Learning VS. Acquisition

The students:Learning-Looking up words in the dictionary-shows intent of learning
Learning-Make a Venn Diagram to compare two stories-again student is intentianally breaking down the story.
Learning-Acquistion-Part of a phonics program-or part of just teaching yourself to read through practice
Acquisition-read in round robin fashion-students are not being given direct instruction, they are reading to experience reading.\
Acquisition-correct peers when they make a mistake during reading-I chose this because this natuarlly happens when reading either with adults or peers.
Learning-identify words on a big book page that starts with the same sound-Teachers are providing the phonics program from a curriculum, traditional classroom.
Learning-group cards with classmates names on them with a specific criterion-  The teacher is looking for a specific skill to be taught.  The ending sounds of a name for example.
Learning/Acquisition-rhyming poetry and then discuss different spellings for the rhymes-the rhyming part is acquisition and then learning comes in when they are taught the different spellings.
Acquisition-asking a teacher to spell a word they do not know-does not come from a spelling program this make it Acquisition.
Acquisition-create a language experience story they have created with the teacher-this is the group working together to build reading, without specifically being taught.
Acquistion/Learning: work in pairs to arrange words from a familiar chant into sentences-this is both because you can do this as part of a curriculm or you can experience through your individual reading.
Learning:Divide words into syllables-this is not an experience based concept.
Learning:on a worksheet, draw a line from each word to the picture that starts with the same sound-this is intentional learning-they want them to know phonics
Learning:make alphabet books on different topics-the point is learning the alphabet not through reading, but being taught this to learn to read.

The teacher:
Learning:Pre-teaches vocabulary-this is done with the intent of learning language-The language is meant to be processed.
Learning/Acquistion-shared reading with a big book-I chose both because from both perspectives reading is meant to be experienced.  Sharing the book comes from the curriculum also which is learning.
Learning:Makes sure students read only things that fit their level-Learning becasue they are not able to ppick anything unless it is part of what needs to be learned.
Learning-have students segment words into phonmes-part of a phonics program
Acquisition-write words that students dictate for a story and then spell them together-again this is not a traditional way of teaching spelling by a list-you learn as you go.
Learning/Acquisition-ask students to look around the room for items that start with a certain letter-I chose both becasue this is a way for teachers and students to interact concepts, but it can also be part of teaching letter sounds to students.
Learning-uses decodable text-this is something on their level they can use-curriculm basesd
Acquisition:sets aside time for SSR-this supports the fact that students learn by reading-the more they read the better they will read.
Learning:Teaches Latin and Greek roots-knowledge of this will increase vocabulary and you only can do this by being taught the different roots.
Learning/Acquisition: Has students meet in literature-I chose this becasue both a traditional classrrom and regular classroom uses this.
Learning:conducts phonics drills-part of a structured program
Learning:choose predictable text-again, this can be used to teach a specifc skil by the teacher.
Learning/Acquisition-teaches students different comprehension skills-this can be done as text is read or part of a basal reader.
Learning/Acquisition:takes a picture walk of a new book-can be done in a traditional classroom or where language is just being used.
Learning:uses a variety of worksheets to teach different skills-Language is being taught or learned in a controlled manner.

We Were There Too by Phillip Hoose

I chose this because it is non-fiction text that is about the history of the United States.  This would ber really difficult because they need to have some concept of the history of their own country to understand our history.
1.Vocabulry in this story is very difficult.  Picture cards with the words so the students can visualize what these soldiers look like.  Then a long discussion of why they dressed this way. The importance of what they wore.
2. The text is written in old english.  Students can make a two column chart of what the soldiers say and what it means.
3.A discussion of what a hero means.  Each of the characters are heroes in their own way.  They are all very different ways.  This could be difficult because the role of men and women are different throughout different cultures.  It would be easy to role play the parts of the men and women.  So they could see that women did not fight, but that men did.  Women aided the men by providing supplies and support.  Some cultures do not allow women to do anything.
4.  Setting:  This story takes place during the American Revolution.  To help students understand you could study the important historical aspects of this time.  Then have them make a Venn diagram comparing and contrasting our time to the American Revolution, provide a map so they can see where the fighting took place.

LAFFF by Lensey Namioka

The story LAFFF is about two Chinese families and their invention of a time machine.  The topic not only deals with cultural differences,but also it is science fiction text, which can be hard to decipher for anyone.  I chose this text because I was teaching it today and saw the difficulties it gave my struggling readers.  Here is my list:
1. The kids talk about how important education is to Chinese parents .  They do not have a choice but to do well in school. To help them with this they can make a Venn diagram comparing the similarities and differences between Chinese parents and their parents.
2.  They talk about how the main characer is a nerd. He dresses in bright colored socks, and wears glasses.  To some cultures that would not mean nerdy, but just part of their culture. ELL students could draw a picture with the teacher and discuss the vocabulary word "nerd".
3. The next topic would be that of time travel.  This is not a term that can be visualized, so whatever is done must be very explicit.  Cooperative groups would work well.  With teacher and students explain what time travel would look like.  Also, make it very clear that this is somthing that can't be done.  My students really wanted to discuss this concept.  They really wanted to believe that it could.
4.One of the characters, Angela decided to use the time machine to win a writing contest.  This is a moral decision that effects the plot of the story.  The importance of this may be hard for students to understand.  Teachers can use a graphic organizer to discuss the difference between right and wrong.  Why is cheating not the right thing to do? What does cheating mean? 

Foreign Text

Today I chose a text that is written in French.  I chose French becasue I took it in high school.  I thought this would give me a little bit of an advantage. It has been a long time since I have even read  any of it.  I realize that many ELL students come in knowing absolutely none of the language.  The text is an article written about President Obama.  This was difficult because the party names that are familiar for most adults were really hard to translate.  I figured that is what they were talking about becuase of using the context of the other words in the sentence.  I used the strategy of figuring out what the word was based on what English word it matched.  I remember from last weeks reading that this strategy really helps struggling students.  Some of the words transferred right over like example in English and exemple in French.  I have read the article 5 or 6 times and I believe it is about a party being held to honor Obama on Monday, November 4th.  It is saying that the ambiance will be that of an American party.  I am still not fully sure about the full meaning of the text.  I took the text apart and put it back together.  That really helped me grasp pieces of the text, rather than the full text.

It is amazing how difficult this text was for me!  If I was a student reading this for a grade or to learn and grasp meaning, I would be really behind the eight ball.  In fact, I would not be able to answer any questions about this text because I can't read it first  If I had a teacher working with me, that teacher would have to build a ton of vocabulary.  Then read the text with me multiple times.  After much work with the text then maybe I would be ready to answer questions.  Whew!  How exhausting is that!

Writing Instruction

My memories that I have of writing are along the Acquistion View: Process Writing standpoint.  My 7th grade writing teacher started with a message of the problem of homelessness in the United States and then had us write the best piece that we could based on our feelings on the topic.  Then we went from there in the writing process.  I felt that the whole process was authentic.  We all as a class had such strong feelings on this topic, that the writing just flowed. 

The thing that I find interesting about my memories of writing is that I feel that today we teach in the Learning View:Traditional method.  In my building we focus on the process of writing.  It has been my goal to fuse the two methods. 

Oral Language and the Reading Process

As students develop the oral reading process they are moving along the continueum to establishing reading.  The interactions that children have are repetitive in nature and make students more aware of the language as they learn to read.  I have a great example of that.  My son is learningto read and every time he learns a new sight word now, he will relate it to a time that he used that word in a sentence.  For example the word how, he was practicing his sight words and saw how and said "How did you like our trip to Disney World?" He had heard us talking about our vacation earlier and that triggered him remembering the word how.  I really feel that they interactions with my husband and I have made him to read earlier.  He has built vocabulary up, just from spending time talking to us.

If a child was put into a room for their fist 4 years and not aloud access to their language not only would their brain neurons not be stimulated but they would not have experienced the language before being asked to apply it.  Oral language is extremely important to the reading process!

My Philosophy on Teaching Literacy

After the years of reading that I have taught, in the different grade levels, I have come to view literacy as very complicated.  I have seen that direct instruction in phonics works the best.  In the early grade levels this is the best instruction for all students.  As students get older they benefit from direct instruction at their level.  This usually means in comprehension, but for some students it means in phonics still, if they have not mastered it.  I also believe that writing should be taught in conjuntion with reading, not separate. Students will become better writers if given a chance to process through their reading while writing.  Students will be required to read and write in their everyday lives.  This is an important skill to have, not just for assessement purposes. 

I think that students should be taught the joys of reading.  The reasons why reading is important should be instilled in them.  Students should then be taught the reasons why we read and the different avenues they could take with their reading.  I really have a joy for reading and I want that to come across to my student's.  I want them to see how important it is to be a well read educated person, and how that could open up many doors for them.