Entry #6

Entry #6 - Sorry for the tardiness of this entry.  I am having some major technical issues sending my computer in to get serviced. 

Freeman (2004) Chapter 2

Directions:  Label each activity (L) for learning/word recognition, (A) for acquisition/sociopsycholinguistic view, or (B) for both. 

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

_B_  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

_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

_B_  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

_B_  make alphabet books on different topics

The teacher:

_L_  pre-teaches vocabulary

_A_  does a shared reading with a big book

_A_  makes sure that students read only books that fit their level

_L_  has students segment words into phonemes

_B_  writes words the students dictate for a story and has students help with the spelling of difficult words

_B_  asks students to look around the room and find words starting with a certain letter

_L_  uses decodable texts

_A_  sets aside time for SSR (sustained silent reading) each day

_B_  teaches Latin and Greek roots

_A_  has students meet in literature circles

_L_  conducts phonics drills

_L_  chooses predictable texts

_A_  teaches students different comprehension strategies

_A_  does a picture walk of a new book

_L_  uses a variety of worksheets to teach different skills