Webster

LING 610
1
Rally Coaching Addition

I. Rationale

This activity is based off of a cooperative learning model designed by Spencer
Kagan. It was modified to be used with 2
nd
grade English language learners, but
could be adapted to work with a wide variety of students. The purpose of the
activity is to have students working in pairs and using language to instruct their
peer on the several steps needed to complete multi-digit addition problems.

Language development is reinforced through a)focus on meaning and b)integration
of skills.

A) Focus on meaning
Long and Robinson (1998) argue that language can be learned best not by treating
the languages as an object of study, but by experiencing them as a medium of
communication (p. 18). They continue on to state that an emphasis is on the
sufficient quantities of positive evidence about what is possible in the L2 (p.19).

Students will be using their language skills to convey meaning to one another while
working to complete a task. There is not a drawn attention to using language as a
learning exercise for the students L2. The language used will be to guide and
correct their partner toward successful mastery of the content. Meaning is
important, for without an understanding of meaning, the students will not be able to
correctly complete the lesson objectives.

B) Integration of skills
Oxford (2001) shows that the integrated skills approach exposes English language
learners to authentic language and challenges them to interact naturally in the
language (p. 2). English in this sense is thought of in terms of a way to
communicate instead of a subject of study that will be tested (p. 2). The use of
learning in this way is also beneficial for a variety of students because it is engaging
and motivating.

Through this activity, students will be integrating math skills as well as English
communication skills. It is expected that the format of the activity will be highly
motivating for students and will encourage them to use language to convey the
meaning necessary for the completion of the task.

II. Description

1. Pre-Task
The teacher will present their lesson on addition of three digit numbers with three
digit numbers (example: 254+751=). During the lesson, be sure to use the academic
Webster
LING 610
2
language that students will need to be exposed to in order to be successful in the
task. These terms could include:
Ones column
Tens column
Hundreds column
Carry
Add
Equals
Instead of having students practice their math facts alone, explain that they are
going to help a partner solve their addition problems.

2. Task Cycle
Students will work with a partner to complete a workpage. Each partner pair gets
one pencil and one paper. There are two roles, director and writer, that students
will take turns filling. When they are the director, they will describe what numbers
to add together and where to write the digits. The writer can only write what the
director tells them to do. After each question, the writer will hand off the pencil and
the students will switch roles so that each student gets a chance to be the director
and verbalize the steps that need to happen to come up with the correct answer.

If the director gets stuck or makes a mistake, the writer can say, What numbers to I
add together? or What column do I add together now?

Walk around during the activity to hear what the directors are saying and making
sure that the writers are only writing what the director says. If a student is
struggling with what to say, remind them that they are thinking out loud for their
partner. Model how to give directions using the academic language that has been
learned.

3. Post Task
As a type of exit slip activity, each student will coach the teacher through the steps
needed to add three digit numbers. This assessment will inform the teacher of those
who are struggling with the math concepts and those that are struggling with the
language demands of the activity.


III. Reflection
I enjoyed this activity! Students became aware of the different steps that they take
to complete the problem. It was especially helpful for students who were struggling
with the addition process. They were able to hear from another student what they
need to do to find the answer. This appeared to be more meaningful than hearing it
again from the teacher.

Webster
LING 610
3
Students also gained confidence in their ability to add. Several students began
pretending that they were the teacher when they were giving their partner
directions.

This activity allows students to hear audibly what their internal conversation should
sound like. Several students struggled to begin the activity, but once it clicked and
they understood the process, they wanted to be the coach all the time. I had
students walking up to me at other times in the day asking if they could be the coach
and tell someone else how to do their work.

Students like having a task to do. For students that are growing in their language
skills, having a job where they have to give directions in a meaningful way to a peer
is a positive way to get them talking constructively.

































Webster
LING 610
4
References
Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan
Publishing.

Long, M. H. & Robinson, P. (1998). Focus on form: Theory, research, and practice. In
C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language
Acquisition (pp. 15-41). New York, NY: Cambridge University Press.

Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ESL Magazine, 6(1).