In Reading Process and
Practice, Weaver (2002) describes several components of a comprehensive
literacy program. These include read-aloud,
shared reading, guided reading, sustained reading, individual reading
conferences, literature groups, reading to learn, write-aloud, shared writing,
guided writing, sustained writing, individual writing conferences, journals,
and writing to learn. I appreciated
Figure 12.1 on p. 277, which demonstrates effective reading instruction. I like the idea of fitting phonics in during
a whole-class instruction time. However,
the constraints of scheduling did not permit me to implement this instruction
as Weaver recommends. Instead, I
selected to instruct students in phonics during shared reading or guided reading. This is also an excellent time to discuss
other activities as Weaver shows in Figure 12.3 on p. 283. When I taught second grade, I didn’t feel
that all of my students needed extra instruction in phonics, so I spent more
time with the groups of students who did need that assistance. Given the time constraint, I prefer Figure
12.8 on p. 299 of the 70-90 minute Reading Workshop sample schedule. The only aspect of it that I would change
would be providing guided reading 4 days a week.
However, I will honestly (and embarrassingly) admit I don’t
know how to teach phonics. I have worked
with phonics programs such as Saxon Phonics, and I have also worked with
supplementary materials to accompany the basal series that the county
provided. I need to be trained
appropriately in teaching phonics before working with students.
I agree with you on the constraints of scheduling. Everyones situation in the classroom is different and there is really NO one way to teach phonics. I introduce phonics as a whole group, read alouds, and in writing activities and if needed I will work with kids in small groups that needs the extra assistance. The idea if having a phonics station works some times as long as the students have phonemic awareness else they can some times be pointless.
ReplyDeleteBelieve it or not, there are a lot of teachers how do not know how to teach phonics. There are certified teachers, who still do not know how to correctly pronounce letter sounds. For example, t=ta, p=pa, v=va ARE ALL WRONG. Make an observation your self with a group of individuals and ask them to say the sounds of letters like, b,d,t,p,v, and z. You may find that many people pronounce them with an "a" at the end. dog is not pronounce da'o'g it is d-o-g. I am not perfect myself, so don't feel embarassed.