In class we discussed the continuum in Carolyn's article on page 688 that shows the developmentally appropriate way to teach phonological awareness to emergent readers (Pufpaff). At my school our entire reading program is based around 3-4 consonants, and a vowel sound each week. The simplicity helps me to plan, and the lessons in the curriculum guide are convenient as a back up, but my students are not inspired to read more because of it. Their sight word fluency, and word-solving strategies have improved, but I credit that to the new morning message plus I am using the incorporate sight words, and the word solving strategy animals I use to teach them what to do if they do not know a word. As a critical, reflective educator who recognizes something is wrong with the reading curriculum, I believe that the Developmental Sequence on page 688 (Pufpaff). In looking at the mission statement of Houghtin Mifflin it clearly states the following:
In terms of culturally-responsive practice to help struggling readers with phonological awareness, in a manner that is developmentally appropriate, their mission statement does not match their product. Basal readers do not foster curiosity, passion, or improve learning around the world in the manner that more engaging books could. My question to other educators is, what can we do if our school has adopted such a curriculum? How can we incorporate more meaningful text not just into whole group discussions, but into guided reading, so that the students remember reading as enjoyable, inspiring, and interesting?
Laura, I don't know the Houghton-Mifflin curricula that well, however, most are developed following current research. Sometimes schools, because of budgetary restraints, are unable to use the most current editions of the reading series. You could try to find out if that is the case with your school. It won't help for this year, but maybe you could give input into what they should use in the future. I know at the school where I taught first grade, the reading specialist knew that we had older books and she was willing to use some of her funding to purchase supplementary materials for us to use for phonics or other instruction. That's something you could look into. Perhaps other teachers would agree with you and follow your lead.
ReplyDeleteOne thing that may be confusing is the sequence for PA skills and the sequence most publishers use for phonics instruction (teaching both letter and sound together). Phonics instruction usually teaches consonants and vowels in a sequence based on frequency of usage. That's what you might be seeing in the order of introduction of letters in your curriculum. What students can do with those letters and sounds will still follow the sequence of the PA skills. However, the PA sequence doesn't give the order for introduction of letters.
I know that most publishers make a great effort to include engaging literature in their programs that work to emphasize the PA and Phonics, comprehension, and vocabulary skills and strategies they want to teach each week. Because of all the work that goes into a curriculum, it is really hard for a teacher to jump out on his/her own and go without one. If you have the freedom at your school to pick and choose your own literature, you could use their PA and Phonics instruction and use other literature for vocabulary and practice in comprehension skills. However, that may still be an overwhelming task. So just adding on additional read-alouds, picture books, or leveled readers that are interesting to you and your students is a good way to go. You may be able to tie these other texts to social studies or science lessons. The exciting thing is that literacy ties in to everything!
I love the way you've implemented the morning message and other strategies on your own to improve what your students are getting. Every student needs a teacher who is so willing to look critically at the instruction and take steps to improve it. Kudos to you!