The literature discussions continued to progress over time. The students demonstrated that their conversations were taking on the qualities of a "natural" and "grand" discussion through increased interaction with the group members, relating a difference of opinion, questioning group members, and supporting their ideas and opinions by referring back to the text.

The Discussion Director questions began to engage the students in more discussion and interaction among the group members. For example, the following discussion ensued from the question asked by a group member:

Student 1 (Boy) Would you like to have the hypnotizing ring? Why?
Student 2 (Boy): Yes, so I could hypnotize people, my mom and dad.
Student 3 (Boy): Same thing.
Researcher: Tell me more abut hypnotizing your parents.
Student 2 (Boy): It would be really nice to trick them into giving me money.
Student 1 (Boy): I could hypnotize my brother so he wouldn't bug me and I could play on the computer. Hey, that's a good one. My sister is on the computer 24/7.

Students were also discussing and supporting each other to learn the meanings and pronunciation of words. They were relying on each other's knowledge and experience, reading the words in context, and using the dictionary as a resource. For example, one student selected the words lateral lines because the meaning was not known. By referring back to the text, the meaning of the word was discovered through re-reading the passage and using the illustration. Similarly, during another discussion, one group member selected the words Walla Walla because he didn't know the meaning. The students referred back to the text and read the words in context. They then decided that Walla Walla was a place in Washington. Another group was presented with the word foresail. The group members realized that they would need a dictionary in order to discover what the word meant and successfully located the word and its meaning. On another occasion, a group of boys engaged in a discussion around the word refrigeration. One group member selected the word due to his interest and its connection to the text. The discussion focused on the unlikely possibility that a ship would have the electricity needed to run a refrigerator. Another group member suggested the possibility that the refrigerator was really a cooler. A third group member added that you could have electricity on board with a generator. The students now realized that the Word Wizard role had purpose in the discussions.