I think there may be some areas where definitions may not be in line.
To me, there is a huge difference between "explict phonics
instruction" and "scripted phonics program." I believe the issue
was .... at least for me and a few others who have spoken up.... that
the "Mosaic" strategies would not be congruent with a scripted program.
So the issue is how to teach phonics in a way that is congruent with
a readers workshop model, or at least a model that is focused on the
larger issue of comprehension and that of students building on their
own knowledge.
One thing I did in my classroom was use a poem every Monday for a
variety of strategy lessons. One of those was word study. One was
phonemic awareness. One was phonics. One was poetry appreciation. One
was rhyming words. I found the poem of the week to be a very good way
to introduce and teach phonics from a perspective of meaningful
connection and student prior knowledge rather than in isolation.
Renee
On Feb 17, 2012, at 5:43 PM, mlred...@aol.com wrote:
Personally, I do not understand the debate. Knowing phonics is
integral
to reading and does not mean that students are not reading for
meaning.
Bottom line-when we are doing reading instruction (reading for
meaning)
students should be reading texts that are in their zone of
proximal development
which means that they should not be reading texts that are so
challenging in
terms of decoding. Of course, for independent reading, they are
reading at
their independent level which is at 98 percent accuracy. Word
study needs
to be done outside of the workshop itself, but it is up to the
teacher to
make connections for students during reading workshop so that
there is
transfer. transfer does not happen automatically, it has to be
intentional.
Maxine
In a message dated 2/17/2012 7:48:24 P.M. Eastern Standard Time,
cara.aco...@gmail.com writes:
Look, I don't want to start a debate, but there is a place for
phonics
skill instruction. It can be weaved into a Reader's workshop
format as
mini lessons, and then applied in context. There are some kids,
particularly LD kids, dyslexic kids, or struggling readers, who do
benefit
from explicit phonics instruction. Does that mean that the
purpose of
reading isn't still making meaning? Of course not! You can't
make meaning
if you can't read the words!
On Fri, Feb 17, 2012 at 10:50 AM, Lynette DeGraffenried <
l.degraffenr...@nebo.edu> wrote:
I have used the program with kindergarten through 3 rd grade and
love it.
As a Title 1 Coordinator it is great for para professionals
working in
small groups. It is flexible so that I can target specific needs of
students. And it allows for sequential/developmental growth. I
also used
it
as a teacher in my own class-1st and transitional first grades.
Lynette
l.degraffenr...@nebo.edu
Sent from my iPad
On Feb 16, 2012, at 8:51 AM, Suzanne Goebert
<sgoeb...@waupun.k12.wi.us>
wrote:
I was just wondering if anyone is using Fountas & Pinnell's
Phonics and
Word Study program in grade 2? Or is there a phonics program that
someone
is using that works for them. I am not a of fan of programs or
teaching
in
isolation, but teachers in our district are seeing low phonics
scores and
are looking for something sequential/developmental to use to fill
in the
gaps.
Thanks,
Suganne
sgoeb...@waupun.k12.wi.us
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