Freemen and Freemen (2004), hold that there are two approaches in how teachers teach and design their lessons. One approach is through learning and word recognition, which I feel is a more explicit and direct teaching approach. The other approach is an acquisition perspective, where the classroom is more of a collaborative learning environment, and the teaching focuses on making meaning and connections.Here is a list of activities that occur in classrooms that are broken down between what is learning (L) and what is acquisition (A).
From the students perspective:
L looking up words in the dictionary to write definition
A making a Venn diagram to compare two stories
L &A practicing 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 grouping cards with classmates' names by a criterion such as first or last letter
L looking up words in the dictionary to write definition
A making a Venn diagram to compare two stories
L &A practicing 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 grouping cards with classmates' names by a criterion such as first or last letter
A&L Writing rhyming poetry and discussing different spelling for the same sound
L asking the teacher how to spell any word they don't know
A read a language experience story they have created with the teacher
A working in pairs to arrange words from a familiar chant into sentences
L dividing words into syllables
L asking the teacher how to spell any word they don't know
A read a language experience story they have created with the teacher
A working in pairs to arrange words from a familiar chant into sentences
L dividing words into syllables
A 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 is creative and authentic
The teacher perspective:
L preteaches 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 make alphabet books on different topics is creative and authentic
The teacher perspective:
L preteaches 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
L 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 starting with a certain letter
L&A uses decodable texts
L sets aside time for SSR each day
L teaches Latin and Greek roots
A has students meet in literature circles
L conducts phonics drills
A&L chooses predictable texts
A teaches students different comprehension strategies
A does a picture walk of a new book
L uses a variety of worksheet to teach different
A asks students to look around the room and find words starting with a certain letter
L&A uses decodable texts
L sets aside time for SSR each day
L teaches Latin and Greek roots
A has students meet in literature circles
L conducts phonics drills
A&L chooses predictable texts
A teaches students different comprehension strategies
A does a picture walk of a new book
L uses a variety of worksheet to teach different
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