Jennifer, I would also appreciate this research. Thank you, Taryn Vanderburg
Sent from my iPad On Feb 24, 2012, at 9:05 AM, Judy Shenker <[email protected]> wrote: > Hi Jennifer, > > I would be very interested in any research supporting the ineffectiveness > of whole group phonics. > > Thank-you, > > Judy > > Judy Shenker > Learning Enrichment And Development Coordinator > Coordinatrice en enrichissement et développement de l'apprentissage > > Lower Canada College > 4090, avenue Royal > Montréal (Québec) H4A 2M5 > Téléphone (514) 482-9797 ext. 333 > Fax (514) 482-0195 > Site web www.lcc.ca > > Students first > L'élève avant tout > Celebrating 15 years of coeducation > LCC célèbre 15 ans d'éducation mixte > > > > > On 12-02-24 7:43 AM, "Palmer, Jennifer" <[email protected]> wrote: > >> Pauline , I understand your dilemma. I am in the same position. Yet, no >> matter how good the program, the only thing that's going to level the >> playing field is PD. >> We started Wilson before Fountas and Pinnell. The problem I see with any >> phonics program is that it teaches the same skills to everyone. This >> ensures that 2/3 of the kids will not learn. 1/3 of the kids already know >> the skill. 1/3 are not ready to learn it. Whatever program you land on, >> PD for it needs to include differentiation...assessment of student need >> then small group instruction targeted to those needs. >> >> Let me know if you need the research behind this!! Whole group phonics is >> ineffective. Consider the developmental nature of word learning in how >> you proceed. >> Jennifer >> >> >> On Feb 24, 2012, at 1:11 AM, "Pauline K Nagle" <[email protected]> >> wrote: >> >>> I have worked in several districts in Michigan and am currently a >>> Curriculum Coordinator for Elementary Instruction. I, too, have been >>> looking at phonics programs, because as I see it, not all teachers are >>> created equal. While I would love to see all teachers creating >>> literature >>> rich, cross-curriculuar connections, with embedded word study work, I >>> know >>> that it is not the reality of our district or every teacher. To be >>> fair, I >>> don't think that we spend the amount of professional development >>> necessary >>> for all teachers to be strong experts of both their content and of >>> explicit, scaffolded instruction. So, while I work towards that >>> particular >>> goal, I need to find a "program" that equals the playing field across >>> all >>> classrooms so that I do not create a district of "have good phonics >>> instruction" and "have poor phonics instruction". If a quality program >>> exists, that also provides flexibility (which I think the Fountas & >>> Pinnell >>> program does), then those with the expertise will be able to use it >>> flexibly and those that need the structure of the program may have an >>> improved quality of instruction. I currently have K teachers piloting >>> the >>> F&P Word Study work. >>> >>> I have a sample of Fundamentals and am wondering from those that have >>> used >>> it, how you got started and why you chose it over the others. The same >>> with Saxon or Wilson Language. Was Fountas & Pinnell available at the >>> point of your decision making and you chose those over F&P? Any >>> information would be helpful. >>> >>> >>> Thanks for your help. >>> >>> On Fri, Feb 17, 2012 at 11:22 PM, Renee <[email protected]> >>> wrote: >>> >>>> In a nutshell..... I ran an individualized reading program that was >>>> basically a combined readers' and writers' workshop, in which students >>>> chose their own reading material, and I did comprehensive individual >>>> conferences with each student at least a couple of times a week, during >>>> which they talked about what they were reading, read aloud a bit to >>>> me, and >>>> we discussed their writing, including how they used phonetic >>>> strategies in >>>> their writing. They had individualized spelling tests and we also had >>>> class-wide spelling words that were chunked into groups of words that >>>> shared some kind of phonetic or spelling structure (and they chose the >>>> words, as a group). My students wrote every day, and I almost never >>>> gave >>>> them writing prompts unless I wanted them to include something >>>> specific. If >>>> I did give prompts, I tried to make them as open-ended as possible. >>>> Some of >>>> their writing was creative, some was literature response, and some was >>>> informational. My students created class books, and individual books. I >>>> incorporated lots and lots of drawing and other art to tap into the >>>> realm >>>> of the visual learner. And yes, I also did some isolated phonics >>>> instruction as I saw a need, but most of the phonics instruction was >>>> done >>>> through individual students' own writing. >>>> >>>> I am retired now and substituting, and, like Sally, I am in many >>>> different >>>> classrooms in a couple of different districts, and I do not find the >>>> print >>>> rich environments that I created as a teacher. I almost never see >>>> poetry on >>>> the walls, or collaborative stories, or teacher and/or student made >>>> charts. >>>> I see a lot of isolated this and that and very little connection >>>> between >>>> one subject an another, or even between reading and writing. "Explicit" >>>> phonics instruction does not need to mean scripted programs. >>>> >>>> I'm sorry if I stepped on anyone's toes. But for those who are not sure >>>> what this list is supposed to be about, if you haven't read Mosaic of >>>> Thought... pick up a copy and see what it's about. >>>> >>>> Renee >>>> >>>> >>>> >>>> On Feb 17, 2012, at 6:02 PM, Palmer, Jennifer wrote: >>>> >>>> So Renee, why don't you share how you handle this issue? How do you >>>> find >>>>> what kids need? How do you structure your classroom instruction to hit >>>>> multiple needs? Please share how you kid watch and then use what >>>>> you've >>>>> learned? I think there's a lot of people who'd benefit from your >>>>> experiences. >>>>> >>>>> Sent from my iPhone >>>>> >>>>> On Feb 17, 2012, at 8:34 PM, "Renee" <[email protected]> wrote: >>>>> >>>>> 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] >>>>>>>>> >>>>>>>>> ______________________________**_________________ >>>>>>>>>> Mosaic mailing list >>>>>>>>>> [email protected] >>>>>>>>>> To unsubscribe or modify your membership please go to >>>>>>>>>> http://literacyworkshop.org/**mailman/options/mosaic_** >>>>>>>>>> >>>>>>>>>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/m >>>>>>>>>> osaic_literacyworkshop.org> >>>>>>>>>> >>>>>>>>> ______________________________**_________________ >>>>>>>>> Mosaic mailing list >>>>>>>>> [email protected] >>>>>>>>> To unsubscribe or modify your membership please go to >>>>>>>>> http://literacyworkshop.org/**mailman/options/mosaic_** >>>>>>>>> >>>>>>>>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mo >>>>>>>>> saic_literacyworkshop.org> >>>>>>>>> >>>>>>>>> Search the MOSAIC archives at >>>>>>>>> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive >>>>>>>>>> >>>>>>>>> >>>>>>>>> >>>>>>>>> ______________________________**_________________ >>>>>>>>> Mosaic mailing list >>>>>>>>> [email protected] >>>>>>>>> To unsubscribe or modify your membership please go to >>>>>>>>> http://literacyworkshop.org/**mailman/options/mosaic_** >>>>>>>>> >>>>>>>>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mo >>>>>>>>> saic_literacyworkshop.org> >>>>>>>>> >>>>>>>>> Search the MOSAIC archives at >>>>>>>>> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive >>>>>>>>>> >>>>>>>>> >>>>>>>>> >>>>>>>> ______________________________**_________________ >>>>>>>> Mosaic mailing list >>>>>>>> [email protected] >>>>>>>> To unsubscribe or modify your membership please go to >>>>>>>> http://literacyworkshop.org/**mailman/options/mosaic_** >>>>>>>> >>>>>>>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mos >>>>>>>> aic_literacyworkshop.org> >>>>>>>> >>>>>>>> Search the MOSAIC archives at >>>>>>>> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> >>>>>>>> >>>>>>>> >>>>>>>> ______________________________**_________________ >>>>>>> Mosaic mailing list >>>>>>> [email protected] >>>>>>> To unsubscribe or modify your membership please go to >>>>>>> http://literacyworkshop.org/**mailman/options/mosaic_** >>>>>>> >>>>>>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosa >>>>>>> ic_literacyworkshop.org> >>>>>>> >>>>>>> Search the MOSAIC archives at >>>>>>> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> >>>>>>> >>>>>>> >>>>>> "Quality is more important than quantity. One home run is much better >>>>>> than two doubles." ~Steve Jobs >>>>>> >>>>>> >>>>>> ______________________________**_________________ >>>>>> Mosaic mailing list >>>>>> [email protected] >>>>>> To unsubscribe or modify your membership please go to >>>>>> http://literacyworkshop.org/**mailman/options/mosaic_** >>>>>> >>>>>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosai >>>>>> c_literacyworkshop.org> >>>>>> >>>>>> Search the MOSAIC archives at >>>>>> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> >>>>>> >>>>>> >>>>> ______________________________**_________________ >>>>> Mosaic mailing list >>>>> [email protected] >>>>> To unsubscribe or modify your membership please go to >>>>> http://literacyworkshop.org/**mailman/options/mosaic_** >>>>> >>>>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic >>>>> _literacyworkshop.org> >>>>> >>>>> Search the MOSAIC archives at >>>>> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> >>>>> >>>>> >>>> "It's better to be a pirate than to join the Navy." ~Steve Jobs >>>> >>>> >>>> >>>> >>>> >>>> ______________________________**_________________ >>>> Mosaic mailing list >>>> [email protected] >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/**mailman/options/mosaic_** >>>> >>>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_ >>>> literacyworkshop.org> >>>> >>>> Search the MOSAIC archives at >>>> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> >>>> >>>> >>> _______________________________________________ >>> 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 >>> >> >> _______________________________________________ >> 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 >> > > > _______________________________________________ > 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 > _______________________________________________ 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
