Brain-Compatible Activities, Grades 6-8

CHAPTER 1

Language Arts

The human brain is not hardwired for reading. Our brains can master spoken language quickly. However, because the act of reading is not a survival skill, the brain requires explicit training in reading. Learning to read requires three neural systems and the development of skills that work together to help the brain decode abstract symbols into meaningful language. The visual processing system sees the printed word, the auditory processing system sounds out the word, and the frontal lobe integrates the information to produce meaning. It is a bidirectional and parallel process that requires phonemes to be processed at the same time. Reading is testament to the brain’s remarkable ability to sift through input and establish meaningful patterns and systems.

Reading is one of the most difficult skills for the brain to master, and it is even more difficult when students must make the jump from learning to read to reading to learn. It is crucial, therefore, that the activities chosen for use in language arts programs capture students’ attention and promote retention.

As the brain is decoding the meaning of sounds and symbols, it is creating semantic and syntactic networks that aid in communication. Verbal and written communication involves syntax and semantics to create meaning. The syntactic network uses the rules of language, or grammar. The semantic network combines the components of language and the mind’s search for meaning. The brain holds two separate stores for semantics, one for verbally based information and another for image-based information. Using concrete images to teach abstract concepts will greatly increase retention. The brain builds on speaking skills to develop and refine all language abilities—speaking, reading, writing, and grammar.

The scientific research suggests that reading instruction include a balance between the development of phonemic awareness and the use of enriched texts to help learners with syntax and semantics.

Idiom Interviews

Standard

Develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Objective

Students will demonstrate an understanding of idioms in the English language.

Anticipatory Set

Make a transparency of the Common Idioms reproducible (page 13). Ask students to listen as you read the phrases and evaluate if the phrase is positive or negative. Tell students they should stand if the phrase is a positive one. They should sit if the phrase is a negative one. They should put their hands on their heads if they don’t know. Read the phrases from the Common Idioms page. Watch students to see if they are participating, but do not make judgments about their