[MOSAIC] spelling lists

[Hayden_Jeanette]

I believe phonics is a "avalueable tool" in learning how to spell. SOME of the rules do stick when you are trying to spell words, like...i before e except after c. "Real Reading",  for me, means  comprehending and deeper understanding of the written message.

Over emphasis of phonics can create "word readers". These kiddos can decode words with ease, but have not a clue as to the meaning of what they have just read. I guess the term "mastered by most" is key. One size does not fit all.

J. Hayden
K-2
AK 


-----Original Message-----
From: mosaic-bounces at literacyworkshop.org on behalf of cathymillr at aol.com
Sent: Mon 9/24/2007 3:16 PM
To: mosaic at literacyworkshop.org
Subject: Re: [MOSAIC] spelling lists
 

I did not "get" phonics when I was learning to read...but I was a great reader anyway. I think that is why I don't see the point of insisting that all students learn through phonics. However, I have taught some students who needed the "rules" to learn to read. Keep in mind that it is a means to an end; it can be easily tested and mastered by most students. And then it is a valuable tool in learning to do "real" reading.



But comprehension is not easily taught or mastered... it is a process... and it is more challenging to teach...and?to measure. 



Cathy

K-5 

DE


-----Original Message-----
From: Bill Roberts <krober15 at tampabay.rr.com>
To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic at literacyworkshop.org>
Sent: Sun, 23 Sep 2007 1:15 pm
Subject: Re: [MOSAIC] spelling lists





> In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time,
> jwidmann at rocketmail.com writes:
>
> By the  way, I hate phonics. Could that be because that is not how I was
> taught? Or  maybe because I moved ten times in six years and each school 
> district
> did  something different? Or maybe because it feels  inauthentic?
>

Phonics is no different than any other skill.  The problem is some people 
don't stop and think about when and where teaching these skills are 
appropriate or no longer needed.  Phonics is great for K-3 for children 
learning to recognize words and word sounds, but once they've learned it, 
there's no need to beat a dead horse.  Same can be said  for just about 
anything:

AR is great for a kid who doesn't read because it makes the kid read....once 
he or she finds an author or genre they enjoy, they should be left to 
discover for themselves the fun in reading....not forced to read for points. 
I'm teaching mostly advanced classes this year, but too many of them think 
reading is only about points.  That's not a fault of the program, but a 
fault of the teaching.

Fluency is important for someone who reads one word at a time because it 
teaches them to group words in patterns that make sense, once a child "gets 
it" there's no need to pound in their heads, but many teachers confuse the 
act with the skill.  Too many teachers think fluency is about speed or AR is 
about points.  They are about helping kids.

The same thing happens with the reading strategies.  Some teach, for 
example, "visualization" and will spend a few lessons on the concept, but 
that isn't teaching for visualization.  Many teachers think that if they 
give the idea to the kids, the kids will asorb it somehow.  That's that 
"empty vessel waiting to be filled" philosophy that has permeated education 
since the dawn of time....that's one of the few pluses of state tests and 
collecting data....you can gear instruction for individual needs and 
weaknesses; if you truly teach a strategy, then it will become second 
nature.

The teaching materials / lessons / programs / etc. are only as good as the 
teacher....

Bill



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