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Every lesson so far has provided me with a wealth of new information and teaching tricks - it's hard to give only one example! One that particularly stands out though is how to teach the students the difference between voiced, and unvoiced sounds by putting their fingers on their throat in order to feel the vibration when they speak. I struggle with teaching my 3rd graders the /th/ digraph and I'm excited to have another trick to use with them.
For the time being I don't feel like there is anything that I need to have clarified. Both the synchronous and asynchronous lessons are perfectly clear and well organized. Thanks!

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One insight from our lessons up until now: this course should be taught to all English teachers. First because it has a lot of useful and important information both for teachers and students. I also truely believe that this is something than an Engish teacher should know and should be able to explain in class.
I would apply this knowledge in all my  classes because I think that many students would find it interesting.Still I would teach the classes  according to their ability. If I think that a certain convention is too complicated I may mention it but not really  get into it.
I believe that having access to the videos helps me in understanding things better . they allow me to go over the material in case I need to ne reminded of a certain thing.
I wouls ask for an easy way to remember voiced and unvoiced sounds.
Another thing- I answered the questionaire before listening to the asynchronous lesson only because it appeared in the beginning. I think it should have been put at the end of the lesson. It would have made it much easier for me.

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One insight I am taking away is that there is so much information and difficulty in the English language. Children need a lot of practice especially when it is there second or third language.
I will apply this by teaching rules and a lot of practice. I really liked the ed ending rules because many of my students have this issue abs I think it would be helpful to teach the -ed ending separately.
I would use this for year 4

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This session was wonderful with many interesting and applicable insights. I really enjoyed the flashcards I think this is an excellent way to have students practice different sounds and words on their own. I would use this for my younger grades like years 1-3 and have them practice reading a word and choosing the type of syllable. I also think this would help with 'ed' and 't' at the end of a word. Lastly, nothing needs to be explained. Thanks!

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As we progress in the course I am very happy to be taking part in it. I think it is important that teachers who teach a language, (as any other teacher of any field of knowledge), must be experts in their field and have enough information to do so. I do get a lot of information in the course and I try to remember all the lexical terms we learnt. It will take some more time and practice.
The mnemonic we learnt : CLOVER is the insight I am taking from this lesson. I think mnemonics are a great tool and I try to use them as often as I can with my students.
I would mention some of the conventions we learnt in the young grades of elementary school but only the most important ones. Too much information will only confuse them more. The best time to start giving all these rules would be in 6th grade onwards.
I wanted to ask about:
ou and ow how are they pronounced in one syllable word or more, does it make a difference where they are located in a word.
What is the difference between a convention and a rule?
I usually teach my kids in class that we should try to divide the words into syllables and then we can usually tell how many vowels there would be in the word. This is what most Israeli kids forget to put in... the vowels. This rule  works 95% of the time.
I also tell them that every single word in English must have at least one vowel = king. The word can not function without a king. If there is no king there will be a queen which is the letter "y".
Thank you for your patience and proficiency.

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An insight Im taking is that if I can show my students the rules I think they will do better with reading and spelling. I do feel it is a lot of information still to digest and i need more practice in order to find proper ways to teach my students.

I found the ed and the ck concept useful because until now I didn't really give it any thought.
I still find  confusing the difference between a phoneme and a grapheme. Also the concept of rime I would like explained again.  In addition also  I would like more explanation on the inflectional  morpheme.

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one insight:

It is important for the teacher to know the different rules. The teacher is the professional person in the classroom. Many times students come across new words that are unusual and then they ask, why? It is important for the teacher to have logical answers for students that are important for them to know about the structure of the English language.

Learning about the "ed" sounds particularly useful for me. As a teacher I come across a lot of questions from students about how to pronounce the suffix of a past tense.

I will apply this knowledge on 6th  grade students.

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Wow! I am certainly taking many insights from this course. I finally understand the difference between all the terms- grapheme, phoneme, morpheme, etc. I already used several tips with my fourth grade students- such as the rule about a word not ending with "v", vowel teams,  the "bed" tip to differentiate between b and d, or putting their hand under their chin to help break up a word into syllables.
I definitely have a lot more information now and awareness about certain rules. The truth is that all that we are learning in this course is useful for all grades and levels.
The truth is that you explain so clearly that there is nothing that I feel needs to be explained further. Thank you so much!

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One insight I am taking away from this asynchronous lesson is that I have never taught these rules to my students. There is a part of me which thinks that perhaps it is too much information for them to take in. However, I think I will try using them next year and see if they will help. One of the many challenges of English for many students is how random it seems, with no rules, when in fact there are many! Perhaps it will help them.

What is particularly useful for me as a teacher? Just having some more information to pass onto my students. I feel much more informed which will help me become a better teacher (I hope!!)

To which age and level of students might I apply this knowledge? I think this knowledge can be used for all ages of students.

What needs to be explained again? Things from this week were very clear. However, I think I'll find it helpful to review the terms from the first week again, grapheme, morpheme etc.

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One insight:
I teach HS students and I think that most of them are not aware of the  different conventions. Teaching it in HS would help the students spell and read more accurately.

What is particularly useful for me as a teacher?
Practicing the different syllables categories and find new ways to bring awareness towards them for the students.

Which age and level of students might I apply this knowledge?
My HS students. It would help them read words that are less frequent and spell them correctly, and not just as sight words.

What needs to be explained again?

The difference between the voiced and unvoiced sounds.

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A major insight I am taking away is a general one  - how valuable these rules and patterns can be for students. The two examples I am most excited about are the "ck" and the "ed" sounds.

As an English speaker, I have learned the rules as a teacher. And until I come across certain rules (or certain questions from students) I'm not even aware of certain things. I'm embarrassed to say it but I'm not sure I'd been fully cognizant of the different pronunciations of "ed" before this lesson.

I will apply this knowledge on 10th and 11th grade students - 3,4, and 5 pointers.

What I need explained again are open and closed syllables. I understand one long and short vowels are, but don't understand if I know what's open or closed because of the vowel sounds or if a new learned could know how to pronounce a word by recognizing the open/closed state (I don't know because I don't understand the open/closed state.)
I'm also curious if there is a way to differentiate between voiced and unvoiced sounds besides by putting my fingers on my throat (Which worked miraculously)

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One insight I am taking away from this asynchronous lesson is this whole notion of voiced and unvoiced sounds, I find it difficult to differentiate between them. I also appreciate the /ed/ explanation.

It is particularly useful for me as a teacher to know and understand the /ed/ sounds. I also appreciate the division of morphemes into inflectional, that doesn't change the part of speech (ed, s, er, est etc.), and the derivational morphemes that do change the part of speech (ion, ness).

I will apply this knowledge on 10th and 11th grades, students at 3,4, and 5 points level.

What I need explained again is syllables.

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The insight I am taking away from the asynchronous  lesson is how important it is to draw the students attention to some conventions that might seem taken for granted. It is of utmost importance to explain some conventions explicitly in order to help students with difficulties to understand the pattern.

Being familiarized with the orthographic conventions myself is very useful to me as a teacher particularly when the grapheme-phoneme correspondence can influence the recognition of the word. For example, students might be familiar with the speech sound of the word "backup". However,   when they encounter it in print they don't recognize it due to lack of orthographic knowledge, it hinders their reading development. In other words, teaching orthographic conventions appropriately may lead to reading development.

I may apply this knowledge to all levels including high school.

I would like to learn more about all voiced and voiceless consonants in English

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My insight: There are many conventions that help understand spelling of English words. Teachers should be familiar with them so that they can teach the more common ones early on in the lower grades and gradually add more conventions.
I think that the text books that are approved by the ministry should include explanations and practice of the relevant conventions for each grade(some have practice but I don't remember ever seeing explanations)
You mentioned that words with the 2 sounds of th can be categorized. I would be happy to hear about that in more detail.
Thank you!

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The insight I'm taking is the awareness of the  rules  for reading ED. Up untill now I read this infectional morpheme automatically as sight words, but now I can explain the differences between the 3 sounds of pronounciations, and I'm glad about it.

I think that a lot  of the information I'm exposed to in this course is very useful. It raises my awareness to the importance of teaching orthography at class and to differences I sometimes take for granted but can definitely make a change when taught at class.

I think that any age or level that are not aware of the different rules taught , should acquire this knowledge.

I would like you to explain the rules for differntiating between the two sounds of TH, as in thin / father. You presented this diagraph but an explanation was missing regarding the differences in pronounciation.

one last note: in contrast to the last asynchronous session, this time I really enjoyed and took the time to concentrate on the videos and explanatons, because it wasn't to long or loaded. I could keep myself focused and patient to every task.
Thank you!

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One insight I'm taking away from this lesson is that (like last time), there are many rules and conventions that need to be taught, and in my student's' case, were probably not taught in a way that they remember and can apply. I need to come up with different and unconventional ways to teach my students and have them try to apply the rules in different cases.

Flashcards are useful for me as a teacher. I use flashcards in different ways, but it's always good to learn other ways of creating flashcards, and presenting them to the students, as if this is new :)

What needs to be explained again? Voiced and unvoiced sounds. I understood the explanation given in the clip' but can't quite tell the difference when trying by myself.

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One insight I am taking away from this asynchronous lesson.

The -ck convention and the different sounds "ed'" can make, really had an impression on me.
It would be helpful if we could get a comprehensive list with which lesson is appropriate for which grade level.
I am an elementary school teacher and not all of what we are learning seems to be necessary right away.

What is particularly useful for me as a teacher?

The flashcards is very useful for me so far. I usually use flashcards to teach vocabulary but this was a very interesting way to use flashcards to teach reading/pronunciation.

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

The "ed" lesson is useful for me as a 6th grade teacher who teaches past tense.
The vowel teams and open and closed vowels is useful for me as a 4th and 5th grade teacher.

What needs to be explained again?

I am not 100% sure I understand what a "voiced" and "unvoiced"  sound is.
I also feel that the material is not completely well organized and I feel that we are jumping around. I would like more clear categories. For example: all the different types of syllables as one unit. Or all the different rimes in one unit.
I think we need more time to digest and practice allll this information.

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One insight I am taking away from this asynchronous lesson.
The terminology and nuances are infinite.  There is a lot of information given in the presentation, and I think that every lesson we should review and revisit some of what we should have learned in order to retain it.

What is particularly useful for me as a teacher?  To which age and level of students might I apply this knowledge?
I am actually excited about gaining this knowledge in an organized way.  I am currently teaching a weak 9th grade group and believe that returning to the basics could actually help them regain some of their lost confidence.

What needs to be explained again?
I think I need to understand the difference between the voiced and unvoiced sound.  It wasn't clear to me in the "jump" example.
After the exercise, I'm also not entirely sure I understand the difference between the phoneme and the grapheme, seeing as though in all of the examples they came out the same.

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An insight I am taking is that there are many many conventions to the reading and writing of the language and it is getting quite complicated... As an elementary school teacher I need to decide which conventions are the most important ones for my pupils to know at this stage and which ones can wait a bit...
Some conventions can apply to 4th grade (like vowel teams, short and long vowel sound, digraphs and more), but all conventions should be repeated again and again in 5th and 6th grade. (the -ed at the end of a past tense verb should only be taught in 6th grade )
Can you give examples of words where the number of phonemes and graphemes is different.
And also the Bossy R convention.
Thank you

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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?