Learning/Word Recognition
Reading-
- Main task of reading is to identify words
- Recode words to make meaning of text
- Apply phonics rules in order to identify words (memorize sight words that do not follow phonics rules)
- Pre-teach vocabulary words
- Frequent reading aloud with teacher providing unknown words (“Round Robin”)
- Belief that if a student can read a word, they can understand the word
Writing-
- Goal is to produce a quality piece of writing
- Teachers break apart elements and teach each part (letters, words, sentences, paragraphs, essays)
- Topics are assigned
- Emphasis on conventions and mechanics
- Handwriting, grammar, and spelling are major components
- All writing is edited by teacher and published
Language Development-
- Goal is for students to correctly speak and understand language
- Teach each part of the language directly
- Oral and written drills for practice
- Errors are immediately corrected
Reading-
- Reading is constructing meaning
- Meaning comes from background knowledge, graphophonics, syntax, and semantics
- Study of word parts has limited value
- Students acquire vocabulary through reading, rather than pre-taught words and definitions
- Most reading is done silently in the classroom
- Teachers help students develop reading strategies
- Goal is to understand the process of writing
- Writing reflects competency with language and communication
- Choice in topic of writing for students
- Students practice various forms of writing
- Writer’s workshop
- The more students read, the better they write
- Mini-lessons provide instruction on style and mechanics
- Students are encouraged to share their writing
- Goal is for students to use language for different purposes
- Understand language in various settings
- Build-up language through listening and reading
- Students are asked to use language to complete tasks
- Teachers help students communicate their message and give them strategies for linguistic challenges
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