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I went over the presentation again and I can really see how Familiarity with syllable types can really help students to read words that are not in their vocabularies. They will be able to apply the rules to accurately read the word. Also, using the CLOVER mnemonic is very smart! I will defiantly use it in the future.

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As my understanding of the profound structures of orthography deepens, I really do become a better teacher, really. It might sound as stating the obvious, but now I feel it in my guts.

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One insight from this lesson- the power point presented in this lesson (identifying syllable types) summarizes the things which I believe would be very useful for students to learn, practice and hopefully remember. I think that a teacher should relate to these subjects in elementary and junior high.

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The syllables really came together for me this time which I really appreciate. This can be very helping in teaching/explaining pronunciation at any age - including my high schoolers when they come across a word they don't recognize.
My question - if the "el" in travel is an open syllable, why is it pronounced this way? or is it closed by the prior syllable?

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Insight:
I relearn over and over again to teach units of letters as one grapheme and to teach it's sound. For example, "air", ild" , "oe". Categorizing these units and teaching them separately can be very useful for the students.

Moreover, I learned about the importance of morphological and lexical knowledge and their contribution to the orthographic knowledge and vice versa.

What was particularly useful:
When one grapheme has two phonemes such as in "ow", I, as a teacher, would rather teach one phonetic form first and wait till students absorb it. Only when I guarantee that the students internalized the first form , I teach the second phonetic form.

This might be applied to elementary school level and to struggling learners in High School.

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This session puts things in order for me, it summarized the material and makes things clearer with dividing words into syllables, labeling them and stating them into the CLOVER.
All the information is useful to prmote and improve reading acquisition, since readers should be aware of the varied sounds. As I have written in each one of the padlets, all the taught information should be conveyed to every student who is in the process of reading acquisition/ improvement, no matter an age or grade level.
Eveything was clear and well explained. Thank you!

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I love the fact that what we are learning is making its way into my classes naturally. I find my self able to explain little short morpheme sounds within the lessons as a response to  remarks of my students when they work or read.
I find it very useful to understand the structure of English, and I feel that as I will understand more and explain to my students, we all will internalize English better.
Thank you for giving us practice tasks, it helps.

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One insight- although there are rules and logic behind the English orthography system, I see that there are many exceptions and too many things to remember. I can completely understand children who are learning ESL and feel overwhelmed by the orthographic system.
Overall, this course has been so enlightening for me. I am now paying a lot more attention to the different kinds of syllables, the different sources of the English language, and I am definitely using the useful knowledge and tips that you are giving us with my fourth grade students. I taught them the rule of putting the hand under the chin to help break a word into syllables, the "le" syllable, and of course the silent e. I am so grateful to receive so much useful information that I am already using to help my students acquire the English knowledge in such a clear way.
For a while now, I have really been wanting to know why the letter q is so overused in Israel- especially on signs.

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The presentation makes order in all the knowledge that I had. It is much clearer now, and I am a person who needs order... This also makes it much simpler to teach it to my students. These mini-lessons where I introduce a new convention and explain the idea and logic behind will surely help and benefit my students. I will also try to implement the new conventions in as many ways and means as possible: repetition, writing, tracing in the air or on the table. I believe it does make a difference.
Some of the conventions can be taught in 3rd and 4th grade and most of the others in 5th and 6th.
The CLOVER acronym is great. I can now actually remember it all.

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I am learning so much about the different syllable types and I feel like this is really helping me teach my students. I also really enjoyed learning the CLOVER idea. I use these ideas with years 1-3 and they would be able to understand.

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One insight I have is just a deeper understanding of morphemes and syllables. This will help me teach reading better. I love the CLOVER acronym because it will help me to help the students better understand spelling rules as well!!
I will use this in grades 4-6.
All clear!!

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One question I have is at what age/grade do we teach the 'kn' rule?
What was insightful to me was the CLOVER acronym. This really helps me remember the different syllable patterns. I believe I could teach this to 6th graders to help them better remember certain reading/spelling rules

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One insight - there are too many rules.  I wonder if the reading skills should be taught in order of the frequency of the appearance of the sound, although I'd assume that that's already being done.
I think I'd show some of these more difficult and rare orthographic sounds as we come across them.

This all has reminded me to go back to basics with all my classes - 7th - 12th - and that is to have them read out loud and work on pronunciation כדרך אגב while pointing things out to them now that I understand them a little better.

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- learning, understanding and teaching syllables is very important and can help the child's reading abilities.
- teaching basic sounds to false readers
- i would apply this knowledge to my 10th graders who have not yet learned to read.

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Click on the + and write

My name…

One insight I am taking away from this asynchronous lesson.

What is particularly useful for me as a teacher?

To which age and level of students might I apply this knowledge?

What needs to be explained again?