As shown in Figure 12.1 in the Weaver
text, phonics instruction is shown to fit into whole-class instruction. It
shows during whole-class discussion that the class can read text and focus on
concepts of print, letter-sound chunks (phonics), punctuation, etc. It then
shows then guided reading is below whole-class instruction in a comprehensive
literacy program, which instruction focuses on current need of student(s). If
students are struggling with phonics, I also believe guided reading is a time
to focus on specific content and allows for individual attention. I have had much success focusing on needs of students in guided reading groups. Even if students in a small group are working on different skills, you can hone into their needs in small but easy ways while they are reading in groups. I ask students to read in a "whisper voice" and I listen or walk around to hear them reading, if I notice something that they may need work on, that is a great time to discuss it so they can think about that as they continue to practice reading.
On page 286,
the text states phonics could be taught during mini-lessons, during reading
workshops, and once again in whole group, small-group, and individual settings. I am beginning the Daily 5 approach in the fall, and mini lessons will be a big part of that. The mini lessons will be new to me, but I think that would be a great time to teach content students are struggling on, to allow them to practice these strategies or concepts as they read/write.
I believe "chunking" sounds together is a great strategy to promote fluency, rather than the single letter sounds. Also, onsets and rimes can improve fluency because it focuses on chunks, or groups of sounds, compared to single letters. These are both very important to teach to emergent and beginning readers so they can use these skills as they become more fluent readers.
I believe "chunking" sounds together is a great strategy to promote fluency, rather than the single letter sounds. Also, onsets and rimes can improve fluency because it focuses on chunks, or groups of sounds, compared to single letters. These are both very important to teach to emergent and beginning readers so they can use these skills as they become more fluent readers.
Jaclyn, I also used the figure 12.1 in the Weaver text to demonstrate that phonics could be taught whole-class instruction. However, I also believe that phonics could be taught during guided reading and/or writing. Guided small groups are there to help students who have common needs and weaknesses. I believe phonics, phonological awareness, and decoding need to be addressed in most classrooms, even intermediate classrooms. I saw several students this year with spelling issues due to their lack of phonic skills. I had a small group work with me twice a week to develop their phonic skills, and common spelling rules. These students worked on sight words individually since some still could not pass the primary sight words’ tests. I have asked to read to themselves until I tap their shoulder or hand to read in a whisper voice aloud to me so I can hear their reading. I wish you the best of lucky with the Daily 5. All my friends in first and second grade LOVE using it and they have said it really helps their readers’ individual needs.
ReplyDeleteThis comment has been removed by the author.
DeleteJaclyn,
ReplyDeleteI also believe that guided reading groups are a great time to focus on the phonics instructional needs of groups and individuals. I also expressed my belief that mini-lessons are a great place to integrate phonics instruction. I have heard a lot of great things about the Daily 5 approach to reading instruction. I can tell by what you write that you are a teacher who works hard to design lessons and teach in a way that benefits your students, and I hope you find this new approach to be helpful for your students.
Jaclyn, I also agree with Weaver that phonics should it in to a whole-class instruction segment. In my reflection, I discussed time constraints do make that function. Like you, I agree with working phonics in to guided reading time to focus on specific content and individual attention. What is the Daily 5 approach? I agree that mini-lessons are an excellent time to incorporate phonics instruction, especially if you integrate it with reading and writing.
ReplyDeleteJaclyn,
ReplyDeleteI too feel as though when students are working in small literature groups, it is important to focus in on specific needs of each student. I loved the idea of having students whisper while they are reading to see which concepts they may need additional help in. This would also be a great time to ask students comprehension questions to assess whether or not they are understanding the reading. During my student teaching experience, we created, "whisper phones." These are made out of PVC pipe and the students were able to listen to themselves read. The students loved being able to do this and this would have been a great opportunity to walk around and observe the students reading skills. Thanks for the insight!