This is my first year (as well as my team's) to start the phonics curriculum. We've always done our own phonics/grammar/spelling, so this has been quite an adjustment. Each month there's about 8-10 phonics lesson, but each requires ALOT of prep and time. We've started to separate the load, and just do one lesson for the whole grade level so we can share. However, there are many other components for the spelling as well. I've decided to stick with what I'm doing, but start some of the different spelling activities (making connections, look/say/cover/write/check, etc.)
Since doing EVERYTHING right now isn't ideal, slowly taking on the new activities seems like a logical idea. I figure the more I figure it out, my quality of instruction will be better too. Do you think it's okay to make a good faith effort, and gradually take on a new curriculum WITH the intent to do it all eventually? I am meeting the standards, just in a different way currently.
I think anything you try is better than nothing! It sounds like you're making it work for you! I don't do "exactly" what we're supposed to do either. In my classroom we use a tic-tac-toe board for spelling. The kids have to complete three different activities in a row each week. They're still getting the practice but it's not nearly as monotonous (sp?) as doing the same thing every Monday, Tuesday, Wednesday, etc.
ReplyDeleteI agree. We are trying the same thing. We are trying to fit in the lessons recommended in the quarterly check in. I also only do the whole group part and sometimes I have time to get the other components in. I do it once a week and fit it in with the spelling program. I am currently participating in the Webinar PGO at Eagle Creek. it is run by the people who work for the curriculum and they are giving us ideas on how to make the resources more quickly. The next one is Monday February 7th from 4-5.
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