University:
Nevada State University
Course:
EDRL 474 | Methods for English Language Learners
Academic year:

2024
Views:

101

Pages:

3
Author:

Chloe F.

Chloe flock EDRL 474 O1 Dr. Cynthia Bezard February 29, 2024 Chapter 4 Questions 2. Children can use literate talk in various classroom contexts beyond teacher-guided reporting. Some examples include: Group Discussions: Engaging in discussions with peers about a text they've read or a topic they're studying can foster literate talk. This allows children to share their thoughts, ask questions, and build upon each other's ideas. Collaborative Projects: Working together on projects that require research, planning, and presenting findings can involve literate talk. Children may discuss their ideas, allocate tasks, and communicate their progress to each other. Book Clubs or Literature Circles: Participating in book clubs or literature circles encourages children to engage in literate talk as they analyze characters, plot events, themes, and make connections to their own lives or other texts. Debates or Socratic Seminars: These structured discussions encourage critical thinking and require children to use literate talk to express and defend their viewpoints, respond to counterarguments, and engage with opposing perspectives. Writing Workshops: During writing workshops, children can engage in literate talk as they share their writing pieces, give and receive feedback, and discuss strategies for revising and improving their work. 3. When Driver suggests that "sense must be made" of an activity, she likely means that students need to understand the purpose and relevance of what they are doing in order for meaningful learning to occur. Making sense of an activity involves more than just completing tasks; it requires comprehension, reflection, and connection to prior knowledge or experiences. I agree with this perspective. When students understand why they are engaging in an activity and how it relates to their learning goals, they are more likely to be motivated and actively participate. Making sense of an activity also promotes deeper learning and retention because students can see the significance of what they are learning and how it fits into the broader context of their education. Overall, helping students make sense of activities fosters a more meaningful and engaging learning experience.