#12
Part 7 concludes the book. What I want to remember from this review section is that a morpheme is the smallest unit of meaning in a word. I also want to remember that prefix is placed at the beginning of root word. I reviewed this by adding prefixes to root words in the workbook. I also want to remember the rule to change the final y to i before adding a suffix and drop the final e before adding a suffix that begins with a vowel. Another important thing that I learned was do not double the final consonant when a word ends in two or more consonants. This review section reviewed some prior knowledge that I had about phonics and taught me some new concepts as well.
Part 7 teaches structural analysis: a word identification skill that involves the use of prefixes, suffixes, root words, the "words" in compound words, and the apostrophes in contractions to identify unfamiliar words. It also concludes the book by reviewing derivational suffixes, morphemes, prefixes, contractions, and compound words.
Structural analysis is a concept that I used when I was learning new words and is still use it today to understand words. Again, I will apply this to when I am a teacher and use structural analysis with my students when they are reading and writing stories.
#11
This section had so much information it is crazy! I never knew that there was so much information and things to learn about syllabication and accents. I learned that there is one vowel phoneme in each unit of pronunciation or syllable. I feel like I know how to separate syllable's, but it was beneficial to realize the rule that there is one vowel phoneme in each syllable. This will help me with teaching! So, I definitely want to remember this. I also learned about the emphasis of syllables in words. Some syllables may be accented and others are unaccented. The accents usually falls on or within the root word. For example, play'ful has the accent fall after the root word play. Something I want to remember is that the accent can be different if the word is a noun or if the word is a verb. The accent usually follows the first syllable of a noun. I also want to remember that when two consonants appear together, the second is generally silent. For example in the word rattle the second "t" is silent. I was also reminded of compound words in this section.
The accent in a word usually falls on or within the root word and in compound words the accent usually falls on the first "word." One syllable words are accented. When there is no other clue, the accent often falls on the first syllable of a two-syllable word. Suffixes and prefixes are usually responsible for separating syllables.
This section was packed with meaningful phonics information. It covered compound words, syllables, suffixes, affixes, accented and unaccented syllables and so much more. I am continuing to apply the phonics book to my learning and plan on looking back to it during the rest of my time in college and when I am a teacher. This book has been very meaningful to my learning!
#10
In this section I learned about onsets and rimes. Onsets is the consonant letters that precedes the vowel in a syllable. For example the onset for cat is c and the key symbol would be k. An onset is the consonant letters that begins with a syllable. A rime is the vowel and consonants that follows it at the end of the syllable. For example, cat is the word and at is the rime. It also belongs in a word family. It would be family with rat, hat, mat, etc because it rimes. A rime does not have the same meaning as rhyme.
Onsets are consonant letters at the beginning of the syllable, and the rime is the vowel and consonants that follows it at the end of the syllable. Sometimes words do not have onsets, but they do have rimes. All syllables must have rimes. The rime has one vowel phoneme and may have more than one consonant letter that follows it.
This section was confusing to me. I did not realized that rime is different than rhyme! I feel like I was taught "rhyme" when I was at the elementary level. You hear a lot of sorting into word families in Kindergarten and 1st grade. The onset was interesting to me, as well. It made me think about word families and identifying that the beginning of the word doesn't rime but the end does. It is good to have vocab to back up my teaching. It's more than vocabulary, it is life changing information that can impact learners and inventive spellers.
#9
In this section I reviewed phonemes. I want to remember that a letter may represent more than one sound and the same sound may be represented by more than one letter! When it does we have phonemes to help us out. Phonemes make life a little easier by combining letters together to represent the sounds we hear in words. A fun fact that I want to remember is that there are 44 phonemes. This section reviews all the different types of phonemes. Something that I would like to remember about the consonant phonemes is that when two like consonants appear together in a word or syllable generally represent one phoneme. It is also good to remember that there are reliable letters and unreliable ones. Sometimes they can be tricky and not sound like you would think. I learned that consonants are usually reliable to a sound.
Part 1V: A Review of Phonemes reviewed phonemes and retaught the key things to remember about each phoneme. It reviewed reliable and unreliable sounds, when a letter is silent, short and longs sounds, closed syllable and different consonant-vowel patterns. The English language is not easy to learn or to read because of the many inconsistencies in the sound-letter relationships.
It was good for me to review the phonemes in this section. I still feel like there is still so much to learn and remember about the English language. I am beginning to really realize how important this is for me to learn as I realize how confusing some of this may be. If I think it is confusing I can relate to how my students will feel as they begin learning how to read. I am excited to continue learning about phonics and hope to remember all that I am learning.
#8
In this section I learned that a diphthong is the two-letter gilding combinations. Oi as in oil and ou as in house are two examples of diphthongs. Something that I want to remember is that diphthongs are only vowel phonemes and ou and oi are two of the phonemes classified as diphthongs. I also learned about vowel digraphs. I want to remember that a vowel digraph is a two-letter grapheme that represents a single phoneme. oo with two lines over it as in food and oo with a breve over it as in hook is what I did in my phonics book to remember this. And in section "other vowel pairs" I learned that when two vowels appear together in a syllable the first usually represents its long sound and the second is silent. For example, tail, say, seat, feed, and coat. When two vowels go walking the first one does the talking!
Sections 18-20 covered diphthongs, vowel digraphs, and other vowel pairs. It is important to remember that a diphthong is a single-voweled phoneme, represented by two letters, resembling a glide from one sound to another. It is important to remember when a one-syllable word has an ending pattern VCe, the first vowel is generally long and the e is silent.
This section helped me learn new terms such as diphthong, and understand long and short vowel pairs. I will remember these things as we discover different words and phonics together. It is important that they understand the rules behind the words they are reading in order to make them better readers and spellers.
#7
The schwa was what interested me most in this section. Although there was other information than the schwa I found the schwa particularly interesting. The schwa makes the "uh" sound in words such as comma, chicken, family. The schwa makes it much simpler for us by creating a key symbol the inverted "e."The schwa are the unaccented syllables that indicate the soft "uh" sound. In the sections I worked to translate words from the way they appear in a dictionary to normal. A, E, I, O and U are the vowels in an unaccented syllable. This schwa is very useful because it saves time. As the book states, " It saves assigning separate diacritical marks to each vowel to indicate a phoneme they all share."
Sections 16-17 covered schwa's and other single vowels. Like I said above, schwa's are very useful in creating a symbol that represents the "uh" sound. The other single vowels that were covered in the workbook builds off of the concept of schwa. It introduces the r controlled vowels; the o you hear in ball and the a you hear in father, the u you hear in fur, and the a you hear in care.
Because I have learned about schwa and about single vowels I will be better prepared to teach phonics to my students when I am a teacher. As a teacher I will take into consideration the concepts learned from this section and apply them to teaching phonics and when breaking apart words. This can also be useful to me to know how to correctly pronounce words in the dictionary. Teachers want to be able to say words correctly, especially when their students are listening to their pronunciation.
Part 7 concludes the book. What I want to remember from this review section is that a morpheme is the smallest unit of meaning in a word. I also want to remember that prefix is placed at the beginning of root word. I reviewed this by adding prefixes to root words in the workbook. I also want to remember the rule to change the final y to i before adding a suffix and drop the final e before adding a suffix that begins with a vowel. Another important thing that I learned was do not double the final consonant when a word ends in two or more consonants. This review section reviewed some prior knowledge that I had about phonics and taught me some new concepts as well.
Part 7 teaches structural analysis: a word identification skill that involves the use of prefixes, suffixes, root words, the "words" in compound words, and the apostrophes in contractions to identify unfamiliar words. It also concludes the book by reviewing derivational suffixes, morphemes, prefixes, contractions, and compound words.
Structural analysis is a concept that I used when I was learning new words and is still use it today to understand words. Again, I will apply this to when I am a teacher and use structural analysis with my students when they are reading and writing stories.
#11
This section had so much information it is crazy! I never knew that there was so much information and things to learn about syllabication and accents. I learned that there is one vowel phoneme in each unit of pronunciation or syllable. I feel like I know how to separate syllable's, but it was beneficial to realize the rule that there is one vowel phoneme in each syllable. This will help me with teaching! So, I definitely want to remember this. I also learned about the emphasis of syllables in words. Some syllables may be accented and others are unaccented. The accents usually falls on or within the root word. For example, play'ful has the accent fall after the root word play. Something I want to remember is that the accent can be different if the word is a noun or if the word is a verb. The accent usually follows the first syllable of a noun. I also want to remember that when two consonants appear together, the second is generally silent. For example in the word rattle the second "t" is silent. I was also reminded of compound words in this section.
The accent in a word usually falls on or within the root word and in compound words the accent usually falls on the first "word." One syllable words are accented. When there is no other clue, the accent often falls on the first syllable of a two-syllable word. Suffixes and prefixes are usually responsible for separating syllables.
This section was packed with meaningful phonics information. It covered compound words, syllables, suffixes, affixes, accented and unaccented syllables and so much more. I am continuing to apply the phonics book to my learning and plan on looking back to it during the rest of my time in college and when I am a teacher. This book has been very meaningful to my learning!
#10
In this section I learned about onsets and rimes. Onsets is the consonant letters that precedes the vowel in a syllable. For example the onset for cat is c and the key symbol would be k. An onset is the consonant letters that begins with a syllable. A rime is the vowel and consonants that follows it at the end of the syllable. For example, cat is the word and at is the rime. It also belongs in a word family. It would be family with rat, hat, mat, etc because it rimes. A rime does not have the same meaning as rhyme.
Onsets are consonant letters at the beginning of the syllable, and the rime is the vowel and consonants that follows it at the end of the syllable. Sometimes words do not have onsets, but they do have rimes. All syllables must have rimes. The rime has one vowel phoneme and may have more than one consonant letter that follows it.
This section was confusing to me. I did not realized that rime is different than rhyme! I feel like I was taught "rhyme" when I was at the elementary level. You hear a lot of sorting into word families in Kindergarten and 1st grade. The onset was interesting to me, as well. It made me think about word families and identifying that the beginning of the word doesn't rime but the end does. It is good to have vocab to back up my teaching. It's more than vocabulary, it is life changing information that can impact learners and inventive spellers.
#9
In this section I reviewed phonemes. I want to remember that a letter may represent more than one sound and the same sound may be represented by more than one letter! When it does we have phonemes to help us out. Phonemes make life a little easier by combining letters together to represent the sounds we hear in words. A fun fact that I want to remember is that there are 44 phonemes. This section reviews all the different types of phonemes. Something that I would like to remember about the consonant phonemes is that when two like consonants appear together in a word or syllable generally represent one phoneme. It is also good to remember that there are reliable letters and unreliable ones. Sometimes they can be tricky and not sound like you would think. I learned that consonants are usually reliable to a sound.
Part 1V: A Review of Phonemes reviewed phonemes and retaught the key things to remember about each phoneme. It reviewed reliable and unreliable sounds, when a letter is silent, short and longs sounds, closed syllable and different consonant-vowel patterns. The English language is not easy to learn or to read because of the many inconsistencies in the sound-letter relationships.
It was good for me to review the phonemes in this section. I still feel like there is still so much to learn and remember about the English language. I am beginning to really realize how important this is for me to learn as I realize how confusing some of this may be. If I think it is confusing I can relate to how my students will feel as they begin learning how to read. I am excited to continue learning about phonics and hope to remember all that I am learning.
#8
In this section I learned that a diphthong is the two-letter gilding combinations. Oi as in oil and ou as in house are two examples of diphthongs. Something that I want to remember is that diphthongs are only vowel phonemes and ou and oi are two of the phonemes classified as diphthongs. I also learned about vowel digraphs. I want to remember that a vowel digraph is a two-letter grapheme that represents a single phoneme. oo with two lines over it as in food and oo with a breve over it as in hook is what I did in my phonics book to remember this. And in section "other vowel pairs" I learned that when two vowels appear together in a syllable the first usually represents its long sound and the second is silent. For example, tail, say, seat, feed, and coat. When two vowels go walking the first one does the talking!
Sections 18-20 covered diphthongs, vowel digraphs, and other vowel pairs. It is important to remember that a diphthong is a single-voweled phoneme, represented by two letters, resembling a glide from one sound to another. It is important to remember when a one-syllable word has an ending pattern VCe, the first vowel is generally long and the e is silent.
This section helped me learn new terms such as diphthong, and understand long and short vowel pairs. I will remember these things as we discover different words and phonics together. It is important that they understand the rules behind the words they are reading in order to make them better readers and spellers.
#7
The schwa was what interested me most in this section. Although there was other information than the schwa I found the schwa particularly interesting. The schwa makes the "uh" sound in words such as comma, chicken, family. The schwa makes it much simpler for us by creating a key symbol the inverted "e."The schwa are the unaccented syllables that indicate the soft "uh" sound. In the sections I worked to translate words from the way they appear in a dictionary to normal. A, E, I, O and U are the vowels in an unaccented syllable. This schwa is very useful because it saves time. As the book states, " It saves assigning separate diacritical marks to each vowel to indicate a phoneme they all share."
Sections 16-17 covered schwa's and other single vowels. Like I said above, schwa's are very useful in creating a symbol that represents the "uh" sound. The other single vowels that were covered in the workbook builds off of the concept of schwa. It introduces the r controlled vowels; the o you hear in ball and the a you hear in father, the u you hear in fur, and the a you hear in care.
Because I have learned about schwa and about single vowels I will be better prepared to teach phonics to my students when I am a teacher. As a teacher I will take into consideration the concepts learned from this section and apply them to teaching phonics and when breaking apart words. This can also be useful to me to know how to correctly pronounce words in the dictionary. Teachers want to be able to say words correctly, especially when their students are listening to their pronunciation.
#6
I started learning about vowels! In section 13 I reviewed that vowels are a, e, i, o, u, and sometimes w and y. I also learned that there are 19 vowels phonemes that I will be learning about in the rest of the vowel section. In section 14 I learned about 5 of the vowels and how to associate them with their pronunciation symbols. In section 15 I learned about long vowels. The macron is the diacritical mark to indicate specific pronunciations of the long vowels. In sections 13-15 I began learning about vowels and their importance in words.
This section made me realize that "w" is sometimes a vowel. I was always taught that a, e, i, o, and u and sometimes y, but I did not know about "w." I want to practice marking words with diacritical marks because if I understand these they will help me understand phonics better.
I learned about vowels and their diacritical marks. I want to take what I have learned into teaching by remembering that there are letters that can be vowels that are consonants like "w" and "y." I am excited to teach my students about vowels. The silent e can be tricky like in "gone" and it doesn't say it's name. I will be sure to remember that there are some rules that do not apply to everything.
#5 Part 2C
In sections 9-12 the book continues to focus on consonants. The focus on consonants makes me realize how important they are. In section nine the book focused on distinctive phonemes. I did the exercise that had me underline the digraphs that represent distinctive phonemes. Sh, zh, ng are some of the distinctive phonemes that I underlined. Section 10 reviewed a lot of what I had learned previously. It focused on the 18 single letter phonemes and th, wh. In section 11 I studied "ng." The digraph "ng" is found in mango, manger, mangy, ect. In section 12 I learned about consonant clusters and consonant blends. Consonant clusters are the combinations of consonant letters and blends are the sounds they represent.
The review sections where beneficial to me because they help me remember some of the ideas that I had learned previously. I want to practice identifying voiced and voiceless phonemes. I would like to remember that there is a difference between consonant blends and digraphs.
Consonant blends and voiced and voiceless sounds are two concepts that I know I will bring into the classroom. As a teacher, I will make sure that the students understand the different sounds that letters get. It may be confusing to me know, but with much practice I will be prepared to teach my students. Invented spelling is where students sound out a word and attempt to spell it. As a teacher, I believe that I will use this strategy with my students. To rattle of exactly how to spell a word to my students will not help them in learning how to spell correctly. But, if I teach them the process of determining how to spell using the phonics concepts that I have learned in this book, they should be effective inventive spellers. Some may say it is not good for students, but I believe that invented spelling is a great way for students to learn.
#4 Part 2B
In sections 6-8 the book continues to focus on consonants. In section six I learned that a "g" followed by e, i or y generally has the sound of /j/ and a g followed by a, o, u, or at the end of a word is /g/ as in goat. In section seven I learned about hard and soft sounds. When g represents "its own sound," /g/ it is a "hard sound." When g has a /j/ sound it usually represents its soft sound. In section eight I learned about some two letter symbols. Some examples are sh, ch, wh, zh, th, and ng.
The review sections helped me by going over what I had learned. Something that I believe I need to practice is memorizing the different formulas for why a sound is "hard" or "soft." I would also like to remember the rules such as c represents the s sound when it is followed by e, i, or y.
I feel like I learned a lot in these sections. Some important things that I would carry into a classroom are that there are 25 consonant sounds, 18 have single letter symbols. We should really have 7 more consonant letters in the alphabet, but we choose to form digraphs instead. For example, f for ph, k for ck, and f for gh. Consonants are deeper than I thought. I can't wait to use what I have learned in the future.
#3 Part 2A
In sections 2-5 I learned more about consonants. In section two I learned that "m" is a very dependable letter. In section three I learned that there are seven digraphs and we use these sometimes to substitute a single letter. In section four I learned that "q" is not a key symbol because its sound represents the same as other sounds. Finally, in section 5 I learned and want to remember the key symbols and the sounds that they represent. Sections 2-5 were full of activities that had be differentiate between key symbols and get a clear understanding of the key symbols.
From this section I would like to remember that phonemes have a one-to-one correspondence between key symbols. By remembering this, I believe it will help me for the rest of the workbook. I would like to continue practicing decoding unknown words like I did in review 4. In this exercise I decided the key symbols that represent the consonants.
In learning about consonants I have a new confidence. As a teacher I know that it is important to be confident in what I am teaching the students. I believe this phonics book will prepare me for teaching reading and writers workshop.
#2 Part 1
My first section of the phonics book went really well. I really like the format of the book. It could have been just a plain text book, but it was transformed into a workbook that allows me to learn better while reading. In this section I learned about phonemes, allophones, graphemes and about segmenting. Most of which were words that I was unfamiliar with, but realized I knew the meaning after reading the definitions. Some skills that I acquired from the workbook are the ability to differentiate between phonemes and allophones. A phoneme is a sound that distinguishes a word from another word. An allophone is the difference in pronunciation of a word. For example, to demonstrate what a phoneme is I identified the ways that pin and tin differ. The p and the t are the smallest units of sound that distinguish the two words.
I learned that I need to practice and remember the vocabulary words: grapheme, phoneme, and allophone. I also need to understand the definitions that go with each vocabulary word. Phonics gives support for reading and writing. Although all parts of this section are important, it is important for me to remember how I will teach the students phonics effectively.
The review made me realized how important phonics is. Phonics can be important for readers that are struggling, or readers who do not have knowledge about letter and sound relationships. It is important the learners understand the difference between letters and sounds. Phonics instruction is most effective when it is done early, combined with instruction in reading comprehension and taught throughout the day. If I begin to remember how important phonics is to myself and my students I will be an effective teacher in this area.
Diphthong, phoneme, and morpheme are a few vocabulary words that I am unfamiliar with. I realized after the pre-test that I am very blessed by taking this class because it will teach me about these definitions. I learned that I am desperately in need of my knowledge of phonics. I feel like I was taught how to read, write and sound out words but, as a teacher I need to actually understand phonics and how it works. I need to improve on learning about these definitions and how they apply to phonics. I feel that I was strong in syllables. Thinking back to elementary school syllables are one thing I remember the teacher explaining. During this time we would clap and sound out the syllables in a word. There is always room for improvement in my knowledge of phonics. I am eager to begin the phonics portion of the workbook.
