So... here is my reflection:
I used to think:
- vowel teams might be interesting
- vowel teams might be fun to immerse ourselves in
- vowel teams have an affect upon many of our words in the English language, and make what should be a simple act of decoding a very complicated process
- kids who struggle in reading by second grade are getting caught up in attempting to decode phonemes that are not decode-able
- I have enough time to do an inquiry with my intervention groups
- The kids will have fun
- I will have fun
Now I think:
- Vowel team SUCK and this is NOT the right topic to study through inquiry
- The kids did not have fun beyond our first couple of days of "vowel team hunts" and our decisions around how to categorize different vowel teams
- Kids who struggle in reading struggle for many different, complicated reasons. Explicitly immersing kids into vowel teams does not always teach them how to become systematic, fluent cross-checkers of their own reading
- I do NOT have enough time to do a full inquiry in my intervention groups... It sacrifices too much time that I HAVE to commit to scaffolding instruction
- Now I get how Val Beckler struggled with her word ending Inquiry... and I give her HUGE kudos for seeing it through!
- Sometimes it is OK to abandon ship mid-stream! :)
Phew- lots of learning here for me personally! I guess I need to accept failure and move on!!
My new questions are:
- HOW does inquiry look in a small, guided intervention group?
- CAN it work in this setting?
- WHAT is the impact of it working in this setting?