Thank you so much. This is the 1st of many videos I have watched on Sounds Walls that I fully understand what the terminology (affricatives, stops, etc..) means and how to teach it.
I don't comment often on videos. I take information and move on. This video to echo a previous comment is EXCEPTIONAL! You provided clear concise facts and pictures to aide learning. You have enough to answer my questions and also not too much to cloud my brain and overwhelm. Absolutely amazing please accept my applause 🙌🏾 👐🏾👏🏾👏🏾
This was a phenomenal presentation. You have certainly enriched me. I now feel more knowledgeable of the content and feel that I can be more effective in the classroom. Thank you!
Michelle, this video is exceptional!!! Thank you for making it. I have been researching extensively in my efforts to better understand sound walls and this video, as well as your vowel valley video, do the best job of explaining things I’ve found thus far. Thanks again!!!
Michelle, I LOVE your explanations. Reading about the chart is one thing, but hearing and seeing and practicing along with you is another. Question about pronunciation variations- I've lived my entire life in CA. For the most part, I think of the short o and the au/au as the same sound, like I do nowadays for wh/w. I do remember the airy hw- from my earliest teaching days (my father, from the midwest, pronounced it in words like when) and I do recall saying it. But, I don't hear it anymore, and don't teach it. But I do hear a difference in short o and aw/au in some parts of America. However, when playing around- perhaps I say call, swamp, and palm one way - slightly more closed in- and fox, saw, pause, water,etc. slightly more open. In phonics teaching, though, the difference was so small that, like I said, I spoke of aw/au as the short o sound. If I move to sound walls, how should I teach this?
Teach however it makes the most sense to the students you teach and the dialects they speak. We all speak a dialect and as long as students can use this information to help them read, we've met our goal. Thanks for your thoughtfulness around this topic!
Thank you so much for this! This is going to guide my implementation of sound wall in my classroom. Orthographic mapping has already made a huge impact. And Now I’ll have answers for when my students get frustrated over words like “and” and “little”
I thought you did a fantastic job explaining the articulatory phonetics of our language. I’m curious about why you decided to use letters to represent English phonemes instead of IPA symbols…as I am now so confused 😢. For example, spells the two-phone ( [t] + [S] ) unitary phoneme /tS/. Idk why but I find it overwhelming when I don’t use IPA for orthographic mapping… and I want to help others learn to read and write…
The majority of teachers are not familiar with IPA.. I wanted to try to make this teacher-friendly and focus on what teachers need to know in order to support students with learning to read.
This is a great question! The sound wall focuses on sounds first, x, q, and c are graphemes that spell different sounds. x typically spells /k/ /s/ and sometimes spells /z/, q spells /k/, and c most often spells /s/ or /k/.
We really don't use the unvoiced /wh/ in the USA anymore. It used to be evident in word pairs like wine/whine and weather/whether. However, we now pronounce both of those words with the voiced /w/.
@@TrostleTalk mostly.... :) some of us with specific training for speech or stage do still separate these in the way we speak. My students may be the only ones walking around distinguishing "weather" from "hwether" LOL!
Thank you so much. This is the 1st of many videos I have watched on Sounds Walls that I fully understand what the terminology (affricatives, stops, etc..) means and how to teach it.
I don't comment often on videos. I take information and move on. This video to echo a previous comment is EXCEPTIONAL! You provided clear concise facts and pictures to aide learning. You have enough to answer my questions and also not too much to cloud my brain and overwhelm. Absolutely amazing please accept my applause 🙌🏾 👐🏾👏🏾👏🏾
Wow, thank you! So glad to have been able to support your learning!
This was a phenomenal presentation. You have certainly enriched me. I now feel more knowledgeable of the content and feel that I can be more effective in the classroom. Thank you!
Michelle, this video is exceptional!!! Thank you for making it. I have been researching extensively in my efforts to better understand sound walls and this video, as well as your vowel valley video, do the best job of explaining things I’ve found thus far. Thanks again!!!
Glad it was helpful! Thanks so much for the feedback!
Fantastic Video! Thank you so much for creating and sharing.
Michelle, I LOVE your explanations. Reading about the chart is one thing, but hearing and seeing and practicing along with you is another. Question about pronunciation variations-
I've lived my entire life in CA. For the most part, I think of the short o and the au/au as the same sound, like I do nowadays for wh/w. I do remember the airy hw- from my earliest teaching days (my father, from the midwest, pronounced it in words like when) and I do recall saying it. But, I don't hear it anymore, and don't teach it. But I do hear a difference in short o and aw/au in some parts of America. However, when playing around- perhaps I say call, swamp, and palm one way - slightly more closed in- and fox, saw, pause, water,etc. slightly more open. In phonics teaching, though, the difference was so small that, like I said, I spoke of aw/au as the short o sound. If I move to sound walls, how should I teach this?
Teach however it makes the most sense to the students you teach and the dialects they speak. We all speak a dialect and as long as students can use this information to help them read, we've met our goal. Thanks for your thoughtfulness around this topic!
Thank you so much for this! This is going to guide my implementation of sound wall in my classroom. Orthographic mapping has already made a huge impact. And Now I’ll have answers for when my students get frustrated over words like “and” and “little”
Excellent presentation, thank you for your clarity! As you know, some teachers are not fans of a Sound Wall. What would you say to them?
Can you link that og card deck. I'm looking for it and I can't find it.
It's very clearly.Thanks for your effort.
I thought you did a fantastic job explaining the articulatory phonetics of our language.
I’m curious about why you decided to use letters to represent English phonemes instead of IPA symbols…as I am now so confused 😢.
For example, spells the two-phone ( [t] + [S] ) unitary phoneme /tS/.
Idk why but I find it overwhelming when I don’t use IPA for orthographic mapping… and I want to help others learn to read and write…
The majority of teachers are not familiar with IPA.. I wanted to try to make this teacher-friendly and focus on what teachers need to know in order to support students with learning to read.
Loved this video so much! Is it possible to get a copy of the PowerPoint you used? (If it’s PowerPoint)
Thank you so much! This is very helpful! Do the X, Q, and C go in a particular category?
This is a great question! The sound wall focuses on sounds first, x, q, and c are graphemes that spell different sounds. x typically spells /k/ /s/ and sometimes spells /z/, q spells /k/, and c most often spells /s/ or /k/.
Can you give me a word example for the unvoiced /wh/? I'm having a hard time thinking of one. Thx. :)
We really don't use the unvoiced /wh/ in the USA anymore. It used to be evident in word pairs like wine/whine and weather/whether. However, we now pronounce both of those words with the voiced /w/.
@@TrostleTalk mostly.... :) some of us with specific training for speech or stage do still separate these in the way we speak. My students may be the only ones walking around distinguishing "weather" from "hwether" LOL!