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APPROACHES TO TEACHING PHONICS

Understanding the different approaches to teach phonics is imperative to your success as a

reading teacher. We have been uniquely and wonderfully made by God so teachers need to be

able to instruct in a variety of ways to meet those differences. There are several different

approaches to phonics that are thoroughly discussed in our textbook. Dive deep into

understanding each of the different approaches so you will be able to use them when teaching

phonics during your classroom instruction.

INSTRUCTIONS

Putting it into Practice:

You have a student who is struggling with your synthetic approach to teaching phonics. Starting

in Ch. 6 on page 153 section 6-5, your textbook gives you several different Approaches and

Guidelines for Teaching Phonics. Explain two alternative approaches to phonics instruction that

you could use to help this student instead of using only the synthetic approach. Describe two

specific approaches with examples. Avoid discussing “Specific Teaching Strategies” described

in Section 6-6.

 Compose at minimum a 250-word response using proper grammar, spelling, and

mechanics.

 Adhere to current APA formatting.

 Both alternative approaches described must be found in the course textbook.

 Present your findings in one Word document using at least two direct quotes needing in-

Sample Solution

rchill has clearly offered us an image of the confusion and discomfort that has followed our liberation from the past–a liberation which is apparently incomplete. Betty mentions in Act II, Scene four that “if there isn’t a right way to do things you have to invent one” indicating a newly discovered understanding of her place in the world (Churchill 110). She asserts her right to establish new sexual relationships to suit one’s needs and desires mentioning it to Gerry, the character who represents complete freedom from sexual parameters. In this quote, Betty does not dismiss the lessons of the past, but merely accepts the fact that times change and that people, even those as old as Betty, must be flexible enough to change with them. Though Clive is not present in Act II, his values still have an effect on the characters. Betty continues to be afraid of a life without him, and Victoria hesitates to leave a traditional marriage that is falling apart. Churchill makes the influence of the past much more visible and tangible by bringing characters from Act I back into the story in Act II. These characters reappearing briefly, highlight the differences between past and present, but demonstrate the fact that the characters should continue remembering their past and coming to terms with its influence. The acceptance displayed towards Edward by his family is also interpreted as a defining characteristic of an emancipated society. In Act II, Edward spends a considerable amount of time pondering the various sexual orientations he could possibly possess and explore, whether it be as a gay man in a surprisingly heavily heterosexually influenced relationship or as a lesbian, while the logical pursuit of freedom would perhaps demand a thorough freedom that excludes the pressure to designate one’s self. Edward of Act II is largely defined by his father’s oppression, facing a most complex quest for identity. He slowly grows into his role as a homosexual, but even very near the end of the play, still struggles to find a way to be the kind of homosexual that he wants to be. At one point, he even tells Victoria that he wishes to be a woman, specifically a lesbian woman (92). Edward’s constant need to categorise himself into an already established phenomenon might indicate our inability to invent new norms as we choose to instead manipulate those already in place. Edward continues to perhaps subconsciously insert himself into a known established hetersoxually based relationship when Gerry proceeds to deny him the chance to play the role of a wife in their homosexual relationship. Ultimately, it is made clear that Edward finds pleasure in the role of mother, in taking care of children, as foreshadowed by his need to care for his sister’s dolls in Act I (although it is worth pondering over why this desire to care is usually likened to being a mother). Edward’s transformation indicates the failure of Clive’s indoctrination of the traditional values. Edward becomes a near opposite of the person that Clive wished for him to be. Churchill
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