This is a GREAT assignment. Don't get the wrong picture. What we have to consider is the POINT of using the activity. And we have to consider the little people, the audience. /ed/ does say three sounds. And there is a reason. There are rules. All kinds of them. And all kinds of oddballs that don't follow rules. (Should I dress as an oddball for Halloween? Oh - I'd look like myself. Nevermind.) Teaching and Leaving Breadcrumbs:Gretchen Bernabei knows the importance of leaving breadcrumbs. So did Hansel and Gretel. But like Hansel and Gretel - we have to use something more permanent than bread. The cues have to remain so learners can use the ideas when we aren't there anymore. Here's a story to explain. I had a hard time with Algebra. Dutifully, I took notes. Wrote down all the teacher had chalked onto the dark green board at the front of the room. I could do a problem or two of the even numbers while I was in class. But when I got home, my notes were no help. I could no longer remember, hear, or see what had happened between the lines in the notes. And I didn't really understand what was happening on the lines in the notes. The instruction on the process was gone. And I was lost. There were no breadcrumbs for me to follow. And I couldn't look up the answers because only the odd ones had the answers in the back of the book. And I still wouldn't know how to get there. Many times, we are teaching the WHAT. But we leave out the why and the how. Teaching the Why and How: Point One about Phonics RulesA group of English I one experts helped draft an example of how they will help students with inferences, text evidence, and writing. The heart is our brainstorming for WHY we are teaching the lesson and WHY students should care. The details/means/matters chart is the WHAT, the answers for ELAR. The arrows below are the brainstorming for future questions and bullet items that will go on the anchor charts and modeling books. The reason that we knew to do this is that all of us were working with targeted students - observing them during the activity. We asked four questions:
H, the kid I was working with was having no trouble in reading the text or understanding it. But he was struggling about how to tell where his ideas went - "Does this go in the means or matters box?" In the video at the end, I'll ineloquently. and in terrible handwriting, model the same kind of thing for the phonics lesson on /ed/ sounds. I'll post the video later...still rendering. Back to /ed/ Phonics ExampleSo, when teaching phonics lessons, the student I was working with struggled with how we discern the patterns in the words. They could divide the words into the right columns by sound - but they didn't know WHY the words HAD those sounds. So let's stop and think here for a moment...The student was successful with the phonics activity sort because they already knew how to say the words. Isn't the point of phonics to be able to decode the words? Erm...yes. The point of this activity is to help with critical thinking and analysis - to infer the pattern or rules that govern the sounds. It's not really phonics anymore. And...I was wrong about my hypothesis in the video. In looking at the sounds and letter patterns, I tried consonant and vowel patterns, short vs long patterns, and consonant pair patterns. Turns out that the rule is even more/less nuanced. The /ed/ says /t/ when the word is a verb that ends in consonant that has an unvoiced sound. See here for a more detailed explanation. Playing Out the Rule in Context: Point TwoSo let's imagine a kid is reading some words they don't know. Let's say it is even a list and not really reading a real book. twisted wished asked banged pressed Here's what they'd have to think: 1. Take off the ed. 2. Is the word a verb? Yes 3. Is the last sound of the verb an unvoiced sound? Yes - Say /t/ for the /ed/ sound 4. Is the last sound of the verb voiced? Yes - Say /d/ for the /ed/ sound 5. Is the last sound of the verb a d or a t? Yes - Say /ed/ or /id/ for the /ed/ sound. (Depending on your dialect, you say /id/ or /ed/. As if that's not already confusing enough.) And really. Is that sequence of thinking and questioning what we want kids to do when they are reading words or anything else? Did you even know or realize the three sounds and the rules that govern them? Did your teacher ever tell you that? Did you remember the rules if you did learn it at some point? No. If you did - you are a linguist. A scientist for language. 2nd Graders aren't Linguists |
Is there value in understanding patterns? Yes. But it's not singularly about reading words and comprehending.
Is there value in understanding and knowing rules. Yes. On the playground for most of them.
But when we are reading words like "wish," we are reading them in sentences and stories to make and use ideas. If the word is "wished," a kid is going to know that the text is probably a fairy tale from the context and genre characteristics. If they say /wishid/, then they are having a vocabulary problem not a phonics problem. And who cares if they say /wisht/ or /wishd/? The way the sounds come out in the mouth, the right thing will probably happen because of physiology or dialect. NOT because the kid knows the word ends in an unvoiced pattern.
Y'all. We need to really examine the purpose of our lessons: HOW we teach them and the impact of our actions.
Making /ed/ words about rules is about word calling. That's not READING. And it damages how kids think about what it means to read.
We should NOT be teaching linguistic science to little kids. We should be teaching them how to make meaning from and with the symbols as they appear in context and use.