Directions:

Label each activity (L) for learning/word recognition or (A) for acquisiton/sociopsycholinguistic view.

Some activities can have both labels. Be prepared to explain your choices.

The students:

___L__look up words in the dictionary to write definitions

___A__make a Venn diagram to compare two stories

___L__practice sounding out words

___L__read in round~robin fashion

___L__correct peers when they make a mistake during reading

___A__identify words on a big book page that start with the same sound

___A_group cards with classmates' names by a criterion on such as first or last letter

___A__write rhyming poetry and then discuss different spellings for the same sound

___L__ask the teacher how to spell any word they don't know

___A_read a language experience story they have created with the teacher

___A__work in pairs to arrange words from a familiar chant into sentences

___L__divide words into syllables

___L_on a worksheet, draw a line from each word to the picture that starts with the same sound

___A__make alphabet books on different topics

The teacher:

__L___pre-teaches vocabulary

__A/L_does a shared reading with a big book

___L__makes sure that students read only books that fit their level

___L__has students segment words into phonemes

___A__writes words the students dictate for a story and has students help with the spelling of difficult words

___A__asks students to look around the room and find words starting with a certain letter

___L__uses decodable texts

__A__sets aside time for SSR (sustained silent reading) each day teaches Latin and Greek roots

__A___has students meet in literature circles

__L__conducts phonics drills

__L__chooses predictable texts

_L/A__teaches students different comprehension strategies does a picture walk of a new book

__L___uses a variety of worksheets to teach different skills

The activities marked as learning or the word recognition view of teaching reading require a greater amount of input from the teacher. These activities such as giving students vocabulary words, teaching phonics rules and round robin reading rely very much on the teacher telling the students what they are learning. Some of the other activities in this group such as using predictable texts and worksheets are methods of practicing the skills which are taught. All of these activities would be found in the lower levels of Bloom's taxonomy.

The activities marked as acquisition or the sociopsycholinguistic view of teaching reading require the teacher to be more if an guide. The students create meaning through doing. They learn vocabulary through reading many words. They learn language through hearing and using language. Less focus is put on the teaching of the skills and more focus is on constructing meaning.