Connecticut Foundations of Reading Test (FORT) Practice

When utilizing Whole-Part-Whole instruction, where should phonics skill teaching occur?

1. In abstract contexts only

2. During writing or shared reading

3. In isolation outside of meaningful texts

4. Only in one-on-one settings

The correct answer is: During writing or shared reading

Whole-Part-Whole instruction is an effective approach to teaching literacy, particularly phonics, as it emphasizes understanding concepts in context and then refining skills through targeted practice. Teaching phonics skills during writing or shared reading is beneficial because it allows students to see and apply these skills in meaningful contexts. This method enables learners to connect their phonics understanding to actual texts they are reading or creating, enhancing their overall comprehension and engagement with the material. In a shared reading scenario, for instance, teachers can highlight phonics patterns and sounds as they read aloud, allowing students to hear and see these skills in action. Similarly, during writing activities, students can apply their phonics knowledge to their own spelling and word choice, reinforcing their learning. The other options lack the contextual learning that is crucial for effective phonics instruction. Teaching in isolation does not allow students to see the relevance of phonics in real reading and writing tasks, while focusing solely on abstract contexts or one-on-one settings can limit the opportunities for collaborative learning and the application of skills in broader learning environments.