What is learning? Learning is about acquiring and storing information as well as being able to retrieve information as needed. It is also about making meaning and creating understanding. Learning is a process that can happen formally or informally. There are many learning theories and models.
Krashen (2003) makes a distinction between the learning and acquisition views as the two ways of developing a second language. He argues that people acquire the ability to read and write in the same way they acquire a first or second language (Freeman & Freeman, 2004). Krashen describes Learning as a conscious process that involves studying rules and vocabulary. Students acquiring language in this way try to memorize and practice the different parts of the language by doing various exercises and drills. Learning is usually restricted to the school environment, and teachers correct errors to help students develop good language habits. Acquisition, on the other hand, is subconsious. Students acquiring language may not be aware that they are learning vocabulary or sentence structures. Students use language in purposeful and communicative situations. Rather than correct language errors, teachers keep the focus on meaning and help students understand and express their ideas. Acquisition can happen in the classroom and also outside of school.
Learning (L) vs. Acquisition (A)
L look up words in the dictionary to write definition: Using the dictionary is something that must be taught explicitly; it aids students in their learning of correct spellings and definitions.
_A__ make a Venn diagram to compare to stories: Students are constructing meaning when comparing stories and making text-to-text connections; they are focused on making meaning and integrating information with background knowledge.
_L__ practice sounding out words: Students must learn to break words into parts and make learn to sound out letters and then blend the sounds to pronounce words; they are not making meaning as they practice this skill in isolation.
_L__ read in round-robin fashion: This type of reading situation is about reading aloud and the teacher is correcting errors as students read; it does not typically involve discussing meaning of text or checking for comprehension.
_A__ correct peers when they make a mistake during reading: In this situation, students are taking what they have learned and sharing it with a peer; they are applying their knowledge about a skill that they have learned to correct others' mistakes.
_L__ identify words on a big book page that start with the same sound: This is learning because identifying words is simply about identifying words and phonological awareness, not about constructing meaning or comprehending the text.
_L__ group cards with classmates' names by a criterion such as first or last letter: This activity forces students to pay attention to beginning or ending letters and to sort names into correct groups; it is about applying phonological awareness skills not about obtaining knowledge or improving comprehension.
_A__ write rhyming poetry and then discuss different spellings for the same sound: When writing poetry, students are constructing meaning and thinking of rhyming words as they write. When they discuss different spellings for the same sound, they are using their background knowledge about sounds and spelling.
_L__ ask the teacher how to spell any word they don't know: The key words are "the teacher" that makes this learning. The students are not doing any thinking about what they know about spelling, spelling patterns and rules, and they are not applying their knowledge to spell as best they can. The belief is that giving the student the word helps him/her learn that word. Invented spelling is not encouraged.
_A__ read a language experience story they have created with the teacher: Students are using language for a variety of purposes, and they may not be aware that they are picking up vocabulary or sentence structures. They are focused on making sense out of the language in the story.
_A__ work in pairs to arrange words from a familiar chant into sentences: This activity more student-centered as students are working in pairs to create sentences that make sense. The students are playing with language and making meaning.
_L__ divide words into syllables: Breaking words into parts is an approach to word recognition and is called structural analysis. Students can combine the meanings of word parts or syllables to determine meaning of words.
_L__ on a worksheet, draw a line from each word to the picture that starts with the same sound: This activity reflects the knowledge about language that the student has acquired; the student is applying his/her concepts about print without teacher help.
_A__ make alphabet books on different topics: This activity involves using a student's background knowledge about topics to create new texts. Students are expressing what they know in writing.
The teacher:
_L__ preteaches vocabulary: The teacher (key word) preteaches vocabulary that the students may not know so that when they encounter the words in the text, they will recognize them. The students learn the meaning of words through direct teaching.
_A_ does a shared reading with a big book: Depending on the objective, this activity could be learning or acquisition, but I'm inferring that the objective is comprehension for this particular lesson. As students read the big book together, they are working on comprehension strategies to construct meaning of the text.
_A__ makes sure that students read only books that fit their level: The teacher is concerned about comprehension and knows that if students are reading texts that are too difficult, they are focusing on decoding words and not on understanding.
_L__ has students segment words into phonemes: This involves sounding out words and the students are learning a specific skill to help with decoding text.
_A__ writes words the students dictate for a story and has students help with the spelling of difficult words: This is more student-led than teacher-led, and since the teacher is allowing the students to help with spelling (rather than just write difficult to spell words for them), he/she is concerned about their understanding about what they know about spelling. (The teacher is probably a proponent of invented spelling, on a side note. That's a good thing!)
_A__ asks students to look around the room and find words starting with a certain letter: Rather than tell the students things around that room that start with certain letters, the teacher has the students look around the room and use their background knowledge.
_L__ uses decodable texts: Decodable texts are strictly for sounding out words and paying attention to beginning, middle, and ending sounds. They are not typically used for teaching comprehension strategies and do not always give students a reason to turn the page. (i.e. The fat cat sat on the mat.)
_A__ sets aside time for SSR each day: Students are practicing comprehension strategies and studying word parts in their own reading. They are applying their knowledge and practicing what they have learned in their own texts.
_A__ teaches Latin and Greek roots: The knowledge of Latin and Greek roots would enable students to figure out the meaning of unknown words during reading. The purpose would be to help students become more independent at understanding the meaning of unknown words.
_A__ has students meet in literature circles: Teachers who use literature circles are focused on student talk, collaborative learning, and comprehension of text.
_L__ conducts phonics drills: Teaching phonics helps students develop the necessary skills to sound out letters and then blend sounds together into words. Students then combine the meanings of words to make sense of their reading.
_A__ chooses predictable texts: This is more of a whole language approach and about the student figuring out words based upon the patterned text rather than explicitly teaching words. The students can be successful without much teacher support.
_A__ teaches students different comprehension strategies: Teachers who teach comprehension strategies are committed to their students creating meaning, interacting with text, and becoming readers who ask questions, make predictions, infer, create mental images, make connections, synthesize information, and determine importance.
_A__ does a picture walk of a new book: The purpose of a picture walk is to help with understanding before reading. If students have thoughts about what a text may be about, they are more likely to listen attentively and create meaning.
_L__ uses a variety of worksheets to teach different skills: When I think of the word "skills," I think of phonics, conventions, and more teacher-directed than student discoveries. Worksheets are not typically uses for improving comprehension and higher-level thinking, and they have right or wrong answers.
Resources:
Freeman, D.E. & Freeman, Y.S. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling,
phonics, and grammar. Portsmouth, NH: Heinemann.
Krashen, S. (2003). Explorations in language acquisition and use. Portsmouth, NH: Heinemann.
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