Describes a method for developing after-reading questions devised from a story map of the text's main events and ideas, both explicit and implicit, in order to guide comprehension, rather than just assess it. (HTH)

Decries teachers' use of questions with the phrase "tell me," arguing that this locus of authority in the classroom interferes with children's understanding of the function of language. (HTH)

Reviews the literature indicating that most classroom communication is of the "teacher question-student response-teacher reaction" cycle, either oral or written. Argues that this dominant pattern of classroom dialogue is ill-adapted to real learning and presents an alternative model that values exploratory talk and writing. (HTH)

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)