Particular patterns of interaction between teachers and students have dominated traditional classroom instruction. One pattern of interaction that involves traditional roles for teachers and students, and particular ways of talking and responding, has been referred to as the Initiate – Respond – Evaluate (IRE) or Recitation Script (Cazden, 2001; Gutierrez, 1994) . In this interaction pattern, the teacher initiates discussion, generally by posing a question, students respond to the teacher’s prompt, and the teacher closes the interaction by evaluating what the student has offered. The IRE or Recitation Script generally involves the use of “pseudo” or display questions, in other words questions with predetermined answers used to ensure students can recall a specific bit of information from a text. Through numerous studies, display questions have been demonstrated to dominate literacy instruction (Alexander, 2006; Myhill, Jones, & Hopper, 2006; Nystrand, 1997)