The Students:
L -look up words in the dictionary to write definitions
A -make a Venn diagram to compare two stories
L -practice sounding out words
L -read in round-robin fashion
L -correct peers when they make a mistake during reading
A -identify words on a big book page that start with the same sound
A -group cards with classmates' names by a criterion on such as first or last letter
L/A -write rhyming poetry and then discuss different spellings for the same sound
L -ask the teacher how to spell any word they don't know
A -read a language experience story they have created with the teacher
A -work in pairs to arrange words from a familiar chant into sentences
L -divide words into syllables
L -on a worksheet, draw a line from each word to the picture that starts with the same sound
A -make alphabet books on different topics
The Teacher:
L -pre-teaches vocabulary
A -does a shared reading with a big book
L -makes sure that students read only books that fit their level
L -has students segment words into phonemes
A -writes words the students dictate for a story and has students help with the spelling of difficult words
A -asks students to look around the room and find words with a certain letter
L -uses decodable texts
A -sets aside time for SSR each day
L -teaches Latin and Greek roots
L -has students meet in literature circles
L -conducts phonics drills
L -chooses predictable texts
L/A -teaches students different comprehension strategies
L -does a picture walk of a new book
L -uses a variety of worksheets to teach different skills
I completed this activity on the basis of whether the individual activity would be more "skill and drill" or more "hands-on." Some activities I could see the students more involved in talking with each other and being engaged in the activity; thus, they are putting what they know into action and trying to understand and really submerge themselves in the activity/language. The other activities (what I viewed as learned) I viewed as the teacher giving explicit, direct and systematic instruction.
Freeman, D. &. (2004). Essential linguistics:
What you need to know to teach: reading, ESL, spelling, phonics, grammar.
Portsmouth: Heinemann.
I had many of the same thoughts you did. One difference we had was with "identify words on a big book page that start with the same sound." I said that this was the learning view because Students use their phonics knowledge to find words with the same sounds (25). Why did you say acquisition?
ReplyDeleteBritany,
DeleteI can certainly see your view of learning. I decided to on acquisition because students are using what they know and applying it to a text. Freeman suggests that students are "making connections between the oral reading and the print" when they are following along as the teacher reads. (25) That is why I went with acquisition, perhaps this one is both!
Hello Anna,
ReplyDeleteIt is good to work with you again, you have such great knowledge.
I was stuck on the first one of "students looking up words in the dictionary to write definition." I put it under acquisitions and you put it under learning view. Looking at both I am still on the fence, I mainly put it under a because of page 28 where it talks about students using a variety of strategies to improve comprehension. What are your thoughts on why classifying it under learning view.
Tracy
Hi Tracy,
DeleteNice working with you again as well!
I put this one under learning because I saw it more as a skill and drill, pre-teaching exercise. If it were acquisition I would see this activity go along side of reading and applying the word in the actual text; thus, giving students some exposure in context and not just on its own. The students would also perhaps make connections of other times the words may have been used or use it in a sentence. Because it was merely looking up and writing the definitions, I saw this one as more learning than acquisition.
Hi,
ReplyDeleteI also tried to look at the items on the list as either skill and drill or more hands on. There are times when I do give my students an activity and I think, "Ugh, is this a skill and drill worksheet," but I guess as is the case with everything it does have its place. Especially with TCAP coming up it feels like more of this occurring, mainly in relationship to test tacking strategies, which doesn't feel authentic or engaging for my students.
Kristina
We have almost the same connections to the list. I am struggling to balance drill and hands on in the kindergarten classroom. We teach such basic skills but I have learned that does not mean they have to be taught through drill activities. I am excited to start being more creative in the classroom and incorporating some strategies learned through this class in activities that are intentionally ESL designed!
ReplyDelete