Chapter 5 - How to best crack the code

I enjoyed reading chapter 5, and I found it full of useful information and resources.  I took the time to check out some of the online resources and found some to be more useful than others.  The gamegoo one will be good for literacy centers.  I also will be copying and using some of information from the figures and information boxes in the chapter.  Specifically the resources for using Elkonian boxes (fig. 5.2, p. 152), the list of 37 rimes (fig. 5.3, p. 159) and the example of a word focus wall on p. 144.  This is turning out to be a useful text with resources and information that I can directly apply to my first grade teaching.

I fully agree with the integrated approach to teaching reading and writing.  The book provides lots of examples of literacy activities for young readers.  The examples are ones that appeal to young learners.  One that I like is using word sorts to teach spelling (p. 173).  These sorts are provided in Words Their Way, a text I used for another class.  It is also on this course's list of recommended reading.  Once I have finished all of my beginning reading assessments, I am looking forward to using these word and picture sorts with my students during guided reading time.

As I was searching the JHU education library database, I came across an interesting article in The American Prospect by Lisa Guernsey that addressed the debate over direct instruction versus child-directed instruction. Here's the link:

http://proquest.umi.com.proxy1.library.jhu.edu/pqdweb?did=2066286781&Fmt=3&clientId=5241&RQT=309&VName=PQD

 

This article talks about the current practice in some low performing, inner city schools of using more teacher-directed instruction to teach phonemic awareness.  The author of the article suggests that some of these direct instruction programs take away from children learning in more self-directed ways.  Vygotsky's social learning theory is mentioned when the author talks about letting children play make believe.  Studies have suggested that children who get opportunities to play in this manner are more successful when it comes to reading because: 

 

"make-believe play may foster other foundational skills, too, like symbolic understanding. By pretending to punch numbers on a cash register, for example, a child is symbolizing what a cashier does. This ability to comprehend and manipulate symbols is a skill that should serve her well, since letters symbolize sounds, and words symbolize objects or actions or ideas. Several recent books Children's Play: The Roots of Reading; Play=Learning·, and A Mandate for Playful Learning in Preschool- make that case."

 

I love the idea of allowing children to "play" at learning.  In teaching reading, the text gives numerous ideas for songs, and word "games" that students can "play" to enhance phonemic awareness, phonics and spelling.  The Guernsey article reinforces my belief that learning should be fun, and that students can learn a lot from each other.  I see my role in the classroom as the teacher that provides varied literacy activities that my students find engaging and enjoyable.  If I can make learning like play, then my students get to see learning as fun, and I get to see them enhance their skills to crack the alphabetic code. 

 

Sources:

 

Bear, D.R., Invernizzi, M., Templeton, S., Johnson, F. (2004).  Words their way:  Word study for    

     phonics, vocabulary, and spelling instruction.  Columbus, OH: Pearson.

 

Tompkins, G.E. (2010).  Literacy for the 21st century:  A balanced approach (5th ed.).  Boston, MA:

     Pearson.