Silent Elephant "e"

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United States - Washington - Auburn
Silent Elephant "e"
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A Phonemic Awareness and Phonetic Reading Program for ALL Learners of Any Age Particularly Dyslexic and Struggling Readers
 
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Silent Elephant “e” begins with phonemic awareness, because phonemic awareness is the basis for understanding reading and how it “works”. Upon completion of Phonemic Awareness with Silent Elephant “e”, children are ready for phonics, the “proven
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Part 1: Phonemic Awareness Silent Elephant "e" is the only curriculum needed to guide an ELL, a struggling, or a dyslexic nonreader to becoming a fluent, comprehending reader, writer, and speller. Let’s look at the data: I am excited to share the
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Part 2: Preface; Introduction; Assessments Silent Elephant "e" is the only curriculum needed to guide an ELL, a struggling, or a dyslexic nonreader to becoming a fluent, comprehending reader, writer, and speller. Let’s look at the data: I am
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Part 3: Short Vowels; Suffix -s Silent Elephant "e" is the only curriculum needed to guide an ELL, a struggling, or a dyslexic nonreader to becoming a fluent, comprehending reader, writer, and speller. Silent Elephant “e” begins with phonemic
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Part 4: “h” Consonant Digraphs; Suffix –es Silent Elephant "e" is the only curriculum needed to guide an ELL, a struggling, or a dyslexic nonreader to becoming a fluent, comprehending reader, writer, and speller. Let’s look at the data: I am
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Part 5: Consonant Blends; Suffixes –ed and –ing Silent Elephant "e" is the only curriculum needed to guide an ELL, a struggling, or a dyslexic nonreader to becoming a fluent, comprehending reader, writer, and speller. Let’s look at the data: I am
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Part 6: Double Consonant at the End of One-Syllable Words; Single Vowel at the End of a Word or a Syllable is Long; “y” at the End of One-Syllable Words; “ck” Consonant Digraph; “qu” Consonant Digraph; The /ô/ Sound Made by Vowel Digraph “all”; Long
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Part 7: Two Vowels Go Walking ”ee”, “oa”, “ai” and “ay”; Silent Elephant “e”; Adding Suffixes to Silent Elephant “e” Words Silent Elephant "e" is the only curriculum needed to guide an ELL, a struggling, or a dyslexic nonreader to becoming a
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Part 8: Consonant Digraphs “ng” and “nk”; Suffixes Added to Root Words Ending with Consonant Blends or Digraphs; Vowel Diphthongs “oi” and “oy”; Apostrophe “s” and “s” Apostrophe; Contractions; “C” and “G” Game Silent Elephant "e" is the only
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Part 9: Suffixes Added to CVC Root Words; Consonant Digraphs “gh”, “ph”, “dge”, and “tch”; Compound Words; “ow” Makes Long “o”; Three Sounds of “ea”; “ou” and “ow” Make /ou/ Silent Elephant "e" is the only curriculum needed to guide an ELL, a
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Part 10: “y” at the End of a Word; Suffixes Added to Root Words Ending with “y”; Suffixes Added to Root Words Ending with “f” or “fe”; Consonant Digraphs “gn”, “mb”, “kn”, “wr”; Word Families/Phonograms “old”, “ost”, “olt”, “ind”, “ild”, “igh”,
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Part 11: R-Controlled Vowels; Two Vowels Go Walking “oe”; “y” in the Middle of a Word; Homophones Silent Elephant "e" is the only curriculum needed to guide an ELL, a struggling, or a dyslexic nonreader to becoming a fluent, comprehending reader,
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Part 12: Six Sounds of “ou”; /ô/ Sound Made by Vowel Digraphs/Phonograms “al”, “wa”, “au”, and “aw”; “ey” Vowel Digraph/Phonogram Makes Long “a” and Long “e”; Vowel Digraphs “ew” and “ue”; Vowel Digraph “ui”; Vowel Digraph “ie” and “ei”; Consonant
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Part 13: Syllables Rules: Introduction; Schwa Sound; All Syllables Have One Vowel Sound; Divide Between Compound Words; Divide Between Medial Double/Twin Consonants; Divide Between a Prefix and a Root/Base Word Silent Elephant "e" is the only
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Part 14: Syllable Rules (Continued): Divide Between a Root/Base Word and a Suffix; Divide VCCV and VCCCV Words; Divide VCV Words; Divide VV Words; ABOUT THE AUTHOR Silent Elephant "e" is the only curriculum needed to guide an ELL, a struggling, or
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TEACHING EXPERIENCE

I have been an elementary teacher in the public school system for 36 years. Since retirement, I have been volunteering at two elementary schools and privately tutoring eighteen children per year using Phonetic Reading with Silent Elephant "e". Attaining superior teaching skills to guide dyslexic and struggling students to success has been a long-time and personal passion of mine.

MY TEACHING STYLE

A strong belief that ALL learners CAN learn to read, including dyslexic learners, fueled my desire to write Phonetic Reading with Silent Elephant "e", a reading program that meets the need of a precise, sequential, language based instruction reading program utilizing “whole body”, multi-sensory activities ensuring that ALL children will develop automaticity and fluency in reading by the end of second grade. In order to make abstract vague phonics rules clearly conceptual and comprehensible, ALL children, especially dyslexics, need colorful, visual, kinesthetic, concrete methods using stories, plays, puppets, magic, games and tangible items such as food, clay, and personal drawings and personal writing. My reading program is based on the most current research and best practices for teaching reading, writing, and spelling to dyslexic and non-dyslexic learners.

HONORS/AWARDS/SHINING TEACHER MOMENT

In 2001, I was awarded a Fulbright scholarship to study education in Japan. I am an active member of the International Dyslexic Association, the International Literacy Association and the National Education Association. I received the award for Volunteer of the Year at Lakeland Hills Elementary School, Auburn, Washington in 2015.

MY OWN EDUCATIONAL HISTORY

I have a Bachelor of Science degree with double majors in Elementary Education K-8 and Physical Education and Health K-12 with a minor in Coaching from St. Cloud State University in Minnesota. I received a Master of Arts from the University of Denver in Elementary Education K-8. I have studied at the University of Oxford focusing on England’s National Curriculum K-12.

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