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
L: Identify words on a big book page that start with the same
sound
L: Group cards with classmates’ names by a criterion such as
first or last letter
L&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
L & 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: Does a shared reading with a big book
L & A: Makes sure that students read only books that fit
their level
L: Has students segment words into phonemes
L & A: Writes words the students dictate for a story and
has students help with the spelling of difficult words
L: 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 each day
L&A: Teaches Latin and Greek roots
A: Has students meet in literature circles
L: Conducts phonics drills
A: Chooses predictable texts
A: Teaches students different comprehension strategies
A: Does a picture walk of a new book
When I look at Learning versus Acquistions I think about the "learning" meaning "hands-on" while acquisition means more of acquiring over time.
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