Abstract
In Tateyama City Hojo elementary school, which has traditionally developed its curriculum, education practice based
on the curriculum of "Integration Learning" and "Planning Committee" is done. The children of Planning Committee for "The second part of graduation ceremony", which is the final unit of integration learning, make a constructive talk for its purpose to carry out it supervised by a teacher in charge. But it is not studied sufficiently how they progress their activity. The purpose of this study is to demonstrate how planning committee children proceed their talk and how the teacher support it. As the result of analysis based on three types of talk by Mercer. N, it is demonstrated that children have "Exploratory talk" without teacher supporting. And it is considered that the teacher makes effort to manage progress of the learning unit in children's talk by bringing up agenda, encouraging their decision and prompting them and to enhance quality of their presentation by expressing teacher's idea, providing feedback on their idea and getting
their idea confirmation and straight through question.
