Abstract
The purpose of this article is to describe higher order talk and writing about text with seven and eight year old students. Much research has been conducted with intermediate and secondary students but less is known about higher order thinking with primary grade students. Participants in this study included all second and third grade teachers and students in 23 schools across three years. Teachers were observed three times each year. Qualitative analysis of the observational field notes was conducted using the constant comparative method. The results were used as formative data for teacher reflection and professional learning. The types of higher order questions that most commonly produced higher order responses from students included questions on (a) theme, (b) character interpretation and (c) relating the text to one's life. Student-led discussions also produced student talk and writing that was at a higher level than that produced by students during teacher-directed recitations.
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