategy is true. Remember: a clarifying question helps you understand what someone meant, while a comment adds a new idea to the discussion.
- During a research project brainstorming talk about local animals, Chen says, "We could research how squirrels store food." Amir asks, "What sources would help us learn that?" Chen replies, "A nature book and a park ranger interview." Maya responds, "We can also observe squirrels ourselves and write notes about that." Which student response builds on Chen's idea?
Answer: Maya responds, "We can also observe squirrels ourselves and write notes about that."
The response that builds on Chen's idea is Maya's. She takes Chen's topic of studying squirrels and adds a brand-new method—observing them and writing notes—which grows the group's plan and connects to what someone else already said. That is what "building on" a classmate's idea means. Amir's response only asks a clarifying question about sources; asking for more information is helpful, but it does not add a new idea to build the plan. Chen's reply that names a nature book and a ranger interview answers Amir's question rather than building on the original idea. Chen's statement about researching how squirrels store food is the very first idea in the talk—starting an idea is not the same as building on someone else's. Only Maya extends a classmate's thinking with something new, so hers is the response that builds on Chen's idea.
- Read about the book discussion on a character's choice. Emma says, "I think Ben ran away because he felt embarrassed." Carlos asks, "I'm confused—can you explain what made you think he was embarrassed?" Emma replies, "He turned red and wouldn't look at anyone." Sofia says, "That connects to Emma's clue, because turning red can show embarrassment." Which question is a clarifying question about Emma's idea?
Answer: Carlos asks, "I'm confused—can you explain what made you think he was embarrassed?"
A clarifying question asks a speaker to explain their thinking so the group understands the idea better. The correct answer is when Carlos asks Emma to explain what made her think Ben was embarrassed. This question points right back at Emma's idea and asks her to give her reasons, so the group can understand why she believes what she said.
The question about whether Ben will feel better once he comes back is off-topic—it guesses about the future instead of asking Emma to explain the idea she already shared. The question asking if you have ever felt embarrassed enough to run away shifts to your own feelings, so it does not clarify Emma's thinking about the character. The question about reading the next chapter changes the subject to what the group should do next, so it never asks Emma to explain her idea at all. Only Carlos's question asks the speaker to make her own reasoning clearer, which is exactly what a clarifying question does.
- During a math talk about finding the area of a rectangle, Emma says, "I multiplied 8×5 to get 40 square units." Marcus says, "I added 8 five times to get 40." Sofia asks, "How is adding 8 five times similar to multiplying?" Jamal responds, "Marcus's way of adding 8 over and over is exactly what multiplication means." Which student's response connects to Marcus's remark about adding 8 five times?
Answer: Jamal says, "Marcus's way of adding 8 over and over is exactly what multiplication means."
The question asks which student's response connects to Marcus's remark about adding 8 five times. Jamal's response is correct because he takes Marcus's repeated-addition method and links it to a bigger idea: that adding a number over and over is what multiplication means. This shows Jamal listened to Marcus and built on his thinking to help the group understand. Emma's response only explains her own method of multiplying 8 × 5; she never mentions or responds to Marcus's adding, so it does not connect to his remark. Sofia's response is a good question that explores how the two methods relate, but it is a question, not a response that connects to Marcus's idea — the question asks for a response, not a question. Marcus's response just repeats and adds detail to his own method; a student cannot connect to Marcus's remark by being Marcus. Only Jamal responds to another student and builds on that student's idea, so his answer is the best.
- During a science observation share about magnets, Carlos says the magnet picked up paper clips but not pennies. Emma says the magnet worked better when it was closer. Jamal asks, "I'm confused—can you explain what you mean by 'worked better'?" Sofia responds, "Like Emma said, distance mattered, and I also noticed it picked up fewer clips when it was farther away." Which question does NOT help clarify the discussion?
Answer: Jamal asks, "What is your favorite kind of magnet?"
This question tests 4th grade speaking and listening skills: posing and responding to specific questions to clarify or follow up on information, and making comments that contribute to discussion and link to others' remarks (CCSS.SL.4.1.c). Effective discussions happen when students ask questions that help them understand ideas better, like "What do you mean by..." or "Can you give an example?" Good discussion participants also connect their comments to what others have said, using phrases like "Like [name] said" or "That relates to [name]'s point about..." These questions and connections help the group build understanding together. In this science observation share about magnets, students are discussing their experimental findings. Carlos says the magnet picked up paper clips but not pennies, Emma says the magnet worked better when it was closer, Jamal asks "I'm confused—can you explain what you mean by 'worked better'?" and Sofia connects distance to magnet strength. The discussion clarifies observations through targeted questions. Choice D is correct because "What is your favorite kind of magnet?" does not help clarify the discussion about experimental observations—it shifts to personal preferences unrelated to the scientific findings being shared. The question doesn't follow up on anyone's observation, doesn't ask for clarification of confusing terms, and doesn't help the group understand the magnet experiment better. This type of off-topic question disrupts rather than contributes to meaningful discussion. Choice A is incorrect because Jamal's question "Can you explain what you mean by 'worked better'?" is actually a helpful clarifying question that asks Emma to be more specific about her observation. Students sometimes struggle to identify unhelpful questions because they focus on whether a question is polite rather than whether it advances the discussion. Without staying focused on clarifying and connecting to the topic at hand, discussions lose their purpose and become random conversation. To help students ask clarifying questions and make connected responses: Teach question stems: "What do you mean by..." "Can you explain..." "What evidence supports..." "How does that connect to..."; model think-alouds showing how to identify what needs clarification; practice with "Turn and talk: Ask your partner to clarify something they said." Post sentence frames for connecting responses: "Like [name] said..." "Building on [name]'s idea..." "That reminds me of what [name] mentioned..."; use fishbowl discussions where observers identify connections being made; have students track on graphic organizer who they're responding to. Watch for: students who ask questions just to participate, not to genuinely clarify; students who say someone's name but don't actually connect to their idea; students who make great contributions but don't link them to the conversation thread. Also watch for students who don't know what to ask when confused; students who think any question counts as clarifying; students who repeat what others said instead of building on it; students who make connections in their head but don't make them explicit in their response.
- During a social studies primary source discussion, the class reads a letter from a child working in a factory. Amir says the letter shows the child is tired because it mentions working long hours. Yuki says the child also sounds scared of the boss. Which question BEST follows up on Yuki's idea using evidence?
Answer: "Where in the letter did you find evidence that the child is scared?"
The best follow-up asks Yuki to point to the exact spot in the letter that shows the child is scared. This is a strong clarifying question because it keeps the discussion grounded in the primary source and pushes Yuki to back up her idea with real text evidence, not just an opinion. Asking whether Yuki enjoys reading old letters shifts the talk to her personal feelings about reading, so it never checks her idea against the letter. Asking whether the boss is a mean person invites another opinion or a guess instead of pointing back to what the letter actually says, so it does not gather evidence. Asking about recess time is off the topic completely and has nothing to do with the letter or Yuki's idea. Only the question that asks where the evidence appears helps the group understand why Yuki thinks the child is scared.
- In a social studies discussion about a letter from a soldier, Carlos says, "The soldier misses home." Maya asks, "What makes you think that?" Carlos answers, "He writes, 'I long to see my family again.'" Chen responds, "The soldier also describes the food he misses, which shows he wants to be home." Which student response builds on Carlos's comment?
Answer: Chen responds, "The soldier also describes the food he misses, which shows he wants to be home."
The best answer is Chen's response, because it takes Carlos's idea that the soldier misses home and adds new evidence from the letter—that the soldier describes the food he misses. This builds on what Carlos said and helps the group understand the idea more deeply. Maya's response only asks a question to get more information; it does not add to or build on Carlos's idea. Carlos's answer about the letter ("I long to see my family again") gives evidence for his own point, but it is not a response that builds on someone else's comment. Carlos's statement "The soldier misses home" is the very first idea in the discussion, so there is nothing before it for it to build on. Only Chen connects to a classmate's idea and adds something new, which is what makes a discussion grow.
- In a book discussion about Charlotte's Web, students talk about why Charlotte helps Wilbur. Keisha says Charlotte helps because she is a loyal friend. Amir says Charlotte also wants to show that Wilbur matters. Yuki asks a question, and Marcus adds a comment. Which question BEST probes deeper into what Keisha meant by "loyal"?
Answer: Yuki asks, "When you said loyal, did you mean she helps even when it's hard?"
The best answer is the question that digs into what Keisha meant by "loyal." Yuki's question — "When you said loyal, did you mean she helps even when it's hard?" — takes Keisha's exact word and offers a specific meaning for her to confirm. That is what probing deeper looks like: it unpacks the idea of loyalty into an action Charlotte takes. The question about whether Wilbur is a good friend to Charlotte changes the subject to a different character, so it does not clarify what Keisha meant. The question asking for more about why Wilbur matters follows up on Amir's idea, not Keisha's word "loyal," so it explores the wrong point. The question about Charlotte getting tired points to evidence, but it does not ask Keisha to explain her meaning — it just describes an action. Only Yuki's question checks the meaning of "loyal" by naming that word and testing a specific interpretation, which helps the whole group understand the idea better.
- In this science observation sharing discussion about plant growth, Emma says, "The plant by the window grew taller." Carlos asks, "Could you say more about how much taller it got?" Emma answers, "It grew 3 centimeters in one week." Yuki responds, "That reminds me of Emma's plant, because mine by the window grew more too." How does Carlos's question contribute to the discussion?
Answer: It asks for a specific detail to clarify Emma's observation.
Carlos hears Emma say her plant "grew taller," but that is not exact. His question asks Emma to explain how much taller, so the answer that says he asks for a specific detail to clarify Emma's observation is correct. Because of his question, Emma gives a clear measurement: 3 centimeters in one week. That helps the whole group understand her observation better. The choice about shifting to a new plant experiment is wrong because Carlos stays on Emma's plant the whole time—he does not change the topic. The choice about Carlos sharing his own results is wrong because Carlos does not report any data of his own; he only asks a question. That kind of comparing is what Yuki does later, not Carlos. The choice about pointing out a measuring problem is wrong because Carlos never says Emma measured wrong or criticizes her at all—he simply wants more information. A good clarifying question, like Carlos's, asks the speaker to add helpful detail so everyone understands the idea more clearly.
- In a research project brainstorming talk about local animals, Amir says, "We should study squirrels because we see them daily." Sofia asks, "What sources would help us learn about squirrels?" Chen says, "Building on Amir's idea, we could watch them at recess and take notes." Maya asks, "What's your favorite animal to draw?" Which student asks a helpful follow-up question to Amir?
Answer: Sofia asks, "What sources would help us learn about squirrels?"
Amir suggests studying squirrels, so a helpful follow-up asks something that pushes his idea forward. Sofia's question, "What sources would help us learn about squirrels?" does exactly that. It builds on Amir's topic and helps the group figure out how to learn more, which makes the discussion stronger. That is why it is the best answer.
Maya's question about a favorite animal to draw changes the subject to personal taste. It does not help the group learn about squirrels, so it is not a helpful follow-up to Amir's idea.
Chen's comment does connect to Amir's suggestion, but it is a statement that adds a new plan, not a question. The stem asks for a follow-up question, so this choice does not fit.
Amir's own question about counting squirrels stays on topic, but Amir cannot follow up on his own idea, and the question is his suggestion, not a response to someone else's. A follow-up question must respond to another student, so this choice is wrong.
- In a science discussion about plant growth, Maya says, "The plant near the window grew taller." Marcus asks, "How is that similar to your plant in the closet?" Keisha answers, "It's different, because the closet plant stayed short, like Marcus was asking." Riley says, "Plants are green." Which student asks a question that probes deeper by comparing results?
Answer: Marcus asks, "How is that similar to your plant in the closet?"
This question tests 4th grade speaking and listening skills: posing and responding to specific questions to clarify or follow up on information, and making comments that contribute to discussion and link to others' remarks (CCSS.SL.4.1.c). Effective discussions happen when students ask questions that help them understand ideas better, like "What do you mean by..." or "Can you give an example?" Good discussion participants also connect their comments to what others have said, using phrases like "Like [name] said" or "That relates to [name]'s point about..." These questions and connections help the group build understanding together. In this science discussion about plant growth, students are comparing experiment results. Maya says "The plant near the window grew taller.", Marcus asks "How is that similar to your plant in the closet?", Keisha answers "It's different, because the closet plant stayed short, like Marcus was asking.", and Riley says "Plants are green." The discussion shifts to comparisons as students probe differences. Choice C is correct because Marcus's question probes deeper by asking for a comparison between results. The question "How is that similar to your plant in the closet?" asks for explanation of similarities, which helps the group understand better. This type of question contributes meaningfully to the discussion by deepening thinking. Choice A is incorrect because it states an unrelated fact without connecting or clarifying. Students sometimes add random information instead of asking probing questions. Without clarifying questions, confusing ideas stay unclear. Without connections to others' remarks, discussion becomes just individual people talking, not collaborative thinking. To help students ask clarifying questions and make connected responses: Teach question stems: "What do you mean by..." "Can you explain..." "What evidence supports..." "How does that connect to..."; model think-alouds showing how to identify what needs clarification; practice with "Turn and talk: Ask your partner to clarify something they said". Post sentence frames for connecting responses: "Like [name] said..." "Building on [name]'s idea..." "That reminds me of what [name] mentioned..."; use fishbowl discussions where observers identify connections being made; have students track on graphic organizer who they're responding to. Watch for: students who ask questions just to participate, not to genuinely clarify; students who say someone's name but don't actually connect to their idea; students who make great contributions but don't link them to the conversation thread. Students who don't know what to ask when confused; students who think any question counts as clarifying; students who repeat what others said instead of building on it; students who make connections in their head but don't make them explicit in their response.
- During research project brainstorming about local animals, Jamal suggests studying how squirrels store food. Maya says they could observe squirrels in the park and take notes. Emma asks, "Could you give an example of what 'store food' looks like?" Chen responds, "Building on Maya's idea, we could also draw a map of where we see squirrels hiding nuts." Which student response connects to Maya's idea about observing and taking notes?
Answer: Chen says, "Building on Maya's idea, we could also map where squirrels hide nuts."
This question tests 4th grade speaking and listening skills: posing and responding to specific questions to clarify or follow up on information, and making comments that contribute to discussion and link to others' remarks (CCSS.SL.4.1.c). Effective discussions happen when students ask questions that help them understand ideas better, like "What do you mean by..." or "Can you give an example?" Good discussion participants also connect their comments to what others have said, using phrases like "Like [name] said" or "That relates to [name]'s point about..." These questions and connections help the group build understanding together. In this research project brainstorming about local animals, students are planning how to study squirrels. Jamal suggests studying how squirrels store food, Maya says they could observe squirrels in the park and take notes, Emma asks "Could you give an example of what 'store food' looks like?" and Chen responds "Building on Maya's idea, we could also draw a map of where we see squirrels hiding nuts." The discussion builds concrete research plans through connections and clarifications. Choice C is correct because Chen's response "Building on Maya's idea, we could also draw a map of where we see squirrels hiding nuts" explicitly references Maya's suggestion about observing and taking notes and extends it with a specific documentation method. The phrase "Building on Maya's idea" clearly signals the connection, and Chen adds the concrete strategy of mapping locations, which enhances Maya's note-taking approach. This type of connected response contributes meaningfully to the discussion by developing a more complete research plan. Choice B is incorrect because while Emma asks a good clarifying question about what "store food" looks like, the question asks specifically which response connects to Maya's idea about observing and taking notes. Students sometimes focus on identifying good contributions without noticing what specific connection the question asks about. Without explicit connections like Chen's, good ideas remain isolated rather than building into comprehensive plans. To help students ask clarifying questions and make connected responses: Teach question stems: "What do you mean by..." "Can you explain..." "What evidence supports..." "How does that connect to..."; model think-alouds showing how to identify what needs clarification; practice with "Turn and talk: Ask your partner to clarify something they said." Post sentence frames for connecting responses: "Like [name] said..." "Building on [name]'s idea..." "That reminds me of what [name] mentioned..."; use fishbowl discussions where observers identify connections being made; have students track on graphic organizer who they're responding to. Watch for: students who ask questions just to participate, not to genuinely clarify; students who say someone's name but don't actually connect to their idea; students who make great contributions but don't link them to the conversation thread. Also watch for students who don't know what to ask when confused; students who think any question counts as clarifying; students who repeat what others said instead of building on it; students who make connections in their head but don't make them explicit in their response.
- Read about the book discussion on Because of Winn-Dixie. Maya says, "Opal talks to people because she's lonely." Chen asks, "What makes you think she's lonely?" Maya points to a part where Opal says she has no friends. Amir responds, "That connects to Maya's point, because Opal keeps making lists to feel less alone." Which student asks a question to follow up on Maya's idea?
Answer: Chen asks, "What makes you think she's lonely?"
The question asks which student follows up on Maya's idea by asking her to explain her thinking. Chen's question, "What makes you think she's lonely?" does exactly that: it pushes Maya to give the reason or evidence behind her claim, which helps the whole group understand her idea better. That is what a follow-up clarifying question does. The choice where Maya asks if Opal talks to people because she's lonely is just Maya restating her own idea as a question, not following up on it. The choice where Amir asks to see where Opal makes lists is a fine question, but it follows up on Amir's own point about lists, not on Maya's idea about loneliness. The choice where Maya asks whether it's sad that Opal has no friends shares a feeling instead of asking Maya to explain her reasoning, so it doesn't clarify her idea. Only Chen's question is aimed at Maya and asks her to explain the thinking behind what she said, so it is the best answer.
- During a math strategy sharing discussion about 48÷6, Emma explains how she broke apart the number 48 to make it easier to divide. Then one student asks Emma to explain her thinking, another student adds a new idea, and Emma answers the question about her method. Which student asks a question to clarify Emma's strategy?
Answer: Jamal asks, "What do you mean when you say you broke 48 into 30 and 18?"
The right answer is Jamal asking, "What do you mean when you say you broke 48 into 30 and 18?" A clarifying question asks the speaker to explain their idea more so the group understands it better, and Jamal does exactly that by asking Emma to explain her method. The other choices are all statements, not questions, so none of them can be a clarifying question. When Emma says she chose 30 and 18 because they are easy to divide by 6, she is explaining her own thinking, not asking Emma to clarify. When Emma says she picked numbers that are simple to divide by 6, she is again answering, not questioning. When Sofia says she split 48 into 24 and 24 for two equal groups, she is adding a brand-new strategy of her own instead of asking Emma about hers. Only Jamal poses a question that asks Emma to make her idea clearer, so his response is the clarifying question.
