Sorry...didn't know I was off topic because I feel being able to decode words 
(phonics) does enhance comprehension.
Maybe people hesitate to comment in fear of being off topic...just a thought

-----Original Message-----
From: [email protected] 
[mailto:[email protected]] On 
Behalf Of Sally Thomas
Sent: Friday, February 17, 2012 12:54 PM
To: mosaic listserve
Subject: Re: [MOSAIC] phonics program

Thank you Carrie.  And thank you Rene.  Could we please get back to the
original heart and purpose  of this list serve?  I guess what I am wondering
is how many people are on this list that joined to talk about comprehension,
making meaning, supporting thinking, and how we might use the strategies to
support children in reading for real reasons.

Am wondering why the list is so silent on these topics.  Have people with
those interests left the list? Have we all been beaten down by what is
happening out there in schools that is so detrimental to children???  Makes
me really really sad.

Sally  


On 2/17/12 10:07 AM, "Carrie Cahill" <[email protected]> wrote:

> I am going to make a bold move here and say that Ellin Keene does not believe
> in scripted programs for phonics or any other aspect of reading!!!!!!  I seem
> to be in the minority at this point, but I am so disheartened by the
> conversation on this listserv.  The word "Mosaic" really should be taken out
> of the title of the listserv.  We used to talk about how teachers were putting
> together their own lessons for comprehension.  Now, we're talking about
> scripted phonics programs?????   Thank you Renee for bringing back the
> researcher/practitioner - Ellin Keene - into this conversation!
> Carrie
> K-8 - Illinois
> 
> 
> 
> 
> I cannot help but wonder what Ellin Keene thinks of a scripted phonics
> program.
> 
> Renee
> 
> 
> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
> 
>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>> It is scripted and very easy to follow.  Our students for the most
>> part do very well with phonics.
>> 
> 
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> 



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