No one has suggested that phonics has no place in skill instruction.
The question was about **scripted** phonics programs, which I ....
and others.... do not feel are congruent with the Mosaic of Thought
strategies for reading instruction. Of course phonics instruction is
part of reading instruction. Part of it. And being able to decode is
an important strategy in the comprehension process. But a scripted
phonics program will not, by definition, look at individual needs of
children, nor will it guide the teacher toward effective,
individualized, kid-watching strategies.
Renee
On Feb 17, 2012, at 3:19 PM, Cara Acosta wrote:
Look, I don't want to start a debate, but there is a place for phonics
skill instruction. It can be weaved into a Reader's workshop
format as
mini lessons, and then applied in context. There are some kids,
particularly LD kids, dyslexic kids, or struggling readers, who do
benefit
from explicit phonics instruction. Does that mean that the purpose of
reading isn't still making meaning? Of course not! You can't make
meaning
if you can't read the words!
On Fri, Feb 17, 2012 at 10:50 AM, Lynette DeGraffenried <
[email protected]> wrote:
I have used the program with kindergarten through 3 rd grade and
love it.
As a Title 1 Coordinator it is great for para professionals
working in
small groups. It is flexible so that I can target specific needs of
students. And it allows for sequential/developmental growth. I
also used it
as a teacher in my own class-1st and transitional first grades.
Lynette
[email protected]
Sent from my iPad
On Feb 16, 2012, at 8:51 AM, Suzanne Goebert
<[email protected]>
wrote:
I was just wondering if anyone is using Fountas & Pinnell's
Phonics and
Word Study program in grade 2? Or is there a phonics program that
someone
is using that works for them. I am not a of fan of programs or
teaching in
isolation, but teachers in our district are seeing low phonics
scores and
are looking for something sequential/developmental to use to fill
in the
gaps.
Thanks,
Suganne
[email protected]
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