Through myriad classroom vignettes, experienced educators David Hornsby
and Lorraine Wilson show just how phonics is taught and learned in
literacy-rich classrooms.
Teaching Phonics in Context debunks the myth that whole language
teachers do not teach phonics. Through myriad classroom vignettes,
experienced educators David Hornsby and Lorraine Wilson show just how
phonics is taught and learned in literacy-rich classrooms. Although
there is a need for the explicit teaching of phonics, the authors
believe the reading and writing of connected text takes priority; the
teaching and learning of phonics is always contained within, and
subordinate to, genuine literacy events; and children spend much more
time reading and writing (in which they learn to apply their phonic
knowledge) than they do in the actual study of sound-letter
relationships. The authors describe classrooms that shimmer and shine
with stories, read-alouds, writing, science, language play, singing,
rhyme, poetry, role-play, and laughter. Samples of young children's
writing are discussed, showing what the young child knows about writing,
and what the teacher might teach. Ideas are shared for reading,
interpreting, and enjoying picture books, as well as which specific
sound-letter relationships might be studied as a result of interacting
and engaging with particular titles. One of the chapters details ways of
working with rhymes, which engage children in listening to and
identifying rhyming words, identifying individual sounds, and
discovering sound-letter patterns. The authors outline the professional
knowledge necessary for teachers to be able to make informed,
independent decisions about teaching phonics in the context of authentic
literacy events. Valuable advice also is offered to teachers who have
ELL students in their classrooms.
