Page 48, Activity from Essential Linguistics, Freeman & Freeman
The student:
L-look up words in the dictionary to write definitions (this is an exercise with little context)
A-make a Venn diagram to compare two stories (this requires thinking rather than doing)
L-practice sounding out words (this is breaking words into their parts)
L-read in round-robin fashion (this exercise only allows students to practice a small part of the text)
L-correct peers when they make a mistake during reading (this does not encourage students to problem solve or use their own strategies for decoding)
L-identify words on a big book page that start with the same sound (this is studying a small part of language)
A-group cards with classmates’ names by a criterion on such as first and last letter (this requires thinking and application in a real context)
A-write rhyming poetry and then discuss different spellings for the same sound (this allows for creativity at the same time as practicing skills)
L-ask the teacher how to spell any word they don’t know (again this does not encourage the use of strategies and thought)
A-read a language experience story they have created with the teacher (this requires thought and collaboration)
A-work in pairs to arrange words from a familiar chant into sentences (this is skill building in context)
L-divide words into syllables (this is a rote activity with little context)
L-on a worksheet, draw a line from each word to the picture that starts with the same sound (This is skill building practice in isolation)
A-make alphabet books on different topics (this requires thinking in context of language)
The teacher:
L-preteaches vocabulary (students learn vocabulary explicitly and not through context)
A-does a shared reading with a big book (allows all students to practice a skill in context)
A-makes sure that students read only books that fit their level (Provides a context that is appropriate for the learner)
L-has students segment words into phonemes (this is breaking words into smaller parts to study)
A-writes words the students dictate for a story and has students help with the spelling of difficult words (allows students to practice language with some support while still allowing them to do the thinking and problem solving)
A-asks students to look around the room and find words starting with a certain letter (students are practicing skill in context and are doing the thinking)
A-uses decodable books (sets students up for success while learning in context)
A-sets aside time for SSR each day (Allows students time to experience words and language in context and independently so they can make use of strategies)
L-teaches Latin and Greek roots (studying word parts in isolation)
A-has students meet in literature circles (allows for independence in thought and discussion)
L-conducts phonics drills (a rote learning experience)
L-chooses predictable texts (provides learning in context, but the text is somewhat controlled)
A-teaches students different comprehension strategies (provides students will things to think about to help them problem solve on their own)
A-does a picture walk of a new book (this builds background knowledge and gets students thinking about the context)
L-uses a variety of worksheets to teach different skills (this is rote learning through drill and practice activities)
In general, the learning activities are those that are most likely thought of in terms of traditional learning. They require a lot of rote memorizing and drill and practice activities. They don’t really require thought and creativity. They are usually skill building activities that are not taught in context. The acquisition activities on the other hand, are activities that require thought, problem solving, and critical thinking. They allow skill building to happen in context and possibly through collaboration.
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