69. Which of the following instructional techniques is most likely to improve students' development in oral language responses during a class discussion of a text?
Answer: B
Providing a beginning phrase or sentence stem to support students in structuring a response
This technique is effective because it gives students a framework to initiate their responses, fostering confidence and clarity in their oral contributions during discussions.
A) Modeling correct oral syntax when students use fragmented syntax in a response
While modeling correct oral syntax can help students understand proper language use, it does not directly support their ability to structure their own responses in real-time discussions. This technique is more about correction than providing the foundational tools needed for improvement.
B) Providing a beginning phrase or sentence stem to support students in structuring a response
This option is correct as it equips students with a scaffold that aids in organizing their thoughts and articulating them clearly. By using sentence stems, students can more easily formulate and express their ideas, thereby enhancing their oral language skills during class discussions.
C) Asking students to keep the volume of their speech at a level that holds the attention of peers
While maintaining an appropriate volume is important for effective communication, it does not fundamentally address the development of students' oral language responses. This approach focuses more on delivery rather than the content structure of their responses.
D) Encouraging students to have conversations during informal social interactions among peers
Although informal conversations can contribute to language development, this technique does not specifically target the context of structured class discussions or the improvement of oral language responses regarding a text. It lacks the direct instructional support needed to enhance formal response skills.
Conclusion
Providing a beginning phrase or sentence stem is the most effective instructional technique for improving students' oral language responses during discussions. This approach directly supports the structuring of their thoughts, unlike the other options, which either focus on correction, delivery, or informal interactions that do not target the specific skills needed in a classroom setting.