Discusses how teachers make important choices in discussion groups as they support children's dialogue about social inequities. Notes that the kind of safety that developed did not mean that the talk was always pleasant and free of tension, but members could expect a balancing of support for responses with a questioning approach. (SG)

Examines the reading practices and socially influenced responses of six eighth graders in a literature discussion group. Recounts the responses of the students' interpretive community. (MS)

Reflects on how the author's third-grade students, experienced in literary conversation from their reading workshop, transferred the practice of literary conversation to their writing workshop. (SR)

Emphasizes that literacy involves more than simply knowing how to read and write. Explains how a teacher expanded reading and writing activities to all areas of the curriculum to demonstrate to first grade students that writing can be used as a tool to make sense of the world around them. (SKC)