Learning Vs Acquisition
Directions:
Label each activity (L) for
learning/word recognition or (A)
for acquisiton/ sociopsycholinguistic view. Some
activities
can have both labels. Be prepared to explain
your choices.
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
_L__
group cards with classmates' names by a criterion on such as first or last
letter
_A,
L__ 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,L__ work in pairs to arrange words
from a familiar chant into sentences
_L, A__ divide words into syllables
_L__ on a
worksheet, draw a line from each word to the picture that starts with the same
sound
_L__ make alphabet books on different topics
The teacher:
_L__ pre-teaches vocabulary
__L, 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
_L__ asks students to look around the
room and find words starting with certain a letter
_A__ uses decodable texts
_A__ sets aside time for SSR (sustained
silent reading) each day
_L, A_ 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
_L__ does a picture walk of a new book
_L__ uses a variety of worksheets to
teach different skills
Teachers that believe that language is acquired teach students
methods to use during independent reading and writing. They
model the skill the students should demonstrate. Then the students
do the majority of the reading and writing silently then in
shared classroom discussion discuss comprehension of skills. They
are more concerned about the thought behind what is
written and not necessarily concerned with grammatical
correctness. The thought that authentic learning is done by doing
and then anything that needs to be corrected is done afterwards.
Teachers that subscribe to the learned language approach teach
skills prior to reading or writing. They pre-teach vocabulary,
phonetics and correct students immediately as they read and write
orally. The thought process is that skills learned incorrectly are
harder to correct.
