Blog # 6 Labeling Acquisition versus Word Recognition

I decided to support my labeling of each activity by quoting directly from our text:   Freeman, D. E., & Freeman, Y. S. (2004). Essential linguistics, what you need to know to        teach reading, esl, spelling, phonics, and grammar. Heinemann Educational Books.
Student Activities Typical of Learning/Word Recognition	Student Activities Typical of Acquisition/ Sociolinguistic View	Evidence from the text
Look up words in the dictionary to write definitions		“Preteaching often consists of defining words for students or…having them look the words up and write definitions (p. 28).
Practice sounding out words		“…students sound out and then blend to pronounce and identify words” (p. 24).
Read in round-robin fashion		“[A] classroom practice consistent with a word recognition view is to have students read aloud on a regular basis…” (p. 28).
Correct peers when they make a mistake during reading		“…teachers usually correct students if they mispronounce a word…” (p. 28).
Make alphabet books on different topics.		“Usually, students are given the topics for writing..” (p.30).
Ask the teacher how to spell any words they don’t know		“Teachers in traditional classrooms emphasize the importance of producing writing that follows convention…” (p.30).
Divide words into syllables		“…students sound out and then blend to pronounce and identify words” (p. 24).
On a worksheet, draw a line from each word to the picture that starts with the same sound		“…students learn a set of skills that allows them to make a connection between the black marks on the page and words in their oral vocabulary” (p. 24).
	Group cards with classmates’ names by a criterion such as first or last letter	“When people read texts that are comprehensible and interesting, they become more proficient readers and writers” (p.25).
	Write rhyming poetry and then discuss different spellings for the same sound	“Rather than giving students lists of words to memorize, [teachers] help [students] discover the patterns in the spellings of English words” (p. 31).
	Make a Venn diagram to compare two stories	“…reading is a process of constructing meaning” (p. 24).
	Read a language experience story they have created with the teacher	“When people read texts that are comprehensible and interesting, they become more proficient readers and writers” (p. 25).
	Work in pairs to arrange words from a familiar chant into sentences	“Teachers make written language more comprehensible when they …have students read familiar songs…” (p.25).
Teacher Actions Typical of Learning/Word Recognition	Teacher Actions Typical of Acquisition/ Sociolinguistic View	Evidence from the text
Preteaches vocabulary		“Preteaching often consists of defining words for students or…having them look the words up and write definitions (p. 28).
Makes sure that students read only books that fit their level		“Phonics is the primary tool for word recognition” (p. 27).
Has students segment words into phonemes		“The word recognition view of reading is a model based on the idea that identifying words involves recoding written language to oral language” (p.75).
Uses decodable texts		“…students learn a set of skills that allows them to make a connection between the black marks on the page and words in their oral vocabulary” (p. 24).
Teaches Latin and Greek roots		“Students can combine the meanings of word parts to determine the meaning of a long word” (p.27).
Conducts phonics drills		“Phonics is the primary tool for word recognition” (p. 27).
Uses a variety of worksheets to teach different skills.		“…students learn a set of skills that allows them to make a connection between the black marks on the page and words in their oral vocabulary” (p. 24).
	Does a shared reading with a big book	“Teachers make written language comprehensible when they read to students from big books with illustrations…” (p. 25).
	Writes words that the students dictate for a story and has students help with the spelling of difficult words	“…the content of the message is more important than the form” (p. 31).
	Sets aside time for SSR each day	“…students read (silently) extensively so that they can acquire vocabulary as they encounter words in a variety of contexts” (p. 28).
	Has students meet in literature circles	“The goal from a sociolinguistic perspective is to construct meaning” (p. 26).
	Chooses predictable texts	“Readers use their background knowledge and cues from three linguistic systems to make sense of texts” (p. 24).
	Teaches students different comprehension strategies	“…teachers help students develop strategies…to improve comprehension” (p. 28).
	Does a picture walk of a new book	“The goal from a sociolinguistic perspective is to construct meaning” (p. 26).