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Author: Brenda Stephenson The University of Tennessee Date submitted to deafed.net – Date submitted to deafed.net – March 6, 2006 March 6, 2006 To contact.

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Presentation on theme: "Author: Brenda Stephenson The University of Tennessee Date submitted to deafed.net – Date submitted to deafed.net – March 6, 2006 March 6, 2006 To contact."— Presentation transcript:

1 Author: Brenda Stephenson The University of Tennessee Date submitted to deafed.net – Date submitted to deafed.net – March 6, 2006 March 6, 2006 To contact the author for permission to use this PowerPoint, please e- mail: To contact the author for permission to use this PowerPoint, please e- mail: To use this PowerPoint presentation in its entirety, please give credit to the author. To use this PowerPoint presentation in its entirety, please give credit to the author.

2 Language Instructional Approaches Contributed by Brenda Stephenson The University of Tennessee

3 Language Experience Approach Based on early theories of natural language Based on early theories of natural language Emphasizes that language must be experienced, hands-on and relevant to the childs world Emphasizes that language must be experienced, hands-on and relevant to the childs world Students dictate ideas or experiences to the teacher, the teacher records their dictation into the form of an experience story, and the story becomes the reading materials. Students dictate ideas or experiences to the teacher, the teacher records their dictation into the form of an experience story, and the story becomes the reading materials.

4 LEA continued Pros: Pros: –Children become aware of the relationship between spoken or sign language and written language –Success in reading because they create the text –Is motivating to read about their own personal experiences.

5 LEA continued Cons Cons –Allows one to believe the relationship between written and sign language is a direct one –That writing is a one-step process with no draft –No common narrative or expository structure used.

6 Steps in the LEA 1. The teacher introduces a stimulus. 2. The children dictate their thoughts or impressions about the experience. 3. The children read the story aloud while the teachers points to each word. 4. The children copy the experience story and the children illustrate. 5. The children use the experience story over time to reread.

7 Whole Language or Balanced Literacy Approach Whole language differs from traditional teaching in many ways. Whole language differs from traditional teaching in many ways. –Based on constructivists theories –Class periods are organized into big chunks and integration of subjects –Presented from whole –to-part and is literature-based –Skills are taught in mini-lessons –Authentic contexts and relevant to students lives

8 Project or Unit Approach The project approach is similar to whole language but instead of being literature based, it is topic-based. The project approach is similar to whole language but instead of being literature based, it is topic-based. Projects have been referred to as thematic units or topic-work. Projects have been referred to as thematic units or topic-work. An in-depth study of a particular topic An in-depth study of a particular topic

9 Three stages of project work Project Planning Project Planning Active Learning Stage Active Learning Stage Concluding Activity Concluding Activity

10 Project Planning A graphic organizer is created that identifies all the concepts that have potential for study A graphic organizer is created that identifies all the concepts that have potential for study The teacher identifies all the skills that will be developed through the project study The teacher identifies all the skills that will be developed through the project study The teacher plans the resources, speakers, field trips, etc. The teacher plans the resources, speakers, field trips, etc. The teacher develops the assessment instruments The teacher develops the assessment instruments

11 standards/index.php standards/index.php standards/index.php standards/index.php

12 Active Learning Stage Students discuss, investigate, inquire, interview experts and search for information Students discuss, investigate, inquire, interview experts and search for information Students prepare displays of their work and findings Students prepare displays of their work and findings

13 Concluding Activity Students present their findings in a formal way Students present their findings in a formal way Celebrate their learning Celebrate their learning Examples: Examples: –Stage production –Poster session –Newsletter –Video –Web page


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