Brain-Compatible Activities, Grades 3-5

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 under current legislation, students must master it at an earlier age than ever before. It is crucial, therefore, that you choose activities that capture students’ attention and promote retention. While the following activities are content-specific, they can be easily modified to fit your curriculum.

As the brain is developing skills to decode meanings of sounds and symbols, it is creating semantic and syntactic networks that will aid in communication. Verbal and written communication involve 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.

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.

Newspaper Noun Narratives

Standard

Apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Objective

Students will identify nouns in written text and use nouns in narrative writing.

Anticipatory Set

As students enter the classroom or prepare for the lesson, sit in a chair with your legs propped up and read the newspaper. Allow time for student interest to build, and then act like you are surprised to see them: I bet you are wondering what I’m doing. It just so happens that I am working on a writing