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Share your reflection here

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Connections between text and life/other learning: It was really interesting to me to read about the phonics curriculum after having used the recorded videos to teach it last year.

Concepts - Key ideas worth holding on to:It is important to keep students engaged in their learning (rather than only using worksheets. It is important that students do not simply learn rote skills, but that evidence of their learning shows up in their reading and writing.

Changes in attitudes suggested by text: In order for phonics to be useful, phonics must be transferred. The goal is not for phonics to be learned in isolation, but rather to show up in a student's ability to read and write.

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Questions to answer:
How does phonological awareness support phonics development? If I were talking to a parent of a kindergartner, I would explain that Phonological awareness is when your child begins to realize that different sounds make up a word. i.e. "Oh, so there are different sounds in this word!". Phonics is a way of teaching where kids begin to learn the partnership between the symbols (the letters) and the sounds they make. i.e. a 'i' makes the 'i', and a t makes the sound t. When these letters are placed next to one another, their sounds make up a word which has meaning. Phonological Awareness supports phonics development by allowing a child to differences in words, as different words have different meanings.

Why is it important to teach phonological awareness alongside of phonics both both phonological awareness and phonics are tools for students to use when writing words and decoding words when reading.

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How do I incorporate phonological awareness into my teaching? I have historically used the Michael Heggarty program for 5-10 minutes a day. Last year with the different learning scenarios and new curriculum, I did not use the Heggarty program. I now see that it is a valuable time spent.

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The Scope and Sequence of Phonics Instruction in Making Friends with Letters:

My biggest take-aways are that it is important for a student to be able to hear and say all the syllables.When they are writing, it doesn't matter if they write the correct letter or letters for each syllable, but more important that there is some representation for each sound they hear. I didn't know it didn't even have to be a letter, it might be another symbol.

My questions are:
When using names to teach syllables, how does this translate into using names to identify sounds when names often have irregular spellings? Also how do you use names to teach sounds when a name might have a letter that is pronounced  differently in another language? For example, if a child's name is Juan, would I teach him to identify phonemes that begin with the 'w' sound?

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Making Friends with Letters video:
What do you notice about teaching?
Purpose is stated. Phonics will help with reading and writing.
Materials needed are presented letters, names.
Activity of introducing self and sharing 2 things you like is explained and an example is used. I love how Erin demonstrates the whispering and shouting of the name. The teacher is very emotive and you can tell she is excited to teach this lesson. Kids will pick up on this.

What do you notice when thinking about this through a student lens?
Excitement created for the student. Purpose is stated.
Active age appropriate engagement. The example will help students know what to do. Telling about self will help students feel special. Kindergartners will also feel special when they see their picture on the name chart. They will love Mabel!

What do you notice is the same or different between a phonics lesson and a reading/writing workshop lesson?
The verbiage is the same...."today I want to teach you" states the purpose. There is a mini lesson and an activity like reading and writing workshop. Teaching, active engagement and share are also the same. Rug time is different then going off to read or write because you want the students close to the teacher, but it is still active engagement.

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What do you see yourself doing during Rug Time?
I see myself listening in, circulating and coaching students. I might help by sharing examples.

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Name Baggie

Kindergarten students can point to the letters in their names. Grownups, you will cut out the letters of your kindergartener’s name. For example, if your kindergartener is named Erin, cut out 4 letters- an E, R, I, and N. Then, put the letters in a Ziploc baggie. Last, write the first name on the baggie with a Sharpie. When finished, please put the sealed Ziploc baggie in the bucket on the table. There is a name baggie for “Mabel” on the table as an example.

My question to my teammates is, "do we plan to do this on orientation day?" If yes, we will need to print out the alphabet papers to provide to parents, along with scissors, marker and baggies.

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Connect, Extend,Challenge
I feel fortunate that we had the phonics videos last year before beginning this phonics cohort. The videos and teacher modeling gave me a frame of reference and made it easier for me to understand the concepts and the structure of the phonics workshop.

Some of the new ideas I learned were great examples of how to actively engage students. It will be so nice this year to be able to have students do partner work with one another.

Some of the questions I am thinking about are how we will be using all of the materials that we began to put together before the pandemic. I am sure we will learn more in the upcoming modules and I look forward to that!