Gina, You are making sense to me, but in terms of fin/fine, I would say your children are in control of basic letter/sound associations but perhaps have not moved beyond this to analyze word patterns and to monitor for meaning. If I am monitoring for meaning I may not get to fine, but fin would obviously be out of place for me. I would be searching for something more meaningful. At this point, knowing that if I know line as l-i-n-e, then I may need help generalizing this pattern so that I can use analogy to determine that the word is f-i-n-e and when meaning is confirmed, I am off and running. I think we are talking about fibers of one rope here.
Lori On 6/24/08 6:56 PM, "gina nunley" <[EMAIL PROTECTED]> wrote: > > > > >>>> Nancy said- >> Could you tell me more about the sixth graders with the "phonics gaps?" > >> What kinds of phonics instruction have they had in the past? What kinds of > >> different phonics instruction strategies would you incorporate?> Why do you >> consider reading for meaning "the other side of the continuum?"> You state "I >> have a dyslexia teacher friend who would seriously disagree > with us if we >> ONLY hit reading for meaning with the strugglers." What other > kinds of >> reading are there?> > Nancy C.> > > Hi Nancy..... > I give my students a Quick Phonics Screener, if they are two years below grade > level on the QRI. (decoding and comprehension assessment) > > I also do a miscue analysis. There have been times when it is clear to me > that a student repeatedly misses words containing dipthongs....for example > they don't know what to do with ea, or they still don't understand that an e > on the end of a word affects the first vowel. fin....fine, tin....tine etc. > Reading for meaning strategies of course help them work around that, but some > quick phonics work with me will increase automaticity, fluency, and improve > comprehension. Sometimes the screener will show that they are several grade > levels below where they should be at this age with letter/sounds or > multisyllabic words. My dyslexia teacher tells me their word work needs to be > more closely looked at, rather than to keep the focus on making meaning no > matter what your decoding ability. > > There was a time in my career when I felt focus on meaning would ultimately > cure all reading problems. So yes I do feel that there is a spot on the > cotinuum, far to one side, that wants to ignore the word work in favor of > strictly focusing on meaning. I was there once in my career. I now see that > some of my kids need me to be willing to look more at their phonics skills. > Very few of them, but they are there and I don't want to let them slip between > the cracks. > > Hope that makes sense. Gina > >> > _________________________________________________________________ > Introducing Live Search cashback . It's search that pays you back! > http://search.live.com/cashback/?&pkw=form=MIJAAF/publ=HMTGL/crea=introsrchcas > hback > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
