[Solution]Explain two creative ways a teacher can integrate discussion in the classroom to help with literacy fluency and comprehension.

Integrating discussion in the classroom is an effective way to help promote literacy fluency and comprehension. Discussions can provide students with opportunities to practice using language, connect what they are learning to their personal experiences, and think critically about a given topic or text. Here are two creative ways a teacher can use discussions to help foster literacy fluency and comprehension:

Explain two creative ways a teacher can integrate discussion in the classroom to help with literacy fluency and comprehension.

1. Socratic Seminars. Socratic seminars encourage students to evaluate different perspectives on a given text or topic while also enhancing their understanding of that material. These seminars involve open-ended questions that prompt thoughtful conversations instead of direct questioning by the teacher. Before beginning the seminar, teachers should assign reading materials related to the chosen topic so that all participants can be well informed on the subject at hand and ready to engage in a meaningful discussion. During the seminar, learners take turns responding thoughtfully to each other’s comments, allowing for deeper exploration into ideas rather than simply summarizing others’ ideas as often happens with traditional lectures or class discussions. The ability for students’ voices be heard allows them to engage more deeply with texts which in turn helps increase literacy fluency and comprehension levels.

2. Think-Pair-Share (TPS). Think-pair-share activities allow students time alone or in pairs/small groups before sharing out their thoughts as part of a larger group conversation about specific texts or topics being studied in class. This strategy encourages collaboration among peers while ensuring individual accountability through reflection on particular concepts learned during lesson instruction time without relying solely on one’s memory of lecture information during class discussion time later on when new material may have been introduced since then – important especially when dealing with complex topics such as literature analysis requiring higher order thinking skills! Teachers should first introduce student’s question(s) or task(s) prior providing some explanation/background detail if needed; this could range from listing key vocabulary words that need defining within context of text/topic being discussed all the way up to facilitating brainstorming sessions for potential essay topics based upon research completed previously by those same learners! Students will then have several minutes where they individually think through responses/ideas before pairing off into small groups (or even single person reflections during independent activities), engaging in further dialogue regarding any points they found unclear before finally sharing out answers as part of whole group setting now armed with enhanced understanding thanks partially due TPS process just completed!