Module+5+Discussion

DISCUSSION QUESTIONS:

1. What does research say about this topic?

BM - Phonics instruction builds on phonemic awareness and is present in all reading instruction even that considered to be whole language. Whole to part is more relative because the letter/sound relationship has no meaning to a child who knows nothing about the process of reading. Rather than sounding out words letter by letter children evolve into reading by patterns they see within words (orthographic stage) and then into entire words. ZL All instruction, including phonics instruction must be multifaceted and multi-leveled as possible. Phonemic Awareness and decoding relate to phonic skills NH- Students need to have regular opportunities to apply their phonics skills. A narrow reliance on phonics is not supported.

2. The National Reading Panel differs in the way to teach phonics from the textbook and other sources. Which way do you support and why? BM - As I was reading the article //Saying the P word: Nine guidelines for exemplary phonics instruction// I found myself agreeing with the author as I read. As I read the National Reading Panel article I was not as impressed. The two approached phonics instruction very differently and I agreed with the Saying the P word guidelines because it made sense to me that phonics instruction is more useful when used in relation to actual text rather than taught beforehand in isolation. ZL-I agree with the text in that phonics instruction is more effective with text verses independent of it. The phrase;"phonics worked for me" is true. However, I can see as an educator where the connection to letters and text would be more productive to the learning process. NH- I think phonics needs to be taught with text. When I was in elementary school phonics was isolated and I hated to read because it was boring. Students need to find the joy in books while still learning how to decode.

3. Evaluate your phonics programs at your school. What can you do to get it more in line with research? BM - We are provided phonics lessons in our basal series and our spelling lessons each week are built around spelling patters. However, I feel like K-2 teachers generally use all the approaches listed in the NRP article throughout the day every day. Sometimes I believe we use the approaches instinctively so it is great to read professional articles that articulate and support what we are practicing. ZL The phonics program in our school is nonexistence. I teach in a middle school and phonics is not taught. In order to align with current research our district must find current research based programs that focus on the secondary school. We must find out what Johnny still can't read in middle school and then stop blaming and do something about it. NH- I am with Zena, I dont have a phonics program at my school because it is middle school. I do see that I have students who can not read and I dont think that simply using whole language approach and not meeting the students where they are is not effective.

PERSONAL QUESTIONS: NH1*- Should word family spelling like BEAR be used through the middle school years? ZL: I think the BEAR test is an excellent assessment that can be used in the middle school grades. It is a quick process to give. The test can be given as a whole class. The BEAR allows you to see specific areas that students may not understand. Words Their Way provides many wonderful lessons for each spelling stage. It shouldn't be viewed as a primary only assessment. NH2- Has anyone used a phonics program that they enjoyed? BM - I have a phonics program from the Scottish Rite Speech Pathology Clinic that involves "sound signs". Each letter and digraph has a corresponding hand sign that goes with it. It is a great tool because it gets the students moving and provides a kinesthetic link to promote easier recall of the sounds. I would not use it as my only phonics instruction but find it to be a great tool and something you can review in about a minute a day. NH3- Are sight words there own group outside of PA and phonics instruction?

BM1* - The NRP said systematic phonics instruction must include a predetermined sequence. What is this magic sequence? BM2 - Can a teacher's own phonics curriculum be considered "systematic"? BM3 - Even though the articles state phonics instruction should end by the end of 2nd grade should phonics still be reviewed in grades 3-5? Wouldn't you still use the idea of chunking or looking for smaller parts you know to read a word or determine its meaning? NH- I use phonics whenever I teach root words. I mean kind of. The students have to decode the word and know the sounds. I think upper grades you still teach phonics but more complicated like silent letters. ZL:I agree with you on this Brigette. We can not place a line in the sand and state, since this is the 3rd grade this is no longer instruction is no longer needed. Word meanings and chucking can play a very important role in reading stategies, even for adults.

ZL1. How do you keep students engaged in phonics? BM - I have a program that I got from a speech pathologist called "Sound Signs" which matches each letter or digraph to the sound and a sign (like sign language). We practice these each day for about 2-5 minutes and use them to make words almost like a game of charades. ZL.2 How is fluency promoted in your classroom? NH- I promote fluency in my classroom by videotaping the students reading and doing repeated readings. I also have to students do the fluency lessons that go along with the stories we read out of our literature textbook.
 * ZL.3 How should we teach phonics in the middle school classroom?