Summary: All of the information we are learning is building upon previous content. The author does a great job incorporating the old information in with the new, allowing the student to internalize the content through repetition. We were introduced to concept of consonant digraphs towards the beginning of the book, but it wasn't until Assignment #5 that we got into a lot of detail. Before doing that, the author first let us build on the basics and become familiar with the terms. While the concept of consonant digraphs is not extremely difficult, there are random exceptions to the rule that might be hard to remember off the top of my head (for example when an s sounds like /zh/ in treasure).
The hardest concept for me to distinguish in this section is the difference between voiced and voiceless phonemes. I understand that a voiced phoneme, like the or that, causes your vocal chords to vibrate. However, it throws me off that the voiced phoneme /th/ is the represented by ath. And sometimes, when really focusing on if the th sounds like the (voiced) or thumb (voiceless), it is hard to distinguish. For example, to me - the words feather and author sound like they would both have the same phoneme. But if you listen closely to the way they are pronounced, the word author has a softer /th/. So, my question to you is, do you have any clues/suggestions/tips on how to really tell them apart? Usually I can notice the difference by comparing it to thumb and this.
Other than struggling through my Math proofs courses, it is rare that I cannot just study something more to get it. Usually, I just study more and it comes to me. However, some of the phonics concepts are just really hard for me to grasp since they are so inconsistent. I suppose it is good for me to be put in this spot every once in awhile to be able to relate to my students. There are going to be times when students that try really hard, just don't get it. And that is when I, the supposed expert mathematician, will have to break it down for them in a new light until they understand it.
Fox, B. (2010). Phonics and structural analysis for the teacher of reading. (10 ed.). Boston, MA: Pearson Education, Inc.
The hardest concept for me to distinguish in this section is the difference between voiced and voiceless phonemes. I understand that a voiced phoneme, like the or that, causes your vocal chords to vibrate. However, it throws me off that the voiced phoneme /th/ is the represented by a
Other than struggling through my Math proofs courses, it is rare that I cannot just study something more to get it. Usually, I just study more and it comes to me. However, some of the phonics concepts are just really hard for me to grasp since they are so inconsistent. I suppose it is good for me to be put in this spot every once in awhile to be able to relate to my students. There are going to be times when students that try really hard, just don't get it. And that is when I, the supposed expert mathematician, will have to break it down for them in a new light until they understand it.
Fox, B. (2010). Phonics and structural analysis for the teacher of reading. (10 ed.). Boston, MA: Pearson Education, Inc.
We will do the voiced/voiceless activity in class this week. Everyone seems to have difficulty with this. It takes some practice to distinguish!
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