Module 3: Activity 2

What do you think of this? What do such activities and cracking the code contribute to proficient reading? What else might a reader need to become proficient? Record your thoughts in a blog posting. Name this posting "Module 3: Activity 2."

(In my undergrad work I was certified only grades 2-6 so I have found that early phonics instruction has been completed by the time the students reach my classroom.)

In my school I am very comfortable with the phonics program Words Their Way.  When working with the students I do not use nonsense words.  I think that when giving children nonsense words you are asking them to use phonics rules that do not always work for every instance.  I also think that using nonsense words only allows children to practice learning words in isolation.  Learning words and phonic instruction is so that children will eventually be able to apply this to their reading. Although I do think phonics instruction is important I am finding that during the week I give my students 15 words and they do not know what they mean.  How are students supposed to be able to identify and use these words when they are unsure of their meaning.  Giving students nonsense words will only confuse them and make them search for a similar word or a meaning that is untrue.  I believe that in order from a reader to become proficient it is important to build a strong vocabulary from a young age.  I also think that exposing children to books about any and every thing will help them get a better grasp on all different genres and subject. 

            I do no understand why there is so much emphasis on phonics instruction.  I believe that the best way students learn how to read words is through reading.  These students are able to read a book and use context clues to figure out words.  I think that making students read aloud different nonsense words is confusing and only relevant when having students read aloud words in isolation. Read! Read! READ!