The progression of talk

1. The Progression of Talk
Step 1: A student speaks first on the topic to be discussed.
Step 2: Other students respond to the original speaker or to each other using the following
prompts. (The green and pink colors correspond to the sticky notes in the image on the next
page.)
● Say something relevant: This just needs to be connected to the topic. Prompts:
“Something you just said…” or “I… too!”
● Say something back: Adds on to or disagrees with the original point voiced by the
speaker. Prompts: “I agree…,” “I feel differently…,” or “I’d like to add…”
● Say something to clarify: Seeks an explanation of the original point voiced by the
speaker, or can be a student’s way of ensuring they understand what was said. Prompts:
“So I think what you are saying…” or “Did you mean…”
● Say something better: Articulates a similar point of view to something a student already
shared, but in a more clear and thoughtful way. Prompts: “I'd like to add on to what I said
before…” or “Let me try that again in a clearer way…”
● Say something to revise: A student’s thinking can change based on the conversation and
the thoughts of their fellow classmates. Prompts: “As I’m listening to what others are
thinking, I’m realizing…” or “I used to think… but now I think…”
● Say something to provoke: Avoids stopping conversation; students invite response and
discussion. Prompts: “Convince me of…” or “I’m not following… say more about…”
● Say something to extend: Students lengthen their responses by being more detailed and
descriptive, which helps them to truly explain their thinking. Prompts: “I’d like to add… to
elaborate…” or “To really illustrate my point…”
Created by Gwen Blumberg, via Edutopia. Pink & green by Cynthia Satterlee, with additional
inspiration from Gaby Layden and Donna Santman, as well as Katy Wischow and Shana Frazin’s book
Unlocking the Power of Classroom Talk.

2. Created by Gwen Blumberg, via Edutopia. Pink & green by Cynthia Satterlee, with additional
inspiration from Gaby Layden and Donna Santman, as well as Katy Wischow and Shana Frazin’s book
Unlocking the Power of Classroom Talk.