Module 5: Reading Reflection

Where does phonics instruction fit within a comprehensive literacy program? When and how would you teach phonics?

My interpretation of phonics instruction in a comprehensive literacy program is that phonics is NOT its own subject. Rather, phonics is intertwined within the programs different aspects such as the read aloud, guided reading, individual reading and writing conferences, write a loud, etc. There was a lot on emphasis on the fact that phonics should not be taught separately but rather incorporated within these different areas. This makes sense with a sociolinguistic approach because meaning is where teaching reading begins, not with phonics instruction. Phonics instruction comes after students are familiar with the text and can see and hear the changes in sounds and letter formation. Last year I did a lot of individual reading and writing conferences. This was where most of my phonics instruction took place because I was able to really focus on my student’s individual needs. This brings me to another point when teaching phonics that not all students need the same instruction. Therefore how is it beneficial to teach phonics individually when not all students may be struggling in that particular area? I think the best time to teach phonics is within small groups and during individual conferences. This way you can have familiar text and also be able to pinpoint particular skills and strategies to work on.