CHARLES BEAMS spoke of The Real Story 2 to DAN TRIPLETT on 08-26-96
CB>Responding to a message by Dan, to Charles on ...
CB>DT>CB>-Many do not teach children the phonetic patterns and rules of
CB>DT>CB>the  English Language.  Some teachers do not even teach
CB>DT>CB>spelling." ==================
CB>DT>Yes we do...
CB>That seems to be much of the debate, doesn't it?  The research I
CB>found  suggests that many teachers using whole language do not
CB>formally teach  phonics skills and word attack skills.  The fact that
CB>there are also  many who *do* teach those skills does not deny that
CB>there are many who  don't.
I must admit that I am beginning to see this picture as well.  In the 
recent workshop I attended I learned that (many? some?) teachers of 
whole language considered traditional methods (including phonics) were 
not part of the whole language philosophy.  However, this was a whole 
language workshop and they too (Whole language theorists) stress the 
importance of using phonics and word attack skills.
CB>DT>I am not saying all work sheets are bad...in fact some are 
CB>DT>very good.  But in general (I mean if work sheets are a primary
CB>DT>part of  the classroom curriculum) they are not skill developing
CB>DT>tools.   Busy work yes, skill development -- no.  At best they can
CB>DT>facilitate the  learning objectives of lesson.  But the draw a
CB>DT>line from the letter to  the picture that matches is pointless.
CB>DT>I'd be happy to elaborate if  someone wants to hear why I believe
CB>DT>this.
CB>I am interested.  Please elaborate.
I think that work sheets tend to isolate specific skills and provide an 
artificial experience.  I am coming from an early childhood perspective 
which I consider pre-school to second-grade.  Children learn better 
through experiences that are meaningful.  I think that a chapter in a 
whole-language textbook could be written on this subject but I will try 
to write much less than that.  Keep in mind this is my perspective and I 
am not saying that teacher who use work sheets are bad teachers in any 
way.  I do think that many early childhood experts would agree with most 
of what I am saying.  After all, it is from the *many* readings on whole-
language that my beliefs have been formed (experience has reinforced 
these beliefs).
If I want to teach spelling I can provide a list of spelling words, 
test, study, and then retest.  I was taught in college that this is the 
best way to teach spelling.  But children who score well on spelling 
tests don't always spell correctly on written work.  This leaves me with 
the question of "where to go from here?"  However if I want to teach the 
long or shout vowel sounds, consonant digraphs.  We could read a story 
such as *Where* *The* *Wild* *Things* *Are*  by Marice Sendack and use 
it for phonics and word studies.  This sort of activity is far more 
meaningful and lasting than a spelling test. (I equate this with a work 
sheet)
Let's suppose I want a child to learn first letter/beginning sound 
associations.  A associations with a column of letters and another 
column of pictures where the child has to draw a line from correct 
letter to corresponding picture could be used.  However, if the child is 
able to complete this corresponding then he/she already knows the first 
letter sounds (bunny= /b/; apple= /a/).  What is the point of going on?  
Children who don't understand this concept yet will draw lines from a 
letter to a picture with no understanding of what they are doing.  They 
have learned nothing.  But I can read a book that has many b words where 
each time the child sees me point to the word beginning with /b/ they 
would hear the sound.  I teach sounds this way (as well as other ways) 
and children do pick up sound/symbol relationships this way.  They can 
also transfer this knowledge to other letters.  I can also have children 
"practice" this knowledge on the computer where they can play an 
interactive game matching letter to pictures.  They get immediate 
feedback and letters and pictures change so they get more variety.  
Rhymes and poems and choral chanting help children develop a sense of 
beginning sounds.  We also have times where I sneak in direct teaching 
throughout the day and we discuss beginning sounds.  I have a mystery 
box and the children have to guess what is inside.  One clue I give them 
is the beginning sound or the first letter of the object.  We do games 
with classmates' names and match first letter names.  We play games 
where we find other objects in the room that have the same beginning 
sound as Billy (ball, blue crayon, board, box, boys, and on as long as 
they can go).  I write this list on the white board and when we are 
through listing I point to each word and we say them together.  Many of 
the activities I do in this way are transitional and only take 5 minutes 
or so.  I do activities like this throughout the day, week, and year 
teaching and reinforcing concepts.  There is more but I think you get 
the idea.  I have kids that are reading at the end of the school year 
and nearly all the children can recognize the written names of all their 
classmates as well as words like: stop, go, yes, no, mom, dad, Mr. 
Triplett, kiss, love, cat, dog, frog....
ok...Im done now...  
CMPQwk 1.42 445p
... "I'm just very selective about the reality I accept." - Calvin
* ++++++  *
     _   /|    ACK!
     \'o.O'   /
     =(__)+
       U
 
--- WILDMAIL!/WC v4.12 
---------------