1. What does research say about the topic?
GJ: Research says that one type of phonics instruction is not more important than other types, but children need to know what we expect them to learn, why it is important, should be actively engaged, and they need to be instructed in more phonemic awareness. Instruction should be multifaceted and at multilevels.
JZ: Children need to develop phonemic awareness and sequential decoding and have regular opportunities to apply their phonic skills. JD: Research says the explicit and systematic phonics is the best way to teach phonics. I believe students have total engagement with explicit phonics. Teaching phonics in a systematic way only provides students with scope and sequence.
2. The National Research Panel differs in the way to teach phonics from the textbook and other sources. Which way do you support and why?
GJ: In ways I agree with both, but I would have to side with the textbook. All kids are different, and what doesn't work with one may work with another. I do believe kids need regular instruction in phonics and the opportunities to practice their phonics skills.
JZ: GJ'S response is very insightful and I agree.I am not sure of the differneces between the NRP and the text? JD: I believe we need utilize as many strategies as we can to teach phonics. Some children may respond to one method than another. We cannot limit our students to only one type of learning.
3. Evaluate your phonics programs at your school. What can you do to get it more in line with research?
GJ: We could look at implementing activities that are proven by research to help kids. Instead of worksheets all the time, we can do activities that actively engage the kids, and give them practice to develop the skill before moving on to other phonics skills.
JZ: Again I agree with GJ. I am really sold on the 4-Block activities and plan on implementing them more fully this year. I am glad that I no longer use a phonics workbook that was totally separate from teaching reading-I know now that was isolating and not good practice! JD: I believe our program is scientifically researched based. It contains explicit and systematic instruction. It also provides interventions for both ELL students those who are need more intensive instruction. Our program has taken some time to get used to but on the whole are students our improving.
Your questions
GJ:With so much different and sometimes contradicting research,how do you know which research to use, follow?
JZ: Could you please explain the difference between the NRP and the text on teaching phonics? JD: Which way do you support, The NRP or phonics from the textbook?
GJ: Research says that one type of phonics instruction is not more important than other types, but children need to know what we expect them to learn, why it is important, should be actively engaged, and they need to be instructed in more phonemic awareness. Instruction should be multifaceted and at multilevels.
JZ: Children need to develop phonemic awareness and sequential decoding and have regular opportunities to apply their phonic skills.
JD: Research says the explicit and systematic phonics is the best way to teach phonics. I believe students have total engagement with explicit phonics. Teaching phonics in a systematic way only provides students with scope and sequence.
2. The National Research Panel differs in the way to teach phonics from the textbook and other sources. Which way do you support and why?
GJ: In ways I agree with both, but I would have to side with the textbook. All kids are different, and what doesn't work with one may work with another. I do believe kids need regular instruction in phonics and the opportunities to practice their phonics skills.
JZ: GJ'S response is very insightful and I agree.I am not sure of the differneces between the NRP and the text?
JD: I believe we need utilize as many strategies as we can to teach phonics. Some children may respond to one method than another. We cannot limit our students to only one type of learning.
3. Evaluate your phonics programs at your school. What can you do to get it more in line with research?
GJ: We could look at implementing activities that are proven by research to help kids. Instead of worksheets all the time, we can do activities that actively engage the kids, and give them practice to develop the skill before moving on to other phonics skills.
JZ: Again I agree with GJ. I am really sold on the 4-Block activities and plan on implementing them more fully this year. I am glad that I no longer use a phonics workbook that was totally separate from teaching reading-I know now that was isolating and not good practice!
JD: I believe our program is scientifically researched based. It contains explicit and systematic instruction. It also provides interventions for both ELL students those who are need more intensive instruction. Our program has taken some time to get used to but on the whole are students our improving.
Your questions
GJ:With so much different and sometimes contradicting research,how do you know which research to use, follow?
JZ: Could you please explain the difference between the NRP and the text on teaching phonics?
JD: Which way do you support, The NRP or phonics from the textbook?