Learning/Word
Recognition vs. Acquisition
The Students:
L- Look up words in the dictionary to write definition
L-Make a Venn diagram to compare to stories
L- Practice sounding out words
A- Read in round robin fashion
A-Correct peers when they make mistakes during reading
A-Identify words on a big book page that start with the same
sound
AL-Group cards with classmates’ names by a criterion on such as
first or last letter
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 with a familiar chant into
sentence
L-Divide words into syllables
L-On a worksheet, draw a line from each word to the pictures
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 students only read books at their level
L- Has students segment words into phonemes
L-Writes words the students dictate for a story and have
students help with the spelling of difficult words
A-Asks students to look around the room and find words that
start with a certain letter
L- Uses decodable text
A-Set aside time each day for SSR
L-teaches Latin and Greek roots
L-Has students meet in Literacy circles
L-Conducts phonics drills
L-Chooses predicable text
A-Teaches student’s different comprehension strategies
A-Does a picture walk of a new book
L-Uses worksheets to teach different skills
This was really a tough task but made me think about the
practice and not just the theory. I am positive that some of my answers would
change depending on the context of the activity I would be using in the
classroom. As I went to label each of these statements I tried to think about
how the student would perceive thee activities. Would they feel like they were
learning a language? Would hey feel like they were having fun, and enjoying the
moment with their peers? What would be the long-term affect of each of these
activities? Would this be a quick learning tool or something that the students
would remember long term? As I have said before context is everything and there
is probably a time and place that each of these learning strategies would make
sense to some students. In my humble opinion it is all about how we use these
strategies to differentiate instruction in order for our ELL students to
thrive.
Freeman, D., and Y. Freeman. Essential linguistics: What you
need to know to teach: reading, ESL, spelling, phonics, grammar. Portsmouth,
NH: Heinemann.
No comments:
Post a Comment