The students:
L - look up words in the dictionary to write definitions *Word Recognition – students are pre-taught words “they may not be able to figure out using phonics, sight word skills, or structural analysis” so that when they encounter them in their reading, they are familiar with the words and know what they mean.
A - make a Venn diagram to compare two stories * Students are given the opportunity to create authentic written responses to express themselves. (Freeman p.
L/A - practice sounding out words * “Letters and sounds serve as an important source of information to be combined with information from other sources.” However, alone, sounding out words does not necessarily give meaning to that word, therefore other information is needed to determine meaning. (Freeman p.27) (Oral drills are used to practice language – L)
L- read in round robin fashion * “During round robin reading, teachers or other students usually correct students if they mispronounce a word” (Freeman p. 28).
L - correct peers when they make a mistake * Students focus on conventions in handwriting, spelling, punctuation, and organization (Freeman p.30)
L - identify words on a big book page that start with the same sound * “Use phonics rules to sound out words” (Freeman p. 25).
L - group cards with classmates’ names by a criterion on such as first or last letter * Students are able to sound out letters.
L - write rhyming poetry and then discuss different spellings for the same sound * Students are pretaught words they “may not be able to figure out using phonics, sight word skills, or structural analysis” (Freeman p. 28).
L - ask teacher how to spell any word they don’t know * The importance of correctly spelling words is emphasized with a teacher who follows the Learning view. (Acquisition is more concerned with meaning than conventions)
A - read a language experience story they have created with the teacher * “Students read extensively so that they can acquire vocabulary as they encounter words in a variety of contexts.”
A - work in pairs to arrange words from a familiar chant into sentences
L - divide words into syllables * “Students learn to break words into parts and identify them” (Freeman p. 25).
L - on a worksheet, draw a line from each word to the picture that starts with the same sound * Students use phonics skills to sound out words.
A - make alphabet books on different topics
The teacher:
L - preteaches vocabulary *Word Recognition – students are pre-taught words “they may not be able to figure out using phonics, sight word skills, or structural analysis” so that when they encounter them in their reading, they are familiar with the words and know what they mean.
A - does a shared reading with a big book * Students need to “read extensively so that they can acquire vocabulary as they encounter words in a variety of contexts,” and “by seeing the word several times in slightly different contexts, students can figure out its properties.” A shared reading gived them the opportunity to see the words as they are read and then allows the students to read them on their own, constructing their own meaning.
L - makes sure that students read only books that fit their level
L - has students segment words into phonemes * “Readers learn a set of skills that allows them to make a connection between the black marks on the page and words in their oral vocabulary” (Freeman p.24) Students learn the sounds of letters and then learn to blend the sounds to identify words and get the meaning of a text.
L - writes words the students dictate for a story and has students help with the spelling of difficult words * The teacher corrects each piece of writing” (Freeman p. 29)
L/A - asks students to look around the room and find words starting with a certain letter * With the Learning view, students are taught to recognize letters and their pronunciation, which would help in finding words with a certain letter. With the Acquisition view, students are using their background knowledge and other tools to figure out how words sound to attempt to find words that start with a certain letter.
L/A - uses decodable text * “Use phonics rules to sound out words” (Freeman p.25). Also, “phonics is the primary tool for word identification” (Freeman p. 27).
A - sets aside time for SSR (sustained silent reading) each day * During this time, students read texts that are not only at their reading level, but are also books that they choose and are therefore interested in. This gives them the opportunity to build their vocabulary!
L/A - teaches Latin and Greek roots * “Readers may make use of their knowledge of word parts to construct meaning (L)” (Freeman p. 27), however, “the ability to break words into component parts and use that information to help construct meaning has only limited value during normal reading” (Freeman p. 27). Teachers who teach according to the Learning view will teach the meaning of these root words and possibly leave it at that. However, the Acquisition view teachers will move beyond just teaching the roots, teaching them in addition to other things as another tool for students to construct meaning.
A - has students meet in literature circles * Students are given the opportunity to talk about the literature they are reading and therefore are able to gain more strategies they can use to construct meaning if they come to a part of the text they don’t understand. (Freeman p.28)
L - conducts phonics drills * “Students practice language by engaging in oral drills and written exercises” (Freeman p. 34).
A - chooses predictable texts * Students are given the chance to use their own knowledge of the world to make sense of what they are reading, and different readers construct different meanings depending on their personal background knowledge. (Freeman p. 26)
A - teaches students different comprehension strategies * “Teachers provide students with a great deal of language input and use various techniques to make the new language comprehensible” (Freeman p.34).
A - does a picture walk of a new book * At first, students listen and read to build up a store of language. They focus on making sense out of the new language” (Freeman p. 34). A picture walk helps introduce new language through the use of pictures so that the students have a visual of what new words and concepts mean.
A - uses a variety of worksheets to teach different skills * Students have the opportunity to read/write “extensively so they can acquire vocabulary as they encounter words in a variety of contexts” (Freeman p. 28)
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