Time for some rest and relaxation. I will only be posting occasionally over the summer. I hope you all have a wonderful summer.
“Keep your face to the sun and you will never see the shadows.” –Helen Keller
These are six syllable types that make up the majority of words in English.
1. Closed Syllables
2. Open Syllables
3. Vowel-Consonant-e Syllable
4. Consonant-le Syllable
5. R-Controlled Syllables
6. Vowel Teams
What are the benefits in learning these six types?
English is a very complicated language, and teaching the syllabication principles will help your child/student chunk words down into more manageable parts. This, in turn, will help with overall reading skills and identify of spelling patterns.
This will also be especially beneficial for students who have a specific learning disability in reading. Research supports that teaching phonics is the most effective type of reading instruction for students with dyslexia.
In the upcoming weeks, I will tackle the different syllable types. Whether a refresher, or new material, I hope this series helps!
Another helpful spelling rule is:
If a one-syllable word ends in a short vowel and is immediately followed by the consonants f, l, s, or z, double the consonant.
(The letter /a/ does not always have the expected short sound.)
Remember, these rules are very helpful for students with specific learning disabilities in making sense of spelling and reading.
Inside, she wrote, “This is your last Dr. Seuss book, promise! Filled with lots of wisdom for you!” Of course, I have kept it all these years.
“You have brains in your head.
You have feet in your shoes.
You can steer yourself
Any direction you choose.
You’re on your own. And
you know what you know.
And YOU are the guy who’ll
decide where to go.
You’ll get mixed up,
of course, as you already know.
You’ll get mixed up with
many strange birds as you go.
So be sure when you step.
Step with care and great
tact and remember that
Life’s A Great Balancing Act.
And will you succeed?
Yes! You will, indeed!
(98 and ¾ percent guaranteed.)
KID, YOU’LL MOVE
Intrinsic motivation as relates to student learning is learning for learning’s sake, where the student has a desire to learn and master academic tasks. When a student is intrinsically motivated there may be moments of frustration, such as when tackling a difficult problem, but the overall tone is positive and the student has a curiosity and interest in learning and mastering content.
Extrinsic motivation as relates to student learning is when a student learns as a means to an end. Extrinsic motivation is typically driven by external rewards or avoidance of punishment. Examples of rewards are: gold stars on your paper, money earned for good grades, ice cream parties, prizes, getting good grades to get into college. Examples of extrinsic motivators that are in the form of punishment are: being placed on restriction for certain grades, getting privileges taken away such as video games or television, missing recess at school, missing out on key activities, etc.
What do we know about students and intrinsic versus extrinsic motivation?
Researchers point out that for most things we do, it is a combination of both intrinsic and extrinsic motivation. For example, we typically pick a major in college that we like, but we also want the benefit of the degree; both motivate us.
Dr. Temple Grandin, who is a leading animal scientist on the spectrum, was wisely told by her high school teacher that she had to pass the subjects she was not interested in so she could go to college and learn about the things she was interested in—and this worked!
We will talk more about motivation in Part 3!
Thanks to neuroimaging, we are starting to learn more about how the autistic brain is similar and how it differs from the neuro-typical brain. Here are a few items I gleamed from Dr. Temple Grandin’s book, The Autistic Brain: Thinking Across the Spectrum.
As we work with our students on the spectrum, whether in our mainstreamed class or as a special educator, let’s keep in mind that there are real brain-based learning differences to take into account. As Grandin writes in her book, “It’s in your mind? No. It’s in your brain.”
The results of parents who were surveyed is not too surprising to me, but I thought I would share what matters most to parents:
The #1 thing parents want is a happy teacher!
Hope this helps!