Week 3 Blog 6

                       Learning or Acquisition

                       I found the readings to be very interesting this week. I think that there is value in both of the approaches mentioned. When students are taught language in more digestible chunks through the learning model, it may provide the Velcro they need to really attach the language through the acquisition model.
The Students:

Look up the words in the dictionary to write definitions	L	Defining words out of context is breaking the language into the parts
Make a Venn diagram to compose two stories	A	This is a chance to process language through oral and written practice
Practice sounding out words	L	Teaching the parts of language not holistic
Read in round robin fashion	L	This may seem like acquisition but round robin reading is breaking language down into fluency. Comprehension is not always received by students
Correct with peers when they make a mistake during reading	A	Focus on the message – or the writing, giving students opportunity to practice
Identify words on a big book page that start with the same sound	L	Phonics/phonemic awareness – breaking apart language
Group cards with classmates’ names by criterion such as first or last letter	L	Practicing a skill within language that is measurable
Write rhyming poetry and discuss different spelling for the same sound	L/A	Both – phonics skill set which breaks apart the language, but also gives children an chance to interact holistically
Ask teacher how to spell a work not known	L	Student is not using strategies to determine the spelling on their own
Read a language experience story they have created with the teacher	A	Using language for a variety of purposes, interact with language both written and orally
Work in pairs to arrange words from a familiar chant into sentences	A	This would take some higher level thinking on the part of the students, and they would need to use the skills and strategies they have acquired to interact with this task successfully
Divide words into syllables	L	Chunking out the parts of language
On a worksheet draw a line from each word to the picture that starts with the same sounds	L	Practicing sounds in sections – not interactive with real text – language parts
Make alphabet books on different topics	L/A	Both – depending on the level of learning of the student, there would be interactive with the language to create the book while still focusing on beginning letter sounds.

The Teacher

Preteaches vocabulary	L	Structure or skilled teaching
Does a shared reading with big book	A	Students work together to interact with the language
Makes sure that students read only books that fit their level	L	Students have the chance to practice language at their school, but haven’t had the chance to push beyond it or use strategies at a higher level
Has students segment words into phonemes	L	Breaking the language into skill sets
Writes words that students dictate for a story and has students help with the spelling of difficult words	A	Students have a chance to use the skills and strategies to interact with spelling and language
Asks students to look around the room and find words starting with a certain letter	L	Specific and skilled learning
Uses decodable text	L	Patterned skills, practice of phonics
Sets aside time for SSR each day	A	Chance to use language for a variety of purposes, use context clues, “absorb” language
Teaches Latin and Greek roots	L	Memorization of a skill or chunk of language
Has students meet in literature circles	A	Chance to use language for a variety of purposes, use context clues, “absorb” language
Conducts phonics drills	L	Patterned skills, practice of phonics
Teaches students different comprehension strategies	A	Teaching of strategies to approach the language
Chooses predictable books	A	Gives students a chance to be successful with reading strategies they are learning
Does a picture walk with new book	A	Opportunity to use language in a variety of ways
Uses a variety of worksheets to teach different skills	L	Breaking the language into parts