After completing the reading for the week, consider these questions:
Where does phonics instruction fit within a comprehensive literacy program? When and how would you teach phonics?
Where does phonics instruction fit within a comprehensive literacy program? When and how would you teach phonics?
Post your response on your blog. Name this blog posting "Module 5: Reading Reflection."
Respond to the Reading Reflection Blog Postings of two other members of the class, making connections with their responses. For information about evaluation, remember to see the Participation Rubric.
Phonics is a component of a comprehensive literacy program. It should not be taught in isolation as a set of skills but within literacy, integrated within reading comprehension. According to Weaver's Reading Process and Practice, she notes that studies have found that reading progresses from "wholes to parts" and therefore students should learn to read using sight words, environmental print, and chunking among other strategies.
Phonics shouldn't be taught as individual letter sound relationships especially while reading because a student may lose some or all meaning of the text. Students can use chunking or other word parts in order to help them determine sounds of new words or word parts. The deep rooted meaning of phonics is to teach word recognition and not meaning, therefore during reading instruction teachers should utilize other reading strategies in order to teach students how to read. Since the goal of reading is to create meaning, it is important that as we teach students, we teach them strategies to create meaning or give them strategies to use when they come to words that they are unsure of.
I can teach "phonics" as a more of word work/study. I can teach my students the meanings and pronunciations of prefixes, suffixes, and root words in order for them to transfer these meanings to new and unfamiliar words. If students are able to identify word parts they will be able to break down the words into chunks and use these meanings and pronunciations to help them as they read. Using these word parts along with context of the sentence students can learn to identify unknown words. These skills can be taught through flexible guided reading groups, individual conferences, or through mini lessons during reader's workshop.
Phonics is a component of a comprehensive literacy program. It should not be taught in isolation as a set of skills but within literacy, integrated within reading comprehension. According to Weaver's Reading Process and Practice, she notes that studies have found that reading progresses from "wholes to parts" and therefore students should learn to read using sight words, environmental print, and chunking among other strategies.
Phonics shouldn't be taught as individual letter sound relationships especially while reading because a student may lose some or all meaning of the text. Students can use chunking or other word parts in order to help them determine sounds of new words or word parts. The deep rooted meaning of phonics is to teach word recognition and not meaning, therefore during reading instruction teachers should utilize other reading strategies in order to teach students how to read. Since the goal of reading is to create meaning, it is important that as we teach students, we teach them strategies to create meaning or give them strategies to use when they come to words that they are unsure of.
I can teach "phonics" as a more of word work/study. I can teach my students the meanings and pronunciations of prefixes, suffixes, and root words in order for them to transfer these meanings to new and unfamiliar words. If students are able to identify word parts they will be able to break down the words into chunks and use these meanings and pronunciations to help them as they read. Using these word parts along with context of the sentence students can learn to identify unknown words. These skills can be taught through flexible guided reading groups, individual conferences, or through mini lessons during reader's workshop.
Courtney,
ReplyDeleteI also agree that phonics instruction should not be taught in isolation. I believe as educators, it is important to include phonics instruction as part of a comprehensive literacy approach. I agree with your statement: "Since the goal of reading is to create meaning, it is important that as we teach students, we teach them strategies to create meaning or give them strategies to use when they come to words that they are unsure of" As teachers, it is important for us to continuously provide students with opportunities to gain meaning from a piece of text to be successful readers. I believe that phonics instruction should be integrated into a larger comprehensive reading approach to best meet the needs of our learners.