{"id":746,"date":"2012-10-13T02:09:38","date_gmt":"2012-10-13T02:09:38","guid":{"rendered":"http:\/\/52.200.218.39\/?p=746"},"modified":"2020-11-24T13:33:57","modified_gmt":"2020-11-24T13:33:57","slug":"guided-reading","status":"publish","type":"post","link":"http:\/\/52.200.218.39\/?p=746","title":{"rendered":"Guided Reading"},"content":{"rendered":"

Part-to-Whole Phonics<\/em> versus Whole-to-Part Phonics<\/em>
\nMaking Guided Reading<\/a> Work<\/h2>\n

Guiding Reading Manuals<\/strong><\/h3>\n

Many schools today are using Irene C. Fountas & Gay Su Pinnell’s Guided Reading<\/a> <\/em>program. \u00a0I purchased their method books in 2012, when I made this post:\u00a0Guided Reading: Good First Teaching for All Children<\/a> <\/em>and Word Maters: Teaching Phonics and Spelling in the Reading\/Writing Classroom<\/a>. <\/em>They are\u00a0published by Heinemann<\/a>.\u00a0\u00a0I studied them when I was public school teacher, but fortunately was never required to teach that method.<\/p>\n

A Review of The Fountas & Pinnell Phonics, Spelling, and Word Study System<\/a>.<\/p>\n

Although I personally feel that school districts requiring\u00a0Guided Reading<\/em>\u00a0instruction are not using the best approach to teaching reading and spelling, I also understand that teachers are required to use whatever method their district requires. In order to help those teachers, I will explain how that adding a few minutes of daily Blend Phonics<\/a><\/em> to their teaching can help them make sure that ALL their students learn the systematic, sequential phonics they need to be superior readers, accurate spellers, and competent writers. Blend Phonics<\/a> is now available in paperback. There is now a book of 62 Blend Phonics Lessons and Stories Available<\/a>.<\/p>\n

Letter to Lindenberg Board<\/a> (Saint Louis). Concerned parents present the School Board with a letter demanding that they switch from Guided Reading to Scientific Based reading instruction.<\/p>\n

Shared Reading and Trade Books<\/strong><\/h3>\n

I have no criticism of Shared Reading or the use of trade books. In fact, I very much enjoy reading them with my students. I am not opposed to decodable text, but do not consider them absolutely necessary. Many decodable texts offer little advantage over predictable text because they are loaded with pictures and sight-words that encourage whole-word guessing.\u00a0<\/strong>Once students have mastered Hazel Loring’s\u00a0Blend Phonics<\/a>,<\/em>\u00a0they will be fully ready to benefit from shared and independent reading of the rich children’s literature – without any need for strictly controlled vocabulary.\u00a0Students who are taught\u00a0Blend Phonics<\/em>\u00a0in their Guided Reading classroom, will score very high on their Running Records and standard reading assessments.<\/p>\n

Structured Phonics Versus Guided Reading<\/strong><\/h3>\n

David Liben explains clearly the differences between Guided Reading with Leveled Reading and Structured Phonics with Decodable Readers in his article, “Why a Structured Phonics Program is Effective<\/a>.”<\/p>\n

Requirements & Procedures\u00a0<\/strong><\/h3>\n

Nothing is required but a chalkboard, white-board, \u00a0overhead, or one of the new document cameras and a projector. I do NOT use phonics worksheets and other paraphernalia that are often associated with systematic, sequential phonics.\u00a0The procedures are very simple and easy to follow:<\/p>\n

I write the words on the board following the blend phonics procedure: b+a = ba, ba+t = bat. Directional guidance is built into the program. We teach letter names and the sounds the letters represent at the same time. Each words is used in an oral sentence to make sure the neural connections from sight to sound to meaning are secure, with the connections operating in reverse for composition. The students write all the words in a wide-lined spiral or sewn notebook. Pencil grip and letter formation (preferably cursive) is taught with great care. Each word is spelled orally after it has been written. I say the letter names as I write the words so the students learn to sound out, understand, and spell all the words.<\/p>\n

Note:<\/strong> The program is designed to be completed during the first four months of first grade. It can be taught to kindergarten in a year. It serves well for remediation for any age. It is perfect for RTI Tier II, and III for older students and Tier I for beginning students.<\/p>\n

Total Recall of Alphabet<\/strong><\/h3>\n

I cannot emphasize too much the importance of “total recall” of the alphabet. Here are some helpful materials I have developed to help teachers and parents teach Alphabet Fluency<\/a>. Students in kindergarten should be able to rapidly write the alphabet from memory in alphabetical order and identify the letters by name out of order.<\/p>\n

Phonovisual Charts<\/strong><\/h3>\n

For teaching the sound-to-symbol correspondences to automaticty, nothing beats the comprehensive\u00a0Phonovisual Charts<\/a>. They have a proven track record in American classrooms since their first publication in 1942. Although not absolutely necessary, they form a powerful adjunct to effective reading instruction with Blend Phonics<\/em>. I have published a Detailed Analysis<\/a> of the Phonovisual Charts and a YouTube Training Video<\/a>. You can read the 1960 Phonovisual Manual<\/a> from the Internet Archive Library.<\/p>\n

Recommendations for Parents\u00a0<\/strong><\/h3>\n

While this blog is basically addressing teachers and administrators who are required to implement\u00a0Guided Reading<\/em> instruction, parents can do much to assure that their children will learn to read well, even in unfortunate situations where Guided Reading <\/em>is not being supplemented with a strong systematic, sequential phonics program at school.<\/p>\n

1. Read to your children daily from the rich treasures of our English language.\u00a0To develop comprehension skills, let me recommend Dr. George Gonz\u00e1lez’\u00a0Totally Integrated Language Arts Program<\/a>. High level comprehension skills\u00a0can be developed even before<\/strong> the children are able to read by listening to stories\u00a0and discussion the stories using Dr. Gonz\u00e1lez\u00b4Eight Comprehension Powers.<\/p>\n

2. Make absolutely sure your children develop “total recall of the alphabet<\/a>.” They\u00a0should be able to identify the letters in upper and lower case print (and cursive)\u00a0write the letters in order fluently and legibly, and copy words effortlessly.<\/p>\n

3. I highly recommend that you take a few minutes everyday to teach your children\u00a0Hazel Loring’s 1980 Reading Made Easy with Blend Phonics for First Grade<\/a>. <\/em>Even\u00a0if the teacher at school is supplementing Guided Reading<\/em> with a good phonics program, Blend Phonics<\/em> taught at home will eliminate any possibility that your\u00a0child might slip through the cracks. Blend Phonics<\/em>\u00a0is so easy to teach that anyone can teach \u00a0it correctly the very first time without any formal training beside what is\u00a0offered in the Blend Phonics<\/em> pamphlet.<\/p>\n

4. \u00a0On July 3, 2014 I published a paperback edition Florence Akin’s 1913\u00a0Word Mastery: Phonics for the First Three Grades<\/a>. It is one of the most effective phonics programs ever published.<\/p>\n

5. \u00a0Be sure and teach your children good pencil grip and letter formation. If your school does not have a formal handwriting program (many do not), you can supplement with several commercial programs that are available. Good handwriting is the essential foundation for good reading and composition. My Shortcut to Manuscript<\/a> is an excellent program that is very easy to teach. My method has proven very successful with many students. Here is the Video for Shortcut to Manuscript<\/a>.<\/p>\n

\n","protected":false},"excerpt":{"rendered":"

Part-to-Whole Phonics versus Whole-to-Part Phonics Making Guided Reading Work Guiding Reading Manuals Many schools today are using Irene C. Fountas & Gay Su Pinnell’s Guided Reading program. \u00a0I purchased their method books in 2012, when I made this post:\u00a0Guided Reading: … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":""},"categories":[9],"tags":[],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p9vqf6-c2","jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":748,"url":"http:\/\/52.200.218.39\/?p=748","url_meta":{"origin":746,"position":0},"title":"Book Reviews","date":"March 29, 2012","format":false,"excerpt":"\u00a0 Introduction:\u00a0 Here I will be reviewing books that I have found valuable in my reading research. There will be choice excerpts that I consider of value. \u00a0Just click on the titles to purchase from Amazon. Review 1 Find the Vawol - Read the Rime - Learn to Read \u00a0The\u2026","rel":"","context":"In "Book Reviews"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":754,"url":"http:\/\/52.200.218.39\/?p=754","url_meta":{"origin":746,"position":1},"title":"No Guessing Zone","date":"February 13, 2012","format":false,"excerpt":"NO GUESSING ZONE The sign to the left is a gift from two of my tutoring students. I had taught them Mr. Potter's Secret of Reading, \"Look at all the Letters the right way, and no guessing.\" They came up with the sign. I would like to invite every first-grade\u2026","rel":"","context":"In "No Guessing Zone"","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blendphonics.org\/wp-content\/uploads\/2018\/05\/IMG_2540-e1527125032616-1024x1024.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":742,"url":"http:\/\/52.200.218.39\/?p=742","url_meta":{"origin":746,"position":2},"title":"Testimonials for Blend Phonics","date":"July 31, 2015","format":false,"excerpt":"Testimonials for Blend Phonics Over the years I have received literally hundreds of testimonials praising Hazel Loring's Blend Phonics. It never dawned on me to publish them to encourage others to teach the program. Unfortunately, I have not kept very many of them, but here are a few: \"I want\u2026","rel":"","context":"Similar post","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":740,"url":"http:\/\/52.200.218.39\/?p=740","url_meta":{"origin":746,"position":3},"title":"Blend Phonics with Cursive","date":"September 25, 2017","format":false,"excerpt":"\u00a0Blend Phonics with Cursive Here is a picture of a recent (September 2017) first grade Blend Phonics Lessons and Stories class. The first lesson includes short a words with all the consonants and u in qu. The picture shows the story, \"Sam, a cat.\" I am convinced from both theoretical\u2026","rel":"","context":"In "Handwriting"","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/52.200.218.39\/wp-content\/uploads\/2017\/09\/IMG_3488-300x225.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":752,"url":"http:\/\/52.200.218.39\/?p=752","url_meta":{"origin":746,"position":4},"title":"Handwriting Summit","date":"February 22, 2012","format":false,"excerpt":"On January 23, 2012 a Handwriting Summit\u00a0took place in Washington, DC. It is the firm belief of the www.blendphonics.org website that handwriting, cursive in particular, is an indispensable component of good phonics, spelling, and reading instruction. The decline in good, directed handwriting instruction is an unmitigated disaster for the school\u2026","rel":"","context":"In "Handwriting"","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/52.200.218.39\/wp-content\/uploads\/2012\/02\/IMG_1848-225x300-1.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":750,"url":"http:\/\/52.200.218.39\/?p=750","url_meta":{"origin":746,"position":5},"title":"Doctor Seuss: A Different Perspective","date":"March 2, 2012","format":false,"excerpt":"Today is Dr. Seuss Day\u00a0March 2, 2012. This is a picture of me with a copy of Dr. Seuss' famous The Cat in the Hat. I am afraid very few people know the true story \u00a0behind Dr. Seuss' books: their origin, purpose, and some unintended effects on literacy in America.\u2026","rel":"","context":"In "Dr. Seuss"","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/52.200.218.39\/wp-content\/uploads\/2012\/03\/IMG_1764-225x300-1.jpg?resize=350%2C200","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"http:\/\/52.200.218.39\/index.php?rest_route=\/wp\/v2\/posts\/746"}],"collection":[{"href":"http:\/\/52.200.218.39\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/52.200.218.39\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/52.200.218.39\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"http:\/\/52.200.218.39\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=746"}],"version-history":[{"count":10,"href":"http:\/\/52.200.218.39\/index.php?rest_route=\/wp\/v2\/posts\/746\/revisions"}],"predecessor-version":[{"id":1228,"href":"http:\/\/52.200.218.39\/index.php?rest_route=\/wp\/v2\/posts\/746\/revisions\/1228"}],"wp:attachment":[{"href":"http:\/\/52.200.218.39\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=746"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/52.200.218.39\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=746"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/52.200.218.39\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=746"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}