1. The document summarizes key things the author learned from an article activity. The author learned that teaching words as pictures rather than focusing on letter sounds does not help students learn patterns in English. The author also learned that good phonics instruction is brief and should be followed by reading practice. Finally, the author learned that rules have many exceptions and patterns are better to focus on when teaching phonics.
2. The document also notes two things the author found helpful from the activity. An analogy comparing learning to read to learning baseball was effective. The author also felt the activity highlighted that students can see reading as just worksheets rather than scaffolded learning.
3. The author questions whether standardized tests appropriately test students in
1. The document summarizes key things the author learned from an article activity. The author learned that teaching words as pictures rather than focusing on letter sounds does not help students learn patterns in English. The author also learned that good phonics instruction is brief and should be followed by reading practice. Finally, the author learned that rules have many exceptions and patterns are better to focus on when teaching phonics.
2. The document also notes two things the author found helpful from the activity. An analogy comparing learning to read to learning baseball was effective. The author also felt the activity highlighted that students can see reading as just worksheets rather than scaffolded learning.
3. The author questions whether standardized tests appropriately test students in
1. The document summarizes key things the author learned from an article activity. The author learned that teaching words as pictures rather than focusing on letter sounds does not help students learn patterns in English. The author also learned that good phonics instruction is brief and should be followed by reading practice. Finally, the author learned that rules have many exceptions and patterns are better to focus on when teaching phonics.
2. The document also notes two things the author found helpful from the activity. An analogy comparing learning to read to learning baseball was effective. The author also felt the activity highlighted that students can see reading as just worksheets rather than scaffolded learning.
3. The author questions whether standardized tests appropriately test students in
1. The document summarizes key things the author learned from an article activity. The author learned that teaching words as pictures rather than focusing on letter sounds does not help students learn patterns in English. The author also learned that good phonics instruction is brief and should be followed by reading practice. Finally, the author learned that rules have many exceptions and patterns are better to focus on when teaching phonics.
2. The document also notes two things the author found helpful from the activity. An analogy comparing learning to read to learning baseball was effective. The author also felt the activity highlighted that students can see reading as just worksheets rather than scaffolded learning.
3. The author questions whether standardized tests appropriately test students in
1. I did not consider how teaching words as logographs are not helpful for students when learning alphabetic sounds. This follows that idea that students can read stories but in actuality they may just be reciting. If we have a student see a word as a logograph or a picture, this does not build patterns or rules for students and especially confuses them with the exceptions that fill the English language. 2. I learned that good phonics instruction is over relatively quickly. While learning about phonics, I imagine it as this long drawn out process that spans over years of worksheets and tests. But in actuality, it should be a much shorter process because after that phonics instruction, teachers should be able to scaffold their students into whole reading and practicing that instruction. 3. Rules are not completely helpful for students. If we teach rules, then we have to teach all the exceptions and that is just asking students to memorize words and then get confused by them. Instead, we should be teaching patterns. For me, I thought they were the same but actually, they are very different. In teaching patterns, we focus on reading words instead of finding rules. When we are learning about phonics in this class, it is easier for us to see the rule and then the examples and non-examples because we are familiar with words. But for students who are still learning, going straight to the rules without context is just completely lost instruction. Two Things I Found Helpful: 1. The analogy to baseball was very helpful. Before teaching letter-sound instruction, we have to make sure the student understands what reading is and how this new instruction is helpful towards that. Having it as a baseball analogy of someone who may have never seen a game is beneficial because it reminds me that we should be transparent with students and understand that concepts need to be explicitly stated at times. 2. Students can see reading as filling out worksheets. Many students get caught up and bogged down with reading especially in middle school. I think that this overindulging in worksheets is causing students to consider learning and reading as independent work when it should have scaffolding and cooperative learning. One Question/Comment I Have: 1. Does PARCC and other standardized tests test students at these early stages like emergent and letter-alphabetic? If so, how can they when there is such a range because of the fast-paced learning environment at these levels?