1. The Great Debate Presented by: Rebecca Martin Kindergarten

2.  Today we will be exploring the benefits of both phonics and whole language. This exploration will further expand the knowledge needed to successfully use a balanced literacy approach in K-2 Classrooms.

3. By the end of this professional development, you will be able to:  Describe the differences between phonics and whole language and how each of these benefit students individually.  Identify teaching strategies that allow educators to incorporate more phonics time into their every day routines resulting in a more balanced literacy approach.  Plan lessons that involve the use of both phonics and whole language to create a balanced literacy approach.

4. Twelve K-2 Teachers responded. The following overall perspectives were observed:  Many kindergarten teachers stated a need for increased phonics.  First Grade teachers expressed that students coming into first grade were struggling due to a decrease in phonics.  Second grade teachers expressed the importance of whole language when students get to higher grades more than in Kindergarten and First.

5. “I feel as though my students are benefiting from the increase in whole language and the decrease in phonics instruction,” 25% 75%

6. Which approach do you feel better benefits students at our school? Should we combine approaches? 33% 8% 58%

7.  Whole language has been the focus for the past few years.  Phonics time has been cut.  Since the results show that many teachers want more phonics time and believe both phonics and whole language should be used, let’s work on a balanced approach.  How can we fit a more balanced approach to our every day routines?

8.  Phonics Instruction is teaching that is focused on the relationships between letters and sounds (Ellis & Lewis, 2006).

9. Whole Language can be defined as a grass-roots movement promoted between the years 1975 and 1995 by classroom teachers to shift reading and writing instruction to include making meaning out of texts (Smith, 2014) Create a brief learning activity that teaches students to read the word “run” in a whole language setting.

10. With the people around you, create a Venn Diagram describing the similarities and differences between whole language and phonics!

12.  What did you notice about the two different methods?  What are some benefits of both?  What are some negatives?  How can we work to combine the two methods in order to help more students grow?

13. What is a balanced Literacy Approach? Turn and talk to discuss. Make a list of the different things you would see in a balanced literacy approach.

14. Video: Balanced Literacy How can we do this in our current curriculum? What are some things we currently do? How is this helpful to students?

17.  This sample lesson provides some whole word instruction as well as some phonics instruction. This sample lesson provides some whole word instruction as well as some phonics instruction.  Where did you see whole language? Where did you see phonics?

18.  Create your own!!  With your grade level, create a half hour to an hour lesson that involves both phonics and whole language!  Share!

19. Where are we in terms of using a balanced literacy approach at our school? Are we leaning more toward one method of instruction? How can we balance out our approach in order to establish a more balanced literacy approach?

21. 9:00-9:15 Morning Meeting 9:15-10:20 Readers Workshop 10:20-10:50 Writing 10:50-11:25 Lunch 11:25-12:00 Intervention 12:00-12:25 Science 12:25-12:50-Recess 12:50-1:30 Unified Arts 1:30-2:30 Math 2:30-2:45 Read Aloud 2:45-3:00 Dismissal MM Reader’s Workshop WR L IntSci Rec unifiedMath RA D

22. Where in the model schedule can we fit in more phonics time to create a more balanced literacy approach? Turn and Talk. Share.

23. Today we have:  Described the differences between phonics and whole language and how each of these benefit students individually.  Identified teaching strategies that allow educators to incorporate more phonics time into their every day routines resulting in a more balanced literacy approach.  Planned lessons that involve the use of both phonics and whole language to create a balanced literacy approach.

24. On the exit slip, write down at least 2 things you will take from this professional development today.

25.  Education World. (1997). Whole language and phonics: Can they work together? - see more at. Education World, Retrieved from http://www.educationworld.com/a_curr/curr029.shtml  Ellis, S., & Lewis, M. (2006). Phonics: Practice, research, and policy. London, England: Paul Chapman.  Layfield, L. (Producer). (2014, March 6). How to Teach Phonics to Kindergarten Children [Web Video]. Retrieved from https://www.youtube.com/watch?v=tdI-_cO_zGQ https://www.youtube.com/watch?v=tdI-_cO_zGQ  Sandymcdgp. (Producer). (2010, September 22). The Components of Balanced Literacy [Web Video]. Retrieved from https://www.youtube.com/watch?v=8nhZ7g0955Q  Smith, T. (2014). Whole language. Retrieved from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=73c4ecd5- 8246-4b78-960c-19b94b518838@sessionmgr110&vid=6&hid=116 http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=73c4ecd5- 8246-4b78-960c-19b94b518838@sessionmgr110&vid=6&hid=116  The Balanced Literacy Diet. (Producer). (2012, April 22). Build Your Own Poem!: Making Rhymes Based on Spelling Patterns (Virtual Tour) [Web Video]. Retrieved from https://www.youtube.com/watch?v=DbfjlfEJyXQ

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