Where does phonics instruction fit within a
comprehensive literacy program? When and how would you teach phonics?
According to Weaver’s figure 12.1, whole-class
instruction which includes reading familiar texts as a class or using
read-aloud should focus on concepts of print, strategies words, letter-sound
chunks (phonics), punctuation, etc. She later discusses that sight vocabulary,
letter-sound relationships, and word attack skills can be taught during shared
reading. However, I think that phonics could also be taught during guided
reading. Guided reading helps the teacher assess and guide students who are
struggling with common skills or strategies. I also believe that phonic skills
can be taught via demonstrations during mini-lessons in reading and/or writing
workshop like Weaver describes on page 286. Teachers want to see their students
become proficient readers and writers but they need to assist them with all
aspects of reading and writing which includes phonological and phonemic
awareness, phonics, and decoding. Finally, if one student still cannot grasp
skills related to phonics, a teacher can hold an individual conference for that
specific student. Conferences are important for teachers to confer with
students individually about their reading and meet their individual needs.
As an intermediate teacher, I do not
focus on phonics since most of my students have the basic concepts of phonics.
However, I do have less than a handful of students that have difficulties with
spelling due to their lack of phonological awareness. I held small groups/guided
reading groups during reading workshop to focus on specific rules or strategies
that would help those students. We used our Words
Their Way books to practice spelling rules and common sight words for
intermediate students. It is important that those students received extra
guidance with phonics because they were still struggling with some primary
grade sight words. I want all of my students to succeed in all aspects of
reading and writing.
Lindsey,
ReplyDeleteI'm glad you provided the name of the books you used to help target spelling rules. Even in high school, I have many students (especially in my small-group classes) who struggle with spelling. And, admittedly, I often overlook spelling in order to focus on broader issues like ideas and organization, but you are correct that spelling impacts other aspects of reading, not just writing. I might try to dedicate one day every other week to "focused" strategies like spelling, grammar, or even phonics if necessary.
Guided reading is a great place to focus on specific strategies and instruction that students need guidance on. I think a lot of the time we think phonics should be explicitly taught, but integrating into reading workshop/writing workshop and guided reading is a great idea. It is interesting to read the different posts, as I see teachers of different grade levels have such different opinions about phonics instruction. Like you stated, phonics instruction is not a big part of your curriculum since you are an intermediate teacher. But a Kindergarten teacher would probably have a completely different opinion, or way she uses it in instruction.
ReplyDeleteLindsey,
ReplyDeleteI agree with you that teaching phonics can also be done through guided reading and it will especially assist with those students who are struggling. However, it will also benefit the students who do understand because it will further the knowledge they had previously gained. The students will learn phonemic awareness better if it is taught along with reading and writing workshops. Teaching it through guided reading will allow the teacher be more involved in the process. If the children are given the opportunity to see the letter-patterns in its contextual environment, they will be more apt to fully absorb the information.
I like the idea of teaching phonics during mini-lessons in reading and/or writing workshop. I think of mini-lessons as typically being whole group instruction, and I prefer to teach phonic lessons in first grade with my entire class. Then, if necessary I can reiterate specific phonics skills during small group instruction. I agree with you about assisting students with all aspects of reading and writing, which includes all the components of phonics. I feel that if I restrict phonics to merely being embedded throughout other reading lessons a lot of important phonics skill can get left out. I also agree with your points about conferencing with students. Once I see a student starting to struggle during phonics lessons, reading, writing, spelling tests, etc. I can work with that student one-on-one to meet his/her specific needs.
ReplyDelete