Hello, rustysmif!
I certainly relate to your disdain for the absence of phonics in the
nation's curriculum and the substitution of "whole-language" learning.
I have three children who went through the "new" system and they are
still suffering. As one who grew up with Dick and Jane, I can still
remember looking at the letters of the alphabet pasted on the walls of
my first-grade classroom and reciting the sounds of each consonant and
vowel.
I have found some good referrals for you in Virginia. They should
provide you with some ideas as to how and where you might use your
talents to teach or tutor those who need reading assistance.
*******************************************
BACKGROUND - THE PHONICS DEBATE IN VIRGINIA
*******************************************
"Do You Want Our Children to Learn to Read or Not?", by Peter Ferrara.
A publication of the Virginia Club for Growth. (Feb 17, 2003)
http://www.virginiaclubforgrowth.org/articles/021703Commentary.htm
What To Do When You're Told: We Do Teach Phonics," by Sandra Elam.
Virginia Director The National Right to Read Foundation, November 1998
http://www.nrrf.org/essay_We_Do_Teach_Phonics.html
=
The Current "Standards of Learning" for Virginia Public Schools
===============================================================
http://www.pen.k12.va.us/VDOE/VA_Board/Standards/standards.shtml
To see what is required for English curriculum in the early grades, go to
http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml
From here, you can select the grade level by subject. Following is an
excerpt from the First Grade Language Curriculum:
*The student will apply phonetic principles to read and spell.
*Use beginning and ending consonants to decode and spell single-syllable words.
*Use two-letter consonant blends to decode and spell single-syllable words.
*Use beginning consonant digraphs to decode and spell single-syllable words.
*Use short vowel sounds to decode and spell single-syllable words.
*Blend beginning, middle, and ending sounds to recognize and read words.
*Use word patterns to decode unfamiliar words.
*Use compound words.
*Read and spell common, high-frequency sight words, including the, said, and come.
*************************************************
WHO IS USING PHONICS AND HOW TO BECOME INVOLVED
*************************************************
THE NATIONAL RIGHT TO READ FOUNDATION - VIRGINIA CHAPTER
==========================================================
http://www.nrrf.org/aboutus.html
Sandra Elam - NRRF Virginia Director
"In 1995, Sandra Elam embarked upon the adventure of teaching her
children, then aged three and five, to read. After six weeks of
phonics instruction, they both were reading, just as Rudolph Flesch
promised in his classic book, "Why Johnny Can?t Read." As a reading
tutor, Sandra speaks to parents' groups, school boards, and community
groups on the importance of restoring phonics instruction to our
schools. Countless parents have benefited from her advice on what to
do when you're told by school officials: "we do teach phonics." Also a
technical writer, Sandra designed the original NRRF Web site
Contact: Sandra Elam sselam@verizon.net 703-365-2428
MINDWORKS TUTORING SERVICE - Serving Northern Virginia
======================================================
http://www.mindworkstutoringservices.com/about.html
Phonics is included in the Reading portion of "Areas of Instruction":
http://www.mindworkstutoringservices.com/instruction.html
This service seems like an way for you to use your talents! It would
allow you to teach phonics to students on your own time (as many or
few hours as you would like) and feel that you are helping a student
learn to read by the method you feel is most valuable.
To become involved:
http://www.mindworkstutoringservices.com/join.html
BOOK BUDDIES
============
You "may" be interested in the Book Buddies program initiated in
Virginia. Phonics, or "phonemic awareness" is incorporated in the
program, but it may be a little more watered down than you would like.
It also may be too structured for you if you want more "free rein" to
teach pure phonics.
"Book Buddies began as a joint project of the University of Virginia's
McGuffey Reading Center; Charlottesville, VA, City Schools; and the
greater Charlottesville community. Research has shown that children
who lack phonological awareness are likely to become poor readers --
and that early instruction that includes phonological awareness
facilitates reading and spelling."
From "Ensuring that All Children Have the Opportunity to Learn to Read." (1998)
http://www.ed.gov/inits/readingsummit/workshop12.html
About Book Buddies:
http://curry.edschool.virginia.edu/reading/projects/bookbuddies/what.html
Training:
http://curry.edschool.virginia.edu/reading/projects/bookbuddies/training.html
"Instruction in the Four-Part Literacy Diet"
http://curry.edschool.virginia.edu/reading/projects/bookbuddies/instruct.html
The teaching method includes "Phonological Awareness Literacy
Screening" which you can read more about at the following site:
http://pals.virginia.edu/
(By accessing the "PALS Instruments" tab, you can get an idea of the
curriculum involved at various grade levels.)
Contact Information for getting involved in Book Buddies:
http://curry.edschool.virginia.edu/reading/projects/bookbuddies/how.html
Articles about Book Buddies
----------------------------
"What Happens When They Teach the ABCs?" by Gail Russell Chaddock.
Christian Science Monitor. (April 1998)
http://search.csmonitor.com/durable/1998/04/28/fp51s1-csm.htm
From "Book Buddies - Guidelines for Volunteer Tutors of Emergent and
Early Readers," Francine R. Johnston, Marcia Invernizzi, and Connie
Juel
http://www.guilford.com/cgi-bin/cartscript.cgi?page=edu/johnston.htm&cart_id=
Chapter Excerpt: "Volunteer tutors can make a tremendous difference in
the reading skills and the lives of young children. This comprehensive
tutorial manual has been developed from the Book Buddies program of
Charlottesville, Virginia, the first large-scale model to mobilize
hundreds of community volunteers in an alternative one-on-one
intervention for children at risk for reading failure. A complete
how-to resource for both trainers and tutors in one accessible volume,
the book provides guidelines for setting up a successful tutorial
program in the early grades and presents a field-tested lesson format
for individualized instruction in reading, writing, and phonics."
"A Second Year of One-on-One Tutoring." CIERA Report #3-019
http://www.ciera.org/library/reports/inquiry-3/3-019/3-019a.pdf
CRESTWOOD ELEMENTARY SCHOOL IN SPRINGFIELD
==========================================
http://www.fcps.k12.va.us/CrestwoodES/
* Crestwood seems like a wonderful place to volunteer you services!
"Six years ago, Zissios arrived to head Crestwood, a neighborhood
school just west of the Springfield Mixing Bowl. During the late
1990s, large numbers of Hispanic, Asian and Middle Eastern immigrants
moved into the modest single-family homes and apartment buildings in
the Crestwood area. In many ways, Zissios set out not only to run a
school but also to build a community."
"Her methods often have been controversial; for instance, she
advocates reading programs with a heavy emphasis on phonics......."
"Because of the language problems, phonics-based reading programs are
preferred in the early grades, as are math textbooks that have fewer
word problems -- which require concentration on the language -- and
more drills."
"Although such instruction issues divided many candidates in last
week's School Board elections, and phonics advocates tout Crestwood as
their success story, Zissios often shrugs off the political
attention."
"I never say this program is for everyone," she said, defending
phonics as the best approach for children who arrive at Crestwood
without a basic understanding of how words sound together. "But with
an immigrant population, our children didn't know nursery rhymes."
From "A School That Strives to Serve Its Community," by S. Mitra
Kalita. Washington Post. (November 2003)
http://www.washingtonpost.com/wp-dyn/articles/A30900-2003Nov12.html
School Contact Information:
http://www.fcps.k12.va.us/CrestwoodES/
6010 Hanover Avenue
Springfield, VA 22150
School Office - 703-923-5400
Patricia A. Zissios, Principal
Lauren Sheehy, Assistant Principal
==
Another article about Crestwood:
"For example, the Crestwood Elementary School in Springfield adopted
the true phonics method after a teacher retraining initiative there a
few years ago. The teachers were astounded at the progress it
produced for their students, and so they expanded it from grades K
through 3 to K through 6. Crestwood has a high percentage of "English
as a Second Language" students, as well as a number of lower income
students. Brickner says the strong results of phonics there shows kids
from poverty and kids without English skills can do remarkably well
when they are given the foundation they need."
From "Do You Want Our Children to Learn to Read or Not?", by Peter
Ferrara. A publication of the Virginia Club for Growth. (Feb 17, 2003)
http://www.virginiaclubforgrowth.org/articles/021703Commentary.htm
LYLES-CROUCH TRADITIONAL ACADEMY
==================================
http://www.acps.k12.va.us/crouch/
Other unique features of Lyles-Crouch Traditional Academy include:
"A strong phonics approach woven throughout the curriculum."
http://www.acps.k12.va.us/crouch/lcta.htm
=
"As a result of the redistricting plan approved by the School Board in
June 1999, and implemented in September 2000, two existing elementary
schools were transformed into focus schools. Jefferson-Houston School
for Arts and Academics will have special offerings in the visual and
performing arts,
* while Lyles-Crouch Traditional Academy will feature phonics-based
instruction and in-depth teaching of math and science."
From City of Alexandria
http://ci.alexandria.va.us/city/annual_reports/report2000/ar2000_city_schools.html
* If you are interested in the school's phonics curriculum and the
possibility of helping, you might want to contact Kris Fischer -
Reading Specialist
http://www.acps.k12.va.us/crouch/classrooms.htm
===
If you have an interest in learning more about the the Orton-Gillingham Approach:
Read about the Riverside School in Richmond
http://www.riversideschool.org/philosophy.htm
Contact Information
http://www.riversideschool.org/contactus.htm
Read about the Orton-Gillingham Language Tune-Up KitŪ Phonics (click on links)
http://www.jwor.com/overview.htm
===
*******************************
PHONICS AND PHONEMICS RESOURCES
*******************************
Book - "Phonics Pathways"
Available from Amazon.com
http://www.amazon.com/exec/obidos/ASIN/0962096733/restorationli-20/102-0999431-2888129
"As a phonics tutor and as the Virginia Director for the National
Right to Read Foundation, I have used many programs over the years.
Phonics Pathways is the best! The practice sentences are 100%
decodable and it teaches blending - features not usually included in
other programs. It is complete, contains all spelling rules, is very
affordable, and easy to use. You can buy the book and start teaching
the same day. I had no idea how to teach phonics, yet in about six
weeks my 3-1/2 and 5-year-old children were reading and spelling. I
always recommend Phonics Pathways - it is my favorite program!"
-- Sandra S. Elam, Tutor and Virginia Director, The National Right to
Read Foundation
From a Review of the Book, "Phonics Pathways."
http://reslight.addr.com/item0014.html
"Discover Intensive Phonics For Yourself." Reading Horizons.
http://www.intensivephonics.com/index.html
Phonics Materials from Learning Stream
http://www.learningstreams.com/items.asp?CartId=6975-ACCWARE-164IOJBF500&cc=2400
Phonics Teaching Resources from Orton-Gillingham.com
http://www.orton-gillingham.com/
"The Institute for Multi-Sensory Education (IMSE) offers phonetic,
sequential, and success-oriented programs for teachers and parents to
use to enhance children's skills in reading, spelling, and writing.
IMSE Orton-Gillingham-based programs place the phonetic strand into
existing curricula. This balanced approach, which is consistent with
the current recommendations of top educators, is sweeping the
country."
Phonics Tutor
http://www.phonicstutor.com/
Horizon Instructional Systems Charter School - Phonics Material
http://zope.hiscs.org/hiscs/es/gencurres/csuggest/languagearts/phonics
Some phonics links are included on the Reading Teacher Training page
from the National Right to Read Foundation:
http://www.nrrf.org/rdg_teacher_trng.htm
http://www.nrrf.org/aboutphonics.htm
"Phonemic Awareness: An Important Early Step in Learning to Read."
Prepared by: Roger Sensenbaugh. ERIC Clearinghouse on Reading,
English, and Communication Digest #119
http://www.indiana.edu/~eric_rec/ieo/digests/d119.html
The EFL Playhouse
http://members.tripod.com/~ESL4Kids/phonics.html
"A Gold Mine of Phonics and Phonemic Awareness Worksheets: Sounding Out Success."
http://www.tampareads.com/phonics/phonicsindex.htm
Phonics Products for School
http://www.nrrf.org/prodschl.html
Phonics Products for Home
http://www.nrrf.org/prodhome.html
*********************
ADDITIONAL REFERENCES
*********************
"Too many teacher colleges major in mediocrity." USA Today (3/17/2002)
http://www.usatoday.com/news/opinion/2002/03/18/nceditf.htm
"Explicit or Implicit Phonics: "Therein Lies the Rub," by Dolores
Hiskes. From the Right to Read Report, February 1998
http://www.tutoru.com/aHiskes.htm
The Good and the Bad from the National Right to Read Foundation
http://www.nrrf.org/features.htm#wl
Reading First in Virginia
http://readingfirst.virginia.edu/
Virginia List of "Reading First" Schools
http://readingfirst.virginia.edu/districts_schools.html
================
I trust the information I have provided is helpful. Good luck in your pursuit!
umiat-ga
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