Phonics, Sight Words, and Student Success

Phonics, Sight Words, and Student Success

Approximately 70 to 85 percent of English words are phonetically regular. With the present emphasis on phonics, students will sometimes struggle in vain to sound out a particular word. As parents and teachers, we need to consider the possibility that the word is not phonetically regular or the student has not mastered the phonetic rule(s) that apply to the particular word. Students can be successful learners if we either teach the word as a sight word (until we have the opportunity to teach the skill), OR grab that teachable moment and teach the skill.

When we eliminate the fear of failure, we increase the joy of reading.

Learn more about the Teachable Moment

Is How to Teach Reading a Mystery?

Reading Proficiency in the U.S. 2015

Is How to Teach Reading a Mystery?

Notes from Jacquie: It was my intention to write a post about the state of reading in the U.S. Topics, would of course, include Department of Education requirements and the complex strand of ever-changing jargon, regulations, curriculum, assessments, and funding structures that  lead ultimately to the classroom. In otherwords I was writing myself into a quagmire of detail.

Instead, I will say thank you to the many hard-working teachers who are doing their best to teach  in spite of constraints placed on their efforts. 

Reading Proficiency 2015

The state of reading in the U.S. speaks for itself. The National Report Card tells us the vast majority of our students are not reading at grade level. More detailed information can be found at National Report Card website.

This blog and the Reading Company Bookshelf will continue to highlight successful instruction, the heroes of education,  and books that support reading in a wide-range of curriculum areas.

Process, Content, and Feelings Influence Lesson Success

Process, Content and Feelings are in each lesson: Plan for Success

Every lesson contains three components, each of which has influence on success: process, content, and feeling.

• Process Defines the Method of Teaching. 

Group instruction, often a favorite, is most often successful when students are learning the same standard. To require a student to sit through instruction of material he or she has mastered OR material that is far too difficult, not only defeats the purpose of instruction but causes students to lose interest. The opportunity to learn may be unintentionally eliminated with the selection of ta particular lesson process.

Precision teaching, multi-sensory learning, scaffolding, and cooperative learning are examples of additional structures available. Each strategy can work with any curriculum. A list of process options to consider can be found at the end of this post. Other resources can be found listed on this blog.

• Content Defines What is Taught. 

It is important to sequence each lesson in such a way that students are exposed to both previously learned material and the new content simultaneously.   Each student should have his or her own entry point into the curriculum and move at his or her own pace in order to offer a  frustration free experience.

• Feeling is Perhaps the Most Important Component of each Lesson. 

While the reactions to the learning environment may vary among students, it is important for the instructor to be aware of the feeling tone of the class. Adjusting the content, presentation, adding humor, or additional positive reinforcement goes a long way toward maintaining a warm, inviting environment.

• Feelings are attached to every learning event and have a direct impact on the assimilation and retention of information. For example, if a teacher yells or belittles students when teaching the digraph th, chances are the student will not remember the digraph th, but will remember the teacher. The student may be less receptive to further teaching of the digraph th and, depending on the degree of the negative impact, reading in general.

• When learning is fun and tension free, information is more easily assimilated. If a student demonstrates difficulty learning a concept, and the teacher is allowed to take the time to teach another way, the student no longer fears failure.
Excerpts from Rhoades to Reading  and Simple Cooperation in the Classroom

Thank you Cindy Kreeger for editing this article.

Ants in Space

The talents of educator and author. G. J. Griffiths meet once again in the fantasy si-fi children’s book Ants in Space. When playing in the garden Laura and her sister Eva discover the world of alien ants who take them through an exciting space adventure in their miniaturized world. 

The enriched content is filled with an introduction to both scientific concepts and unique ways of meeting the challenges of cultural differences.

The story and reading level is a best fit for ages eight and above. However, the illustrations are geared toward younger children. This inongruence may lessen the enthusiasm of older children.

As a bonus, Mr. Griffiths provides oral reading suggestions to parents and teachers to heighten interest of younger readers.

Five stars for the quality of writing and excellent illustrations.

G. J. Griffiths" Author Page