Secondary English Language Arts Learning
Activity Types
1,2
The 21st century continues to
challenge us with new literacies and emerging technologies that make
defining
literacy and the English language arts difficult. It
also provides us with new opportunities
for reconceptualizing how we teach reading, writing, language,
speaking,
performing, listening, viewing, and thinking. One
way to do so is to focus upon the
full range of technology-supported English Language Arts learning
activities.
Identifying
all of the possible activities for
Secondary English Language Arts (ELA) instruction may seem daunting,
especially
when the added step of categorizing them is introduced into the
process. Doing
so, however, serves the important purpose of presenting a usable
activity types
taxonomy for secondary ELA teachers and English educators that
introduces the
full range of student learning activities to consider when building
lessons
that aim to integrate technology, pedagogy, and content effectively.
The
taxonomy presented here represents an initial attempt to provide
scaffolding
for teachers as they consider how to best structure learning
activities, and
how to best support those activities with educational technologies.
Ideally,
the taxonomy will also shed light on all aspects of the English
language arts
and spark creative ideas for instructional planning. With this in mind,
these
English language arts activity types are presented as possible
catalysts for
crafting thoughtful, dynamic, and innovative instruction by teachers.
The 67
secondary-level English learning activity
types that we have identified to date are divided into five categories
of
English learning processes: reading, writing, language use, oral
speaking/performing, and listening/watching. Within the reading
category, two
pre-reading activity types (e.g., activating/generating prior knowledge
and
making predictions) help students to frontload meaning, fourteen
during-reading
activity types (e.g., directed/guided reading, literature circles,
critical analysis/reflection)
assist students with constructing meaning, and seven post-reading
activity
types (e.g., summarizing, sharing/collaborating,
reconstituting/reconsidering
text) help students to extend meaning. The four subcategories of
writing
process activity types address learning before, during, and after
writing. Five
prewriting activity types help students to generate ideas and build
fluency
(e.g., brainstorming, free writing), four activity types help students
to
organize their ideas for writing (e.g., storyboarding, identifying
purpose and
audience), eight activity types assist students’ writing (e.g.,
conferencing,
revising, editing), and three activity types help students to share,
publish,
and/or perform their writing.
Language
use activity types are subdivided into
five categories. There are three activity types that address language
exploration, inquiry, and awareness, two activity types that help
students with
language practice (e.g., sentence composing), four activity types that
assist
with language analysis (e.g., style/error analysis, semantic analysis),
five
activity types that help students with language conventions, such as
mechanics,
grammar, and spelling, and three activity types that help students to
develop
vocabulary awareness, usage, and analysis skills. Speaking,
performance/production, and evaluation or critique of
performance/production,
plus listening, viewing, and multimodal or multimedia-based learning
activity
types complete this taxonomy.
I.
The Reading Process Activity Types
As
students make the transition from learning to
read to reading to learn, it is important that they begin to see and
experience
reading as an active process that begins prior to engaging with the
printed
text, screen, or other text type. This process includes a range of
activity
types, specifically pre-reading, during-reading,
and post-reading strategies, which when implemented
systematically help
to enhance and maximize comprehension.
Pre-reading strategies help
students to frontload knowledge in order to connect to texts they read
by
helping them to activate or generate prior knowledge. This prior
knowledge then
serves as the scaffold for students’ entre into a given text—a bridge
between their world and the world and words of that text. During-reading
strategies help students to construct meaning as
they are reading a text, providing them with the ability to make sense
of the
reading. Post-reading
strategies provide the terms for students to process
their reading and extend meaning after they have completed a given text. Depending on the type of reading
assignment and a teacher’s related objectives, students may move
through the
whole reading process or focus on discrete activity types within one or
more
phases of the process. Process and
activities will also vary to some extent based upon the text type since
differing text types have different text features and, as such, require
different approaches and strategies for comprehension.
Ideally, students will engage in focused
reading experiences that feature a variety of learning activity types.
Table
1: Pre-Reading Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Activating
/ Generating Knowledge
|
Students
need to make connections with the reading they are required to
complete. By activating or generating prior knowledge and experience,
students are able to frontload meaning and forge connections with their
reading that help in terms of motivation, focus, and comprehension.
Examples
include K-W-L Charts, Anticipation Guides, Personal Triggers, etc. |
Using a
wiki to create interactive K-W-L Charts, student response system to
complete anticipation guides, interactive white boards, digital video
cameras for recording personal trigger activity responses |
|
Making
Predictions
|
As
a means of drawing upon existing knowledge and generating new
connections with a text, students make predictions about texts.
Example
activities include Probable Passage, Tea Party / “We think” Statements,
Anticipation Reaction Guides, Text Features Analysis, etc. |
Digital
cameras to take pictures of various parts of a book that students can
use to make predictions about the text (e.g., title, cover artwork,
author’s name, back cover artwork, chapter titles, etc.).
Pictures then can be used to create a
PhotoStory or VoiceThread in which students predict what the book or
text is about. A student response system (“clickers”) can provide a
snapshot of the whole class’ predictions about a text. |
Table
2: During-Reading Activity
Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Directed
/ Guided Reading |
Students
are provided specific directions and guidance with a particular text
that might range from setting a specific purpose for reading (e.g. to
determine the reliability of the narrator) to a directed
reading-thinking activity (DR-TA), to a detailed guided reading roadmap
(i.e., slow down here, skim this, reread here and take notes, skip this
section, etc). |
Podcast can facilitate DR-TA activities. Concept mapping software can be
utilized to create reading roadmaps complete with icons like road signs
and annotations to help with reading directions. For online reading,
selected sites can be tagged and organized under a specific heading
using a social bookmarking site. In addition, the content on Web sites
can be annotated using Trailfire or similar Web applications. |
|
Reading
Discussion |
Students
discuss a text with teacher(s), other students, and possibly authors,
community members, or parents.
Specific
strategies include Reader Response, Say Something, Think-Alouds,
Socratic Questioning, Debate, Surveys, Interviews, etc. |
Online
discussion group, blog, wiki, videoconferencing, podcasting or
vidcasting for recorded Think-Alouds, author and book Web sites with
online discussion features |
|
Whole
Class Literature Study |
Students
in a class engage in the study of a piece of literature together
simultaneously. (Focus is on one text at a time rather than multiple
texts.) |
Online
discussion group, videoconferencing, author / text Web sites |
|
Literature
Circles / Book Clubs |
Literature
circles and book clubs provide an alternative to whole-class literature
study. Students in a given class are organized in smaller groups and
read multiple books at the same time. Selections may vary based on
interest, ability, theme, content focus, etc. |
Online
discussion group, wiki, videoconferencing, digital video for
recording literature circle roles and related discussions |
|
Sustained
Silent Reading |
Students
read to themselves silently for a required amount of time on a regular
basis during school. (Selections here may vary from student choice to
required reading.) |
Recorded
texts for struggling readers, instrumental soundtracks to motivate
engaged reading |
|
Independent
Reading |
Students
create or negotiate individual reading plans that involve reading
chosen texts outside of school. |
Blog or wiki to post regular entries about completed independent reading,
podcast, digital movie trailers for books |
|
Rereading |
Students
read selected text(s) multiple times for increased comprehension. |
Digital
audio recordings, including both a reading of text and a reflection on
comprehension each time the text is read |
|
Descriptive
Analysis |
Students
engage in activities focused on descriptive analysis of text including
conducting character analysis, creating character maps,
comparison/contrast, creating story maps/pyramids, answering
text-related questions, etc. |
Concept
mapping software, online discussion board, blog, wiki, and/or
Glogster for posting responses to text-related questions |
|
Critical
Analysis / Reflection
|
Students
engage in activities focused on higher level, critical analysis
including: applying literary theory/criticism, identifying multiple
points of view, embedded values, bias, doublespeak, propaganda, etc.,
making inferences, evaluating sources, relevance, credibility,
validity, etc. |
Participatory
media (blog, wiki, social networking sites, etc.) for representing
critical literary perspectives of a text, digital audio and video,
Glogster for recorded reflections and analysis |
|
Dramatic
Reading / Reader’s Theater |
Students
participate in and observe dramatic readings of text to enhance
interest, motivation, and comprehension.
|
Digital
audio and video for recording, YouTube for posting and viewing |
|
Note
Taking
Used in:
"The Odyssey" Stations (9th grade) |
Students
engage in note-taking by copying teachers’ notes from some type of
display tool (i.e., chalkboard, projector, etc.) and note-making by
creating their own metacognitive reflections in response to texts
(e.g., double entry journals, interactive notebooks, etc.) |
Word
processor, wiki, concept mapping software |
|
Literature
Reading |
Students
read texts typically associated with literary study (e.g., novels,
short stories, poetry, plays, graphic novels). |
Online
book and poetry sites that feature literary texts, ebook reader |
|
Nonfiction
Reading |
Students
read texts typically associated with nonfiction (e.g., essays, news
writing, autobiography / memoir, biography, instructional writing,
historical writing, graphic nonfiction, diary/journal, etc.) |
Online
book and nonfiction site, ebook reader |
|
Reading
Other Forms of Text |
Students
read other forms of texts, including advertising, speech, screenplay,
storyboard, online/Web-based text, e-mail, text messaging,
participatory media (blogs, wikis, social networking, etc.), multimodal
texts, multigenre texts, comics, cartoons, graphic storytelling, etc. |
Relevant
Web sites, participatory media options (blog, wiki, social networking
site), advertising Web site |
Table
3: Post-Reading Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Completing
Scales |
Students
complete scales (e.g., Likert, semantic differential, etc.) and explain
their choices to help process and better understand texts, including
making comparisons, recognizing differences, drawing conclusions,
distinguishing between fact and opinion, etc. |
Online
survey software, student response system (“clickers”) |
|
Summarizing |
Students
summarize a text after reading by distilling it into a shorter piece
representing key ideas, people, and events.
Strategies
include Somebody Wanted But So, Retellings, Text Reformulation, It
Says—I Say—And So, Book Reports, etc. |
Word
processor, concept mapping software, blog, wiki, comic creation
software for graphic novels |
|
Quizzing
/ Testing |
Students
reveal knowledge and understanding of texts through their responses on
quizzes and tests. |
Online
quizzing and testing software or Web site |
|
Sharing
/ Collaboratin |
Students
extend their understanding of texts by sharing and collaborating with
others about their reading experience and what they learned/gained.
Examples
include book talks, book buddies, book reviews, etc. |
Wiki,
blog, and/or podcast for creating and posting book talks and book
reviews, online discussion group, digital video, |
|
Discussion
|
Students
discuss a text after reading with teacher(s), other students, and
possibly authors, community members, or parents. Format might range
from open-ended discussion to more formal/structured examples like
Socratic seminars or debates. |
Online
discussion group, video conferencing, blog |
|
Reconstituting
/ Reconsidering Text
Used in:
"The Lady and the Tiger" Alternative Ending (8th grade) |
Students
extend the meaning of text by reconstituting or reconsidering it in
various ways (e.g., re-envisioning it from another character’s
perspective, re-writing the ending, adding to the text, story
recycling, etc.). |
Cutting
and pasting in word processing software, wiki |
|
Creating
Text-Related Artifacts
Used in:
Visualization and Characterization (8th grade)
|
Students
demonstrate understanding of text by creating various artifacts related
to the content of the reading ranging from a literary essays to a
collage, mobile, diorama, bulletin board display, Web site, movie, etc. |
Web
authoring software, drawing software, Glogster, video creation software |
II.
The Writing Process Activity Types
As
students make the transition from learning to
write to writing to learn and composing, it is important that they
begin to see
and experience writing as an active process that begins prior to
creating a
rough draft. The writing process includes a range of activity types
that can be
categorized as pre-writing, organizing
ideas for writing, during-writing, and
post-writing. While
students develop
individualized variations of the writing process over time, this broad
view
reveals the extent of the work and time involved in creating authentic,
thoughtful, and meaningful writing.
Pre-writing strategies help
students to generate or collect ideas.
Writers’ block can result from not providing
students opportunities to
do this. Once students have initial
ideas with which to work, they can then build upon them by organizing
their ideas for writing—considering sequence,
creating an outline, focusing on an audience and purpose, etc. Next, students engage in several during
writing activities ranging from
drafting and redrafting to conferencing and collaborating, to revising,
editing, and evaluating. Post-writing
activities provide
opportunities for students to share, publish, and perform their
polished
writing with an audience. Writing of this type is meant to be shared
with
others.
Depending
on the context associated with a
particular piece of writing—that is the purpose, audience,
and format—the
writing process and resulting product may vary. Sometimes
students will know the context
prior to composing, and at other times, the context may evolve and be
crafted
over time through the writing process itself. One
important measure of writing quality
is the degree to which the final product meets the expectations for a
given
context and is effective in terms of purpose, audience, and format.
Based
on the type of writing assignment and a
teacher’s related objectives, students may move through a more
complete, formal
writing process or, instead, focus more on discrete activity types
within one
or more phases of the process that serve a specific purpose (e.g.,
taking notes
or completing an exit slip). For
example, a final draft of a phase autobiography taken through the
writing
process is very different from a freewrite composed solely to initiate
class discussion
about a character’s point of view. Process
and activities will also vary to some extent based on the type of
writing
students pursue. For example,
different genres tend to have different rules associated with
formatting,
language, text features, and rhetorical strategies, and, as such,
require
different approaches and strategies for effective writing.
Table
4: Pre-Writing Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Brainstorming/Listing |
Students
write down ideas as they pop into their heads—sometimes done on their
own, sometimes in response to a prompt. |
Word
processor, concept mapping software |
|
Doodling |
Students
doodle or draw representations of the ideas in their heads (again,
sometimes cued by a prompt and sometimes open-ended). |
Drawing
software, tablet computer, drawing tool |
|
Webbing/Clustering/
Semantic Mapping |
Students
use “webs” or “clusters” to create visual representations of
brainstorming efforts. |
Concept
mapping software |
|
Freewriting/Guided
Freewriting |
Students
write freely about a topic of choice or in response to a guided prompt
with the goal of sustained writing over 3-5 minutes (or longer). The focus is on generating ideas rather than
format or mechanics. |
Word
processor, blog |
|
Researching
Used in:
"The Odyssey" Stations (9th grade)
|
Students
explore resources that contain background information related to their
writing topics |
Web
site, textbook multimedia supplementary material, video clip |
Table
5: Organizing Ideas for
Writing Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Sequencing/Outlining
/ Storyboarding
Used in:
"The Lady and the Tiger" Alternative Ending (8th grade) |
Students
organize ideas for writing by creating sequences, outlines, or
storyboards. |
Word
processing software, ComicLife’s storyboard feature, other storyboarding software |
|
Higher-order
Webbing/Clustering |
Students
organize ideas for writing by creating higher-order webs or clusters in
which there are subsections focusing on various characteristics or
categories related to the larger topic (For
example, the larger topic might be “my ideal home” and smaller clusters
might include the kitchen and TV room, each with their own spokes of
ideas.) |
Concept
mapping software, drawing software, clip art, digital camera/images |
|
Choosing
Form / Genre |
Students
organize their ideas for writing further by deciding which genre and
format to pursue. |
Consulting
online examples of genre pieces and descriptions of various writing
formats
|
|
Identifying
Purpose / Audience
Used in:
Citizen Journalism - Advertising in the Multicultural School Community (high school) |
Students
further organize ideas for writing by identifying a purpose for writing
and a target audience.
|
Consulting
online examples of genre pieces and descriptions of various writing
formats
|
Table
6: During Writing Activity
Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Drafting
Used in:
Give Me Shelter (high school) |
Students
begin composing a draft of writing based on their pre-writing
activities and ideas for organizing writing. During writing, they also
redraft and rewrite based on feedback from others and new ideas. |
Word
processing software |
|
Conferencing
Used in:
Give Me Shelter (high school)
|
Students
conference (in person or online, or through audio or video) with each
other and/or a teacher to share writing and provide focused feedback
(i.e., initially on content, later on mechanics) for one another. |
Online
discussion group, audio/videoconferencing, screencast |
|
Revising
Used in:
Give Me Shelter (high school) |
Students
revise the content of their writing based on feedback from peers and
the instructor, as well as their own ideas regarding purpose, audience,
and format. Revision is akin to
reorganizing or remodeling your house and distinct from editing. |
Word
processing software, saving drafts with different names for reference
points in revision process & using the comment and track changes
functions, highlighting parts of text in documents |
|
Editing |
Students
edit their papers to address language conventions appropriate to the
context of the piece of writing based on feedback from peers, the
instructor, and their own knowledge of accurate mechanics, usage,
grammar, and spelling. Editing is akin to
cleaning and polishing your house and comes after efforts to revise
have been completed. |
Word
processing software, saving drafts with different names for reference
points in revision process & using the comment and track changes
functions in MS Word, highlighting parts of text in word processed
documents, spellchecking |
|
Consulting
Resources |
Students
explore and consult resources that might inform their writing in some
meaningful way (e.g., content, research, format, etc.) |
Web
searching, online writing models, Purdue University’s Online Writing
Lab (OWL) |
|
Writing
Fiction |
Students
engage in a variety of writing activities, including fiction (e.g.,
short stories, graphic fiction, fan fiction, etc.) |
Word
processing software/other writing software |
|
Writing
Nonfiction |
Students
engage in a variety of writing activities, including nonfiction (e.g.,
autobiography / memoir, diary / journal, essay, research / inquiry,
news writing, letter writing, persuasive writing, graphic nonfiction,
etc.) |
Word
processing software/other writing software |
|
Writing
Other Forms of Text Used in:
"The Odyssey" Stations (9th grade) |
Students
engage in a variety of writing activities including other forms of text
(e.g., academic notes, poetry, screenplay, storyboard, multimodal,
multigenre, multimedia, web-based text, participatory media, comic
creation, texting, etc.) |
Word
processing software / other writing software, comic creation software,
video creation software, VoiceThread, blog, wiki |
Table
7: Post-Writing Activity
Types
III.
Language-Focused Activity Types
When
English language arts is mentioned as a
content area, reading and writing often come to mind first. Grammar is probably close behind, but in
reality, grammar is just one of many focus areas for studying the
broader area
of language more explicitly. To
address language on a broader scale and in ways that go beyond just
addressing
notions of correctness, it is important to give students opportunities
to
explore language, use it, compose it, analyze it, and develop a better
understanding of English in the context of reading, writing, speaking,
and
performing. Language study also
includes the development of a heightened awareness and understanding of
language variation and dialect, including how language conventions can
vary
based on context (e.g., audience, purpose, mode or format, and
situation).
Here,
Language-Focused Activity Types are
divided into 5 categories. Language
Exploration, Awareness, and Inquiry
Activities provide students the opportunity to explore language,
develop
awareness and conduct inquiry into the history, culture, and origins of
language. Language Composing
Activities involve students in practice writing
using published models and varying writing based on codes and
contextual
considerations all in an effort to develop syntactic complexity and
further
semantic development. Language
Analysis Activities provide
students with the opportunity to look deeper at language, analyzing
words,
sentences, and passages, in terms of structure, style, and meaning. Language
Conventions Activities engage students in learning about and
putting into
practice the conventions of good English, including an understanding of
stylistic choices vs. error, as well as the importance of context. Vocabulary
Development Activities build on prior language development at the
elementary level to further enhance vocabulary awareness, as well as
vocabulary
analysis and use. Vocabulary study
can have significant effects on writing and communication, and can be
improved
with informed instructional approaches.
Vocabulary instruction involves both receiving and
decoding, as well as
inception or production. To move from acquisition to comprehension and
application, students must have opportunities for developing awareness
of,
engaging in analysis of, and using new vocabulary words.
Table
8: Language Exploration,
Awareness, and Inquiry Activity
Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Language
Exploration |
Students
explore the origins and history of language (e.g., origins of writing
v. speaking, origins and history of English language, origins of names
and naming, exploring geographical language differences, etc.) |
Web
searching, concept mapping software |
|
Language
Awareness |
Students engage in activities to develop
awareness and understanding of…
a)
language variation and dialect (e.g., learning origins of dialect,
determining authentic language patterns in dialect, distinguishing
dialect from error, understanding social, cultural, and regional
language variations, etc.),
b)
language as symbol (e.g., learning about literal and metaphorical
symbolism, learning about literary symbolism, learning about archetype,
denotation and connotation, etc.), and
c)
language in context (e.g., considerations include purpose, audience,
mode, tone, etc.) |
Web
searching, concept mapping software |
|
Language
Inquiry |
Students
conduct inquiry about language origins, history, cultural connections,
and usage (e.g., research into the origins and evolution of the English
language, research into Elizabethan English and its role and status
during Shakespeare’s time, research into the cultural and geographical
effects on language use, etc.) |
Web
searching, digital archive, concept mapping software |
Table
9: Language Composing
Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Sentence
Composing |
Students
build sentences using sentence composing strategies (e.g., sentence
combining, sentence imitation, sentence expanding, etc.), resulting in
syntactic growth. |
Word
processing software (use highlighting features and/or different font
colors to demonstrate how kernel and model sentences are manipulated),
interactive whiteboard applications |
|
Code
Switching |
Students
practice code switching in oral and written language, developing a
better understanding of informal and formal speech varieties and the
contexts in which each is most effective, e.g., speaking and composing
in home language and Standard English, as well as translating from one
to the other, slang and Standard English, alternative text types (e.g.,
texting, shorthand, abbreviations, etc.) and Standard English]. |
Word
processing software (use highlighting features and/or different font
colors to demonstrate how kernel and model sentences are manipulated),
digital audio and video recordings, podcast and videocast |
Table
10: Language Analysis
Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Word
Analysis |
Students
analyze words in a variety of ways, including origins, parts (e.g.,
roots, affixes, etc.), formations, functions (i.e., parts of speech).
Using the dictionary is a related activity. |
Web
searching, online dictionary and language resources, concept mapping
software |
|
Sentence
Analysis
Used in:
Using Podcasts to Enhance the Understanding of Grammar Usage (high school) |
Students
analyze sentences in a variety of ways, including identifying patterns
and types, syntax and structure, diagramming, phrases / clauses,
punctuation’s effects on style and meaning, etc. |
Web
searching, concept mapping software and word processing software for
sentence diagramming |
|
Style
/ Error Analysis |
Students
analyze language to recognize and make distinctions between style and
error (e.g. stylistic choices that break conventions v. errors in
language conventions, dialect choices v. errors in language
conventions, error analysis). |
Word
processing software spelling and grammar check, Online style guides |
|
Semantic
Analysis |
Students
engage in semantic analysis in a variety of ways to better understand
simple and complex meaning in language [e.g., language as symbol,
abstract v. concrete language, directional meaning: intensional
(connotation) and extensional (denotation), semantic disruptions,
analyzing doublespeak, euphemism, slang, and/or jargon, etc.]. |
Web
searching, online dictionary, digital image, online advertising |
Table
11: Language Conventions
Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Mechanics |
Students
develop an understanding of mechanics in the context of language,
specifically reading and writing, and an ability to apply it (e.g.,
capitalization, punctuation, etc.). |
Word
processing software grammar and spell checking, |
|
Grammar |
Students
develop an understanding of grammar in the context of reading and
writing and ability to apply it (e.g., sentence structure, correcting
sentences, parallel structure, consistent verb tense, sentence
diagramming, etc.). |
Word
processing software grammar and spell checking, |
|
Usage |
Students
develop an understanding of language use in the context of reading,
writing, and speaking (e.g., usage varies based on context, purpose,
audience – jury box v. confessional box vs. batter’s box).
They also learn and apply rules of Standard
English language usage for applicable contexts (e.g., formal letter of
application vs. e-mail to friend, formal speech as candidate for
student council vs. song composed for peers). |
Word
processing software grammar and spell checking, |
|
Language
Errors
Used in:
Using Podcasts to Enhance the Understanding of Grammar Usage (high school) |
Students
conduct error analysis (e.g., status-marking to very serious to serious
to moderately serious to minor or unimportant, levels of usage –
distract, stigmatize, confound, distinguish from style and dialect
choices, etc.) and practice error correction (e.g., mug shots, daily
oral language activities, sentence correction, etc.). |
Word
processing software grammar and spell checking, |
|
Spelling
|
Students
develop an understanding of spelling in the context of reading and
writing and an ability to apply it (e.g., learning and applying
conventional spelling rules, learning word families and patterns as
spelling strategy, memorizing spelling words, etc.) |
Word
processing software grammar and spell checking, |
Table
12: Vocabulary Development
Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Vocabulary
Awareness |
Students
engage in activities that allow them to gain acquisition of new
vocabulary and develop an awareness about various features of sets of
words [e.g., similar consonant clusters, similar vowel sounds, similar
root words, similar origins, words associated with a themes or tied to
some aspect of content (e.g., poetry terms), etc.].
Example activities include sight words (e.g.,
word walls, word lists, etc.) and word play (e.g., crossword puzzles,
word search, scrambled words, word matching, Scrabble, Magnetic Poetry,
word lists, etc.) |
Concept
mapping software, online dictionary, MS Word’s “Look Up” feature,
Magnetic Poetry Web site, online vocabulary games |
|
Vocabulary
Analysis |
Students analyze new and existing vocabulary
in order to develop consciousness about core features of it, as well as
more sophisticated understandings about it.
Examples activities include semantic maps,
word study, word origins, word sort (closed and open), analogies,
context clues, use, using the dictionary (beyond just looking up
definitions) |
Concept
mapping software, online dictionary, MS Word’s “Look Up” feature,
online vocabulary game |
|
Vocabulary
Use |
Building
on awareness and analysis activities, students use new vocabulary in
various contexts in order to adapt it further, developing syntactic
complexity and fostering semantic growth.
Example
activities include using vocabulary from word lists tied to literary
works or other assigned texts, using vocabulary words in a… (e.g., poem, story, paragraph, etc.),
practicing with homonyms, antonyms, and synonyms, word play with
doublespeak (e.g., euphemisms, jargon, bureaucratese, inflated
language, etc.), etc. |
Online
dictionary, MS Word’s “Look Up” feature, Word processing software grammar and spell checking
|
IV.
Oral Speaking / Performance Activity Types
Oral
speaking is the primary way in which we use
language. It serves as the
foundation for English language arts and for all other forms of
communication,
therefore, it requires keen instructional focus and attention. Connection to the other arts of language
is implicit, but activities involving oral language and performance
need to be
explicit and significant in the secondary English classroom. Performance serves as a natural
extension of oral language instruction and activities.
Together, they provide opportunities for
students to speak more competently, cogently, and confidently. Instructional activities range from
speaking/speeches to performances/productions to evaluating and
critiquing
speeches, performances, and productions.
Activities include opportunities for individual and
group presentations,
as well as formal, scripted presentations and more spontaneous,
improvised
ones.
Table
13: Oral Speaking/Performance
Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Speaking
/ Speech |
Individual
students produce oral language in a variety of contexts.
Example
activities include giving a/an speech, book talk, recitation, sound
bite, public reading, interview, monologue, or telling a story
(storytelling) or joke, or participating in a classroom discussion
(e.g., Socratic, fishbowl, jigsaw), debate, choral reading, etc. |
Microphone
and speakers, camera and projector, digital audio and video recording,
podcast, vodcast |
|
Performance
/ Production
Used in:
Give Me Shelter (high school) |
Students contribute to and participate in a
collaborative performance/production. Example
activities include storytelling, freeze frames, dramatic sculptures,
simulations, dialogue, mirroring, improvisation (structured or
unstructured), rap/song, interpretive dance, etc. |
Microphone
and speakers, camera and projector, digital audio and video recording,
podcast, vodcast, and other participatory media |
|
Evaluating
/ Critiquing Speech / Performance / Production
Used in:
Give Me Shelter (high school) |
While
conversation is crucial to ELA curriculum and instruction, evaluating
such talk is challenging but important. With
these activities, students develop evaluation skills so that they can
engage in assessing and critiquing speeches/performances.
Example
activities include creating categories for evaluation, developing
rubrics for evaluation and critique, watching peers and providing
feedback, watching other performers to practice evaluation and
critique, watching self to provide self-evaluation and critique, etc. |
Online
rubric generator, digital audio and digital video recorder and player |
V.
Listening / Watching Activity Types
Like
oral language, listening and watching are
key components of the foundation of the English language.
In terms of language arts, they are
complements to oral speaking and performance, except that listening and
watching involve reception rather than production.
A key component of listening and
watching, however, is the active nature of taking in information and
stimuli,
and then processing it critically in order to make sense of and respond
to
it. Activity types here range from
listening, to watching/viewing, to engaging in and interacting with
multimodal
and multimedia texts.
Table
14: Listening / Watching
Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Listening
Actively Used in:
Using Podcasts to Enhance the Understanding of Grammar Usage (high school) |
Students
listen actively and process information in order to retain it, respond
to it, act on it, or apply it in some way. Example
activities here include listening to and processing information from a
lecture, listening to peers in a discussion, listening to multiple
points of view, listening to directions or an explanation, listening to
an audiorecording, etc. |
Digital
audio and video recording, podcast and vodcast |
|
Watching
/ Viewing Actively Used in:
Using Podcasts to Enhance the Understanding of Grammar Usage (high school) |
Students
watch and process visual images (still or moving, silent or audio
enhanced) in order to create memories, learn from them, respond to
them, or act on or apply information gained from them.
Example
activities include watching / viewing images, exhibits, demonstrations,
etc. |
Online
image sharing site (e.g., Flickr), online video sharing site (e.g.,
YouTube), digital video recordings, online art site, online
demonstration and simulation |
|
Multimodal
/ Multimedia Interaction Used in:
Citizen Journalism - Advertising in the Multicultural School Community (high school) |
Students
listen, watch/view, and interact with or participate in, if applicable,
multimodal and multimedia texts. Students also process the experience
in order to think, learn, respond, react, or apply knowledge or some
aspect of the experience in some way.
Example
activities here include: listening to a podcast and posting a response
to it online either as text or as an audio comment, viewing a
multimedia blog that includes digital video segments and then posting
responses to various parts of the blog either as text or as digital
video, viewing or listening to original audio or video recordings and
then creating a remix or mash-up of those recordings that include
elements of the original plus elements the student generates on his or
her own, etc. |
Digital
audio and video device for recording and playing files, video creation
software |
|