I agree--how do we intercede without this knowledge base? And why would we intercede without a real reason to? Those reasons would include our observation of need, writing samples that show confusions encording, error analysis of miscues.
Lori ----- Original message ----- From: Joy <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> Date: Sunday, 2007, 23 Of September 15:43 Subject: Re: [MOSAIC] Phonics > After reading your comment, I've come to the conclusion that it's probably > more important that the teachers know this than the students. > > ljackson <[EMAIL PROTECTED]> wrote: Knowing about language from a linguistic > point of view helps me understand > why so many children have issues with /j/ and /d/ (they are very close in > terms of where they are voiced...). But how can you tell an emergent reader > to get his mouth ready for the sound as a strategy, when you don't address > sounds. And I certainly don't mean one letter at a time or sound by sound, > or even to imply that children should not attempt reading before they need > sounds... Only that in order to respond to children's needs, we must > understand process and how to support children at varying points of > difficulty. I am with you, doing sounds is more important than naming them. > > Lori > > > On 9/23/07 1:58 PM, "Joy" wrote: > > > You're getting at what I'm talking about. It is more important that the > > student be able to do the sounds than to know what they are called. If they > > can read them, and write them, then what's the big deal? > > > > I also have memories of being moved to a lower group and my mom being called > > into a conference in 3rd grade in Wisconsin when I couldn't read the list of > > nonsense words (much like the Dibles nonsense word list.) I was trying to > > make > > sense out of what I was reading, and was very confused about what I was > > supposed to do. I also had to go for tutoring until the tutor realized I was > > reading circles around everyone else. After that I was in my own group > > where I > > wrote plays for the rest of the class to perform. > > > > Funny, when I was in college they never taught us anything about teaching > > phonics! (Remember, I was a nontraditional student just a few years ago.) > > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > --------------------------------- > Tonight's top picks. What will you watch tonight? Preview the hottest shows > on Yahoo! TV. > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
