Group+1+Module+5

1. ====TD- According to the text, phonics should comprise no more than one-fourth of literacy instruction time. Phonics instruction should be multifaceted in order to accommodate as many of the students’ levels as possible. Phonics instruction, like all other aspects of literacy instruction, should be deliberate and well-planned in order to maximize effective instructional time. Students need cognitive clarity and authenticity so that transfer can occur.==== KC- Research also supports teaching children patterns in words ( orthographic patterns, morpheme patterns common in multisyllabic words) and analogy decoding. Phonics instruction should offer a variety of opportunities and activities that emphasize the application/transfer of new phonics knowledge. 2. TD- My daughter’s school uses Saxon Phonics. Most of the teachers balance this by using children’s literature in addition to the program. I think the biggest conflict between the practices at her school and what research proves is the amount of time spent on phonics instruction. In most classrooms more than 25 percent of literacy instruction time is focused on phonics. KC- I do have them make other words and they come up with their own, too. 4. Our questions: 1. How do whole language enthusiasts teach sight words? MS; THE 400 SIGHT WORDS AND THE SIGHT PHRASES, I BELIEVE, MUST BE TAUGHT EVEN IF IT IS NOT PART OF THE PLAN. I HAVE SEEN GREAT STRIDES IN ALL AGES OF STUDENTS ONCE THE FOUNDATION OF SIGHT WORDS WAS DEVELOPED. THIS IS JUST LIKE THE MATH FACTS AND SOME SERIES DON'T STRESS MEMORIZING THE FACTS BUT I KNOW THAT IT WORKS IN THE COMFORT AND EASE LEVELS TO HELP THE COMPREHENSION OF THE ACTIVITY. 2. How can we help change the mind-set of parents who need to see textbooks and worksheets in classrooms in order to think that reading instruction is taking place? MS; I USED THE WS AS OPTIONAL. I GAVE A LIST OF SUGGESTED ACTIVITIES AS "HOME" WORK AND THE PARENTS COULD CHOOSE THEIR FAVORITE ACTIVITIES EVERY NINE WEEKS. THEY COULD CHANGE THE CHOICE TO A STARRED CHOICE IF THEY WANTED TO. ZH & KC 3. How could test scores improve while students get the //feeling// of enjoying school? Kelly please change this around for me. Feeling is not the word or words that I am searching for...How can we make school more enjoyable for students while improving test scores at the same time? __Yes__ Is that what your trying to say? Using motivating and highly engaging activities that provide opportunities to apply their knowledge would be a way to improve test scores. They remember information when they enjoy the lessons/activities and when they have had plenty of opportunities to apply their knowledge. **KC-** 1. Why would a reading series have a phonics lesson on /op/ when there is only one word, used one time, in the story and there are other skills or patterns used more frequently in the story? 2. How much time do you think teachers should spend on phonics lessons? MS: I AGREE WITH THE EXPERTS...ONLY 1/4 OF THE TIME. THAT INCLUDES SAXON PHONICS. EXAMPLE: I CAN TEACH ALL THE PARTS OF A BICYCLE BUT UNTIL THE STUDENTS RIDE THE BICYCLE OVER AND OVER AND OVER AGAIN, THE TASK OF RIDING WELL IS NOT THERE. 3. Do you believe that some students will never be phonetic readers? If so, what do we do to help those students? 4. In the ninety minute block of time for literature how and how long should the phonetic principles be stressed?
 * ZH-**The patterns are really effective KC. I love having word families and the rhyming words.
 * TD**- I align myself with the balanced approach. I do think phonics, even in synthetic programs, has its place- I have seen how Saxon Phonics has helped kids learn to read phonetically and gain sight-word fluency. I do agree, however, that the dry format of the controlled readers can get tired. Quality children’s literature should make up the largest chunk of phonics instructional opportunities. Pairing carefully selected pieces of literature with minilessons that drive home the phonics element(s) present in the literature helps students realize the practical aspects of reading while reading for enjoyment at the same time.
 * ZH-** Of course there has to be a balance as you and Kelly have alluded to in the other answers. When teaching my first graders that actually moaned when the //"Open Court"// - a part of //Saxon Phonics// in the past-, was used and I said, please, get your workbook out for **dictation**. If it was that dry or unimaginative, why did some teachers rant and rave over the dry phonics? Some ot the reading text book companies are finally listening and trying for the balance, along with state requirements highlighted. This way "real literature" is provided along with enriching vocabulary, other content areas, phonetic systems in place, and many cues that are accessible with technology at the click of a wrist. Many texts start the jumping off places and the students take it from there.
 * KC-** I agree with the balanced approach, ladies. I think it depends on your students and their learning styles, too. We can combine instruction with quality literature that contain examples of the elements we are teaching. Instead of whipping out a workbook or a worksheet we use technology to reinforce the same phonics elements as the worksheet by making it interactive or turning it into a game. The use of technology and quality literature is more engaging for most students.
 * 3.**
 * ZH-**Is this the darling daughter we spoke of on the conference call for our group? She is in second grade, correct? She needs some real literature and some real rhyming poetry. (Supplement, please mom). If they are teaching what is not currently the vogue for over 25% of the time where are the 4 Reading blocks that are needed? Professional development or Literacy coaches are able to address this option. However, since your school system is like most in this state the economy has deemed that teaching become stay where you are, or get the least costly. (New coaches are not included in any economic feasibility study.) Also among all of my studying in the past 3-4 months, learning the CVC drill, one goes walking rules, and etc. (according to research these have little or no value due to the exceptions in the English language used in America. (PS The sight words are in all the exciting reading selected, and believe me ...they are learned along w/ the added enriching vocabulary that took the place of those sight words. At least that was true in the ZH raise your hand for Handley class of the past.)
 * KC-** Several teachers in my school use resources such as //Words Their Way, Systematic Phonics They Use// (I think that is the name of the book), and //Making Words// for phonics instruction. Some also use the lessons in our reading series that the district adopted. I don't like the lessons in our reading series because the story will have only one word used one time that follows the pattern or element in the lesson. I don't necessarily want all decodable text, but I would like for them to be able to practice and apply the lesson in the story they are reading. **ZH-** If they only have one word as the example could you make words of your own to illustrate the pattern? Or use another story? Remember that basal reading texts and the companies do not know it all, even though they are supposed to be based on research.
 * ZH**