{"content":{"sharePage":{"page":0,"digests":[{"id":"40786461","dateCreated":"1310446977","smartDate":"Jul 11, 2011","userCreated":{"username":"ProfesorMcVeigh","url":"https:\/\/www.wikispaces.com\/user\/view\/ProfesorMcVeigh","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1308593885\/ProfesorMcVeigh-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sailntieriiisummer11.wikispaces.com\/share\/view\/40786461"},"dateDigested":1532144414,"startDate":null,"sharedType":"discussion","title":"Summary of \u201cDesigning a Standards-Based Thematic Unit Using the Learning Scenario As an Organizing Framework\u201d","description":"In this Article, Alfred Smith from Utah State University suggests several ways in which teachers can design a standards-based, thematic unit that engages diverse students.  <br \/>\n<br \/>\nStudent interest is important when choosing themes - keep the learner in mind.<br \/>\n<br \/>\nAuthentic materials are vital - what is current information that can be applied in the &quot;real world?&quot;<br \/>\n<br \/>\nActivities should be task-based, relevant, personalized, and cooperative.<br \/>\n<br \/>\nIncorporate as many of the ACTFL (or state, or district...) standards as possible into the lesson.  Don't forget the 5 Cs:<br \/>\n<br \/>\nCommunication, Culture, Connections, Comparisons, Communities.<br \/>\n<br \/>\nBe open to considering perspectives other than your own - make comparisons and connections with new information.<br \/>\n<br \/>\nUse a variety of techniques to present the information to your students.<br \/>\n<br \/>\nProvide support structures to foster learning.<br \/>\n<br \/>\nAllow students a variety of ways to present their understanding.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"40785771","dateCreated":"1310444447","smartDate":"Jul 11, 2011","userCreated":{"username":"drubio1","url":"https:\/\/www.wikispaces.com\/user\/view\/drubio1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sailntieriiisummer11.wikispaces.com\/share\/view\/40785771"},"dateDigested":1532144415,"startDate":null,"sharedType":"discussion","title":"Summary of Krashen article \"We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis","description":"Summary of article \u201cWe Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis\u201d by Stephen Krashen<br \/>\n<br \/>\n\u2022    In this article Krashen cites a variety of studies that focused on how spelling accuracy and vocabulary acquisition are achieved.  He posits that just as more comprehensible input results (aural and written) in more language acquisition, so it should result in more vocabulary acquisition and more accurate spelling.<br \/>\n<br \/>\n\u2022    He compares three types of methods: the Input Hypothesis, the Skill-Building Hypothesis and the Output Hypothesis<br \/>\n<br \/>\n\u2022    Studies considering the progress of students in-school free reading programs, and in traditional programs with formal instruction of spelling and vocabulary are compared.<br \/>\n<br \/>\n\u2022    Conclusions for spelling \u2013 children can learn to spell without formal instruction.  Sometimes more instruction results in less spelling proficiency.<br \/>\n<br \/>\n\u2022    Conclusions for vocabulary \u2013 when silent sustained reading supplements regular language arts instruction, it typically results in superior vocabulary development.<br \/>\n<br \/>\n\u2022    Reading aloud also helps vocabulary development.<br \/>\n<br \/>\n\u2022    Reading results in deep knowledge of words; words in natural texts are encountered in a variety of contexts, which help readers acquire their full semantic and syntactic properties.  Vocabulary teaching methods impart superficial knowledge<br \/>\n<br \/>\n\u2022    Krashen concludes by asserting that the Input Hypothesis, combined with some focus on form (skill building and output plus feedback), can lead to consciously learned competence.  However, when vocabulary and spelling are consciously learned, only a superficial knowledge is attained.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}