In a nutshell..... I ran an individualized reading program that was
basically a combined readers' and writers' workshop, in which
students chose their own reading material, and I did comprehensive
individual conferences with each student at least a couple of times a
week, during which they talked about what they were reading, read
aloud a bit to me, and we discussed their writing, including how they
used phonetic strategies in their writing. They had individualized
spelling tests and we also had class-wide spelling words that were
chunked into groups of words that shared some kind of phonetic or
spelling structure (and they chose the words, as a group). My
students wrote every day, and I almost never gave them writing
prompts unless I wanted them to include something specific. If I did
give prompts, I tried to make them as open-ended as possible. Some of
their writing was creative, some was literature response, and some
was informational. My students created class books, and individual
books. I incorporated lots and lots of drawing and other art to tap
into the realm of the visual learner. And yes, I also did some
isolated phonics instruction as I saw a need, but most of the phonics
instruction was done through individual students' own writing.
I am retired now and substituting, and, like Sally, I am in many
different classrooms in a couple of different districts, and I do not
find the print rich environments that I created as a teacher. I
almost never see poetry on the walls, or collaborative stories, or
teacher and/or student made charts. I see a lot of isolated this and
that and very little connection between one subject an another, or
even between reading and writing. "Explicit" phonics instruction does
not need to mean scripted programs.
I'm sorry if I stepped on anyone's toes. But for those who are not
sure what this list is supposed to be about, if you haven't read
Mosaic of Thought... pick up a copy and see what it's about.
Renee
On Feb 17, 2012, at 6:02 PM, Palmer, Jennifer wrote:
So Renee, why don't you share how you handle this issue? How do you
find what kids need? How do you structure your classroom
instruction to hit multiple needs? Please share how you kid watch
and then use what you've learned? I think there's a lot of people
who'd benefit from your experiences.
Sent from my iPhone
On Feb 17, 2012, at 8:34 PM, "Renee" <[email protected]> wrote:
No one has suggested that phonics has no place in skill
instruction. The question was about **scripted** phonics programs,
which I .... and others.... do not feel are congruent with the
Mosaic of Thought strategies for reading instruction. Of course
phonics instruction is part of reading instruction. Part of it.
And being able to decode is an important strategy in the
comprehension process. But a scripted phonics program will not, by
definition, look at individual needs of children, nor will it
guide the teacher toward effective, individualized, kid-watching
strategies.
Renee
On Feb 17, 2012, at 3:19 PM, Cara Acosta wrote:
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 <
[email protected]> 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
[email protected]
Sent from my iPad
On Feb 16, 2012, at 8:51 AM, Suzanne Goebert
<[email protected]>
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
[email protected]
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