Jeanne, Approximately how much time do you spend, daily or weekly, in explicit instruction? I mean, not that which you embed in writing or reading experiences? When I was teaching first grade, I found 15-20 minutes daily to be sufficient but loved it when I went to 30 minutes three times weekly and began using word building centers on two of the days.
Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > From: jag_39_1...@hotmail.com > To: mosaic@literacyworkshop.org > Date: Wed, 29 Jul 2009 17:42:36 -0500 > Subject: Re: [MOSAIC] phonics instruction--long > > > Deidra, > > I couldn't agree more. I have fought to keep direct phonics instruction > in my classroom for years. It is such a vital component of the whole reading > picture. I teach a VERY balanced literacy curriculum which focuses on the > needs of my students. I read professionally and endlessly always trying to > improve my approach thus reaching the needs of individual students. I'm > excited about putting the "Daily Five" and "Literacy Cafe" into place this > year. One thing will remain though-- my direct phonics instruction. I teach > first grade, and to me phonics is too important not to address. It is > interesting to note, that every student teacher that I've had, is amazed at > the results we get with our phonics program. For my student teachers, > phonics is like a foreign language-- leading me to believe that this > component of literacy is being left out of many teacher education programs. > My greatest goal in life is to turn children into life-long readers that > enjoy reading. I have children in my class (even boys) that will choose to > read during indoor recess. For the last three years, a child from my class > has been the top reader out of grades K-3 in our building. I'm not tooting > my own horn-- I'm just pointing out what the inclusion of direct phonics > instruction, within a balanced program, can accomplish. > > Jeanne Garringer > > > > > >> From: djc...@charter.net >> To: mosaic@literacyworkshop.org >> Date: Wed, 29 Jul 2009 17:00:05 -0400 >> Subject: Re: [MOSAIC] phonics instruction--long >> >> Well, it could be taught as language, but it's still phonics and a very >> important component of reading. We teach comprehension strategies, and >> thinking aloud strategies, writing strategies, yet we don't want to teach >> decoding strategies? And we wonder why our society has literacy issues! >> Phonics and phonemic awareness are the underpinnings for good readers. >> Those who solve the reading code on their own need only next level >> phonics/language lessons to increase their reading abilities and >> comprehension. But those who don't figure out the whole complex reading >> thing at 6 or 7 or 8 need structured phonics lessons and opportunities to >> practice their new skills in safe and successful ways. >> >> I work with adults in a community college that lack these same skills and I >> wonder how they made it through high school and job applications without >> knowing the difference between 'want' and 'won't' or 'there' and their' and >> 'they're'. This obviously is more than phonics knowledge; it involves >> learning about our language through spelling and sounds. Perhaps we need to >> stop thinking about phonics as 'letter naming/sound association' and think >> about, as Louisa Cook Moats would recommend, as a sound to spelling pattern >> association. >> >> Obviously, my examples aren't matching with this thought pattern I'm >> relating, but it is a symptom of a larger problem involving illiteracy that >> has roots in the lack of phonics and structure of language that aren't >> taught in our schools. Have you ever watched the National Spelling Bee in >> Washington, DC and wondered how those students can figure out how to spell >> words they've never heard before? It goes back to their home study of a good >> phonics foundation followed by learning spelling patterns and Greek and >> Latin roots, prefixes, and suffixes. That's why they always ask for the >> origin of the word. >> >> Phonics instruction is essential in the development of good readers. The >> students who receive RTI or special services because of reading difficulties >> would benefit tremendously from structured multisensory language >> instruction. We need more advocates and supporters for phonics instruction >> in our schools, and better understanding of the research that supports it as >> an integral part of reading development. We also need better trained >> teachers who acknowledge this thinking. Don't abandon what the students need >> just because you don't like to teach it! Or worse, don't think that because >> the phonics is imbedded in the lesson all children will internalize the >> information and transfer it to working knowledge. We do need to recognize >> all children's learning needs are different and accommodate accordingly. All >> children in your classroom may not need the same intensity of phonics >> instruction, but some children will. Isn't it our job as teachers to teach >> to and for our students? >> >> Deidra Chandler >> MA Early Childhood Ed >> MA Reading >> MultiSensory Structured Language Intervention Tutor >> >> >> >> >> ----- Original Message ----- >> From: <ldybugt...@aol.com> >> To: <mosaic@literacyworkshop.org> >> Sent: Wednesday, July 29, 2009 11:47 AM >> Subject: [MOSAIC] phonics instruction in 2nd grade >> >> >>>I know many people are against direct phonics instruction in >>> the classroom, however, being that I taught 3rd grade for >>> six years, it drove me crazy that many children come into >>> class and have no phonics knowledge or phonemic awareness >>> at all.? We have to teach them comprehension when they can not read >>> to begin with.? I will be teaching second grade this year and want to be >>> sure that their 3rd grade teachers do not have to worry about emphasizing >>> phonics.? Are there any suggestions on how to teach phonics >>> without "teaching phinics?" >>> _______________________________________________ >>> 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. >> > > _________________________________________________________________ > Windows Live™ Hotmail®: Search, add, and share the web’s latest sports > videos. Check it out. > http://www.windowslive.com/Online/Hotmail/Campaign/QuickAdd?ocid=TXT_TAGLM_WL_QA_HM_sports_videos_072009&cat=sports > _______________________________________________ > 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.
