Allison Briceno's blog
http://oral-language.newteachercenter.org/blog/91
enChoral Academic Language Rehearsal During Direct Instruction
http://oral-language.newteachercenter.org/blog/choral-academic-language-rehearsal-during-direct-instruction
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p class="p1">I love watching teachers develop oral language! Lately I’ve been taking notes on <em>how</em> they do it. I’ve collected a number of examples of strategies teachers use to help develop students’ language. In the below example, the teacher uses <strong>choral rehearsal</strong> of math vocabulary to help students become more familiar with the language of graphing. </p>
<p class="p3"> This example occurs in a fourth grade class in which 100% of the students are minority and qualify for free or reduced lunch. All except one of the students are English learners and three have been reclassified as fluent English proficient. Although just a third-year teacher, Ms. D has a deep understanding of language development and ensures that her lessons provide students with lots of opportunities for talk. Below is an example of one way Ms. D includes oral language practice in her lessons: choral rehearsal. It is a non-threatening way to allow students to practice using the academic language. This portion of the lessons occurs toward the beginning of a math lesson during direct instruction.</p>
<p class="p3"> What the teacher and students say is in bold print. My analysis and interpretation is in <em>italics</em>.</p>
<p class="p2"><strong>Ms. D: Let’s begin with a review. On a coordinate graph there are 2 axes. One is the x-axis and the other is the y-axis. Raise your hand if you know which is the x-axis. If you have your hand raised I know that you know which is the x-axis.</strong></p>
<p class="p2"><strong></strong><em>Teacher connects to the previous day’s lesson and assesses what students remember. Based on the fact that not many students remember which is the x-axis, she asks one student to come to the chart, identify the x-axis and write an ‘x’ on the correct axis.</em></p>
<p class="p2"><strong>Ms. D: This is the x-axis. Repeat with me</strong></p>
<p class="p2"><strong></strong><em>Teacher models a sentence using academic vocabulary.</em></p>
<p class="p2"><strong>Students, chorally: This is the x-axis.</strong></p>
<p class="p4"><em>Students chorally repeat the academic vocabulary in a complete sentence.</em></p>
<p class="p2"><strong>Ms. D: [pointing to the other y-axis] This is the y-axis.</strong></p>
<p class="p4"><em>Teacher models a sentence using the academic vocabulary</em></p>
<p class="p2"><strong>Students, chorally: This is the y-axis</strong>.</p>
<p class="p4"><em>Students chorally repeat the academic vocabulary in a complete sentence.</em></p>
<p class="p2"><strong>Ms. D: We know that in order to place a point on the graph we need 2 numbers. One number corresponds to the x-axis, and the other number corresponds to the y-axis. When the two numbers are in parentheses, separated by a comma, they’re called a coordinate pair. Repeat.</strong></p>
<p class="p4"><em>Using very precise language, the teacher explains the new content for this lesson, coordinate pairs. She then asks the students to repeat the new vocabulary phrase.</em></p>
<p class="p2"><strong>Students, chorally: coordinate pair</strong></p>
<p class="p4"><em>Choral repetition of new academic vocabulary</em></p>
<p class="p2"><strong>Teacher and students chorally read the definition of a coordinate pair on an anchor chart</strong></p>
<p class="p4"><em>Choral reading of academic content, which includes new vocabulary and yesterday’s vocabulary, in context.</em></p>
<p class="p2">This brief conversation provided four opportunities for students to talk in just a few brief minutes: they repeated the teacher three times and chorally read an anchor chart. They said aloud all the key vocabulary needed that day. </p>
<p class="p5">This occurred during the direct instruction part of the lesson, and is therefore heavily guided by the teacher. She is not asking the students to do anything on their own yet, just practice using the key vocabulary in a non-threatening way. Choral response is a great strategy for this: all students practice using academic language. </p>
<p class="p5">These few lines are just a snippet from a lesson that included lots of opportunities for oral language development, including highly structured opportunities, such as choral rehearsal, as well as open-ended turn-and-talks. What an amazing opportunity for learning about how teachers can support oral language development! Thank you, Ms. D!</p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p2"> </p>
</div></div></div><div class="field field-name-field-tags field-type-taxonomy-term-reference field-label-above clearfix"><h3 class="field-label">Tags: </h3><ul class="links"><li class="taxonomy-term-reference-0"><a href="/tags/choral-rehearsal">choral rehearsal</a></li><li class="taxonomy-term-reference-1"><a href="/tags/academic-language">academic language</a></li><li class="taxonomy-term-reference-2"><a href="/tags/choral-reading">choral reading</a></li><li class="taxonomy-term-reference-3"><a href="/tags/oral-rehearsal">oral rehearsal</a></li></ul></div>Fri, 25 May 2012 04:23:58 +0000Allison Briceno188 at http://oral-language.newteachercenter.orghttp://oral-language.newteachercenter.org/blog/choral-academic-language-rehearsal-during-direct-instruction#comments