Laurel Helm
Edok #1
Fall 2012
Jeanie Cozens
Morrow, L & Tracey, D. (1997). Strategies used for phonics instruction in early childhood classrooms. The Reading Teacher, 50.8, 644-651.
CENTRAL THEME:
After observations were made in classrooms with phonics being used in early childhood, a change was made in the instruction used between preschool and kindergarten and first and second grades.
MAIN IDEAS:
1. Teachers in grades kindergarten through second grade generally used a more structured approach to teaching phonics. They used a lot of worksheets and traditional methods of teaching phonics. The teachers that were observed in the early childhood classrooms took a more spontaneous approach to teaching phonics. They used opportunities as they came in the classroom and tried to make their lessons more fun.
2. Teachers in the early childhood classroom said they taught phonics to help their students speak correctly, teach them the right letter-sound relationships, and help the non-English speakers. Kindergarten, first, and second grade teachers reported that they taught phonics because it was part of the curriculum, it was required for their reading program, and because it was on standardized tests.
3. On explanation for why instruction changes when students enter kindergarten is because teachers at that level and beyond have more guidelines they have to follow. They have more tests that students have to take and prepare them for. Preschool teachers can use more spontaneous experiences because they are encouraged to use more contextual learning for younger children.
4. Another finding in the study was that preschool teachers reported they didn’t teach phonics often when in fact they did. It could be that preschool teachers think of teaching phonics through worksheets as the upper grades do.
AUTHOR’S CONCLUSION:
There is a strong foundation in letter-sound relationships is important for students reading and writing development. It is important that teachers make an effort to examine the strategies they use for teaching phonics. It is also important for whoever is in charge of developing the programs for schools to take time in the area of phonics.
EVALUATION:
I found this article to be very interesting. It shows what I believe, that instruction that is more authentic and fun is more interesting for students and they learn better. I know that I will study the phonics program that I am supposed to use before I try to teach it. It is important to know what I am teaching my students. It is also important to see what works for my students. It might be possible that some parts of the phonics instruction will have to be tweaked for some students. It is important for teachers to know how they can make change things for their students to best reach their students.
Edok #1
Fall 2012
Jeanie Cozens
Morrow, L & Tracey, D. (1997). Strategies used for phonics instruction in early childhood classrooms. The Reading Teacher, 50.8, 644-651.
CENTRAL THEME:
After observations were made in classrooms with phonics being used in early childhood, a change was made in the instruction used between preschool and kindergarten and first and second grades.
MAIN IDEAS:
1. Teachers in grades kindergarten through second grade generally used a more structured approach to teaching phonics. They used a lot of worksheets and traditional methods of teaching phonics. The teachers that were observed in the early childhood classrooms took a more spontaneous approach to teaching phonics. They used opportunities as they came in the classroom and tried to make their lessons more fun.
2. Teachers in the early childhood classroom said they taught phonics to help their students speak correctly, teach them the right letter-sound relationships, and help the non-English speakers. Kindergarten, first, and second grade teachers reported that they taught phonics because it was part of the curriculum, it was required for their reading program, and because it was on standardized tests.
3. On explanation for why instruction changes when students enter kindergarten is because teachers at that level and beyond have more guidelines they have to follow. They have more tests that students have to take and prepare them for. Preschool teachers can use more spontaneous experiences because they are encouraged to use more contextual learning for younger children.
4. Another finding in the study was that preschool teachers reported they didn’t teach phonics often when in fact they did. It could be that preschool teachers think of teaching phonics through worksheets as the upper grades do.
AUTHOR’S CONCLUSION:
There is a strong foundation in letter-sound relationships is important for students reading and writing development. It is important that teachers make an effort to examine the strategies they use for teaching phonics. It is also important for whoever is in charge of developing the programs for schools to take time in the area of phonics.
EVALUATION:
I found this article to be very interesting. It shows what I believe, that instruction that is more authentic and fun is more interesting for students and they learn better. I know that I will study the phonics program that I am supposed to use before I try to teach it. It is important to know what I am teaching my students. It is also important to see what works for my students. It might be possible that some parts of the phonics instruction will have to be tweaked for some students. It is important for teachers to know how they can make change things for their students to best reach their students.