This study aimed to investigate whether social network analysis (SNA) is a useful method for identifying different discursive patterns in everyday classroom activities. The material analysed came from 20 teacher-led lessons that were video-recorded in small-size classes in Italian public primary schools. SNA was used to measure classroom relations in terms of "ties" (in and out connections among individuals) and "dialogues" (duration of messages sent and received). The results highlighted two discursive patterns, which we called dominant and distributed. The dominant pattern was observed in lessons in which teachers limited pupils' participation and governed discourse in a dyadic way. The distributed pattern of discourse offered children more opportunities to participate in the dialogues, to be connected with others and to engage in multiple interactions. Moreover, it exhibited adaptability with respect to children's different attainment levels, within the constraint of the lesson's subject. In conclusion, SNA enabled rigorous and original investigation of interactive processes in real classroom situations.