#Phonics sound with One Word

[mangomagictv]

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[visenyaism]

do you have any ideas about why so many students are struggling with literacy now? I know that illiteracy and reading comprehension have been issues for years and most americans read at like a 5th grade reading level but I’m curious why it seems to be worse now (pandemic? no child left behind?)

It is everything. There’s not one answer. I could talk about this forever so instead I set a five minute timer on my phone and wrote a list of as many of the many things that are causing this on a systemic level that I could think of:

It’s parents not reading with their kids (a privilege, but some parents have that privilege to be able to do this and don’t.)

It’s youtube from birth and never being bored.

It’s phasing out phonics for sight words (memorizing without understanding sounds or meaning) in elementary schools in the early aughts.

It’s defunding public libraries that do all the community and youth outreach.

It’s NCLB and mandating standardized tests which center reading short passages as opposed to longform texts so students don’t build up the endurance or comprehension skills.

It’s NCLB preventing schools from holding students back if they lack the literacy skills to move onto the next grade because they can’t be left behind so they’re passed on.

It’s the chronic underfunding of ESL and Special Ed programs for students who need extra literacy support.

It’s the cultural devaluing of the humanities in favor of stem and business because those make more money which leads to a lot of students to completely disregard reading and writing.

It’s the learning loss from covid.

It’s covid trauma manifesting in a lot of students as learned helplessness, or an inability to “figure things out” or push through adversity to complete challenging tasks independently, especially reading difficult texts.

It’s covid normalizing cheating and copying.

It’s increasing phone use.

It’s damage to attention span exacerbated by increased phone use that leaves you without an ability to sit and be bored ever without 2-3 forms of constant stimulation.

It’s shortform video becoming the predominant form of social media content as opposed to anything text-based.

It’s starting to also be generative AI.

It’s the book bans.

what did I miss.

[neosatsuma]

Let's talk phonics!

Every English vowel can make two basic sounds: what's called a short sound, and a long sound. Take the letter E, for example. A short E can be found in the words met, bet, and set. A long E can be found in the words meet, seat, and treat. (You might notice the two vowels in a row in these words; double vowels in English almost always make the vowel sound long!)

In standard American English, "coffee" is pronounced with a short O sound, such as in the words dog, log, and cough. The IPA symbol for this vowel sound is ɒ. An easy way to spell this sound without using IPA is "ah" -- as in when the doctor asks you to stick out your tongue and "say 'aahh!'"

This is not to be confused with the short A sound, as in the words apple, cat, and axe. The IPA symbol for this vowel sound is æ. An easy way to spell this sound without using IPA is simply "a" (with no "h" after it).

Accents will slightly (or largely) alter our vowel sounds and how we might think to spell them; "coffee" sounds different with a British accent than an American one. But now that we know how to talk about vowel sounds, let's rephrase:

Does "ko-fi" sound identical to "coffee" (typically, for Americans: a short O followed by a long E)?

Or does it rhyme with lo-fi (typically, for Americans: a long O followed by a long I)?

Or does it sound like something else?

[3liza]

i said this YEARS ago when the 'vibes based literacy" discussion started because i had been reading about dyslexia to try to help my partner at the time, who was undiagnosed: the book about dyslexia that i was reading described precisely the techniques used in the "contextual guessing" reading education system, but as dysfunctional adaptations by dyslexic children. the contect guessing and memorization thing is a way of teaching entire generations of children to be functionally dyslexic, a profound and devastating disability, when they do not have dyslexia and do not need to have it. it's horrifying. it was how my partner read things, and watching him try to read something out loud was extremely demonstrative of the struggle he was having.

ken goodman probably had dyslexia and didn't know it, it's the most common learning disability in the world, an estimated 20% of all humans on earth have some degree of it.

In the paper, Goodman rejected the idea that reading is a precise process that involves exact or detailed perception of letters or words. Instead, he argued that as people read, they make predictions about the words on the page using these three cues: 1. graphic cues (what do the letters tell you about what the word might be?) 2. syntactic cues (what kind of word could it be, for example, a noun or a verb?) 3. semantic cues (what word would make sense here, based on the context?) Goodman concluded that: Skill in reading involves not greater precision, but more accurate first guesses based on better sampling techniques, greater control over language structure, broadened experiences and increased conceptual development. As the child develops reading skill and speed, he uses increasingly fewer graphic cues.

he's completely wrong, this not how fully literate people read. this is how dyslexic people read. fully literate people are using phonics and the alphabet all the time, that's how we read so fast and so easily, even texts that we're unfamiliar with or that aren't in our native language. i can scan a page of italian, french or norwegian and get the gist of it even though i don't speak the languages. i can sound out those words and pronounce them, even if im pronouncing them incorrectly, just by reading the actual letters and phonemes.

relying on context to predict which word comes next is what leads to the kind of aphasia dyslexics often exhibit not only while reading, but when speaking aloud. my partner would swap words that were contextually correct but not what he actually meant all the time. for example if he wanted me to hand him a blue comb lying nearby on a table, he would say "could you please hand me the green brush?" or if he was describing a cat he saw, he would often swap in another contextually-related word, one that sounded the same, like "bat", or one that was conceptually related but incorrect, like "dog". as a result i had to ask him to clarify or repeat himself many times to figure out what he was trying to say. it created profound problems for him and separated him from me and everyone else. the worst part is that he was barely aware of this. when he was driving it was extremely difficult for him to follow or give directions because he would swap out "left" and 'right" randomly.

you cant actually read like this.

She thinks the students who learned three cueing were actually harmed by the approach. "I did lasting damage to these kids. It was so hard to ever get them to stop looking at a picture to guess what a word would be. It was so hard to ever get them to slow down and sound a word out because they had had this experience of knowing that you predict what you read before you read it."

[writers-potion]

Writing Character Accents in Fiction

Hey there, thanks for the question! I speak English as a second language; most English speakers I encounter aren’t native (yes, including fictional people); thus, this is a concern I’ve explored personally when I write. 

I think the core principle regarding accent writing is this: it shouldn’t be distracting. 

For the same reasons why Stephen King prescribes the basic dialogue tag “said” rather than fancier alternatives like “whispered”, “shouted” or “screeched”, dialogue must be first and foremost easy to read. It must flow like a real conversation – the pace and tone are a lot more important than how specific words are being pronounced by the character. 

Focus on what effect the accent has:

Using adjectives to describe their voice in general. Different types of English (American, British, Australian, etc.) will give off a different vibe, also partly dependent on how your character speaks in general:

Lilting: Having a smooth rise and falling quality; sing-song like. Welsh accent is often described as singing. 

Posh: from a high social class. This is the term generally used to describe the upper-class British accent.

Nasal: this happens when the sound goes through somebody’s nose when they’re speaking. North American accents are more nasal than, say, British pronunciations. 

Brash: harsh, loud, indicative of sounding a little rude. 

Slur: speaking indistinctly; words merging into one another.

Using metaphors.

Her voice was cotton and fluffy clouds. 

When he spoke, the ‘r’s scratched the insides of his throat. 

Mentioning their accent with a brief example(s). 

“Would you like to drink some wine?” she said, though her Indian accent gave extra vibration to her ‘w’s and ‘r’s, making the words sound more like ‘vould you like to drrrink some vine’.

“I want some chocolate.” His syllables were choppy and ‘l’s rather flat, saying ‘cho-ko-lit’. 

Some Tips:

Don’t phonically spell out everything. Perhaps give a few examples in the beginning, but stick to standard English spellings. 

Pay attention to word choice, slang, and colloquialisms. 

An Australian person would say “tram”, not “trolley; “runners” instead of “sneakers”

A Canadian may refer to a “fire hall” – what Americans call a firehouse or fire station

If your character comes from a non-Enligsh background:

Use vocabulary from other languages. 

“What time was the exam, ah? Two o’clock? Jiayou!” → putting “ah” or “la” at the end of sentences + Jiayou means “break a leg” in Singlish. 

“I can’t believe that 4-year-olds have their own SNS accounts now.” → “SNS” is short for “social networking service”, a term used to refer to social media in Korea. This would a subtle difference – even though it isn’t technically Korean at all!

Transpose grammar from different languages. 

For example, in French, plural nouns take plural adjectives (whereas in English, you would speak of ‘white cars’, not ‘whites cars’).

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[steddieas-shegoes]

not so different

for @steddieholidaydrabbles prompt ‘graduation’

rated t | 994 words | cw: mention of past character death, mention of alcohol, language | tags: childhood friends, friends to lovers, hurt/comfort, good uncle Wayne Munson

🍦🍦🍦🍦🍦🍦🍦🍦🍦🍦

Steve Harrington didn’t cry, not even when he fell off the slide at the playground and his knee bled for 15 minutes and his nanny had to call his mom.

But this was a special instance where he was allowed to be sad. His nanny even said so. He watched all the kids in his kindergarten class taking pictures with their moms and dads, uncles and aunts, grandpas and grandmas, and wondered why he didn’t have anyone here for him.

He found an empty classroom in the big kid hall as soon as the ceremony was done, sat behind the teacher’s desk, and cried into his knees.

“Did your daddy not show up either?” A voice asked from in front of him.

He lifted his head, vision blurry and face wet, to see Eddie.

Eddie had already done kindergarten once, but he had trouble with his phonics, so they kept him behind. He was the first kid to talk to Steve in class, but within a few days, Tommy and Carol and Heather had scared him away from Steve entirely.

“Um, no.”

“What about your mama?”

“She’s with my dad.”

“My mama is with God. Or that’s what a lot of people say. I dunno if she was friends with him or not, though. I think she just got buried in the ground and people are scared to tell me,” Eddie was sitting next to Steve now, his leg knocking against Steve’s.

Eddie didn’t sit still very well, and the teacher always said he had ants in his pants. Steve hoped he didn’t have them in there now; he didn’t want any ants on him.

“Where’s your dad?”

“He’s probably getting ‘rested again. He showed up being silly and my Uncle Wayne had to take him outside,” Eddie shrugged.

“Is he tired?” Steve asked, sniffling and leaning more against Eddie.

“No. Uncle Wayne says sometimes he has too much of the drinks in the bottles I’m not allowed to touch and it makes him act like he don’t got a brain,” Eddie didn’t sound that sad, but Steve still wanted to hug him. “So your daddy isn’t here?”

“No. I think he forgot.”

“Sorry he forgot. My Uncle Wayne never forgets. He even came to the lunch room for my birthday. He brought me a piece of pizza!” Eddie always sounded more excited than anyone else. Most of the kids in the class thought it was stupid, but Steve kind of liked the way his eyes got wide and his smile got so big it took up most of his face. “Maybe he can bring you a piece for your birthday next year.”

“He doesn’t even know me.”

“You can come meet him!”

The classroom door opened just as Eddie started to stand and reach for Steve’s hands to pull him up.

“There ya are, Ed! Been lookin’ everywhere. You want some ice cream?” An older man stood by the door, button up plaid shirt only half-tucked into his jeans.

“Can we bring Steve? He’s my friend.”

Steve’s head turned, shocked that Eddie would say that.

“We gotta ask his parents first, Ed.”

“His parents didn’t come.”

“Oh.” The man looked Steve up and down before seemingly settling on something. He gave a small smile and gestured for him to come closer. “What’s your favorite flavor, then?”

“I dunno. Never had anything except vanilla,” Steve admitted, afraid to look at the man who had to be Eddie’s Uncle Wayne.

“Well, that just won’t do, will it? Let’s go try every flavor at the diner. Benny just added a few new ones. Think there’s even a bubblegum one.”

Eddie clapped his hands and dragged Steve out the door by his arm.

“I bet you’ll like mint chip,” he said as Wayne followed behind them, fond smile on his face.

🍦🍦🍦🍦🍦🍦

Steve Harrington had only cried a few times in his life, but this was the second time it was happening in front of Eddie.

Eddie wasn’t conscious this time, though.

“If you wake up, I’ll take you to the diner and we can have ice cream. They’ve got a new raspberry white chocolate flavor that you’d like. I could use some mint chip right now,” Steve said around the tears.

Wayne had left the hospital an hour ago to freshen up and grab one of his crossword puzzle books. Steve had been crying for most of that hour, holding Eddie’s hand and quietly begging him to wake up.

Two days without hearing his voice or watching his smile light up the room was too long, especially after having it for the last 13 years.

“How’re you gonna walk at graduation if you’re still asleep here, huh?” Steve closed his eyes and wiped at his cheeks.

“You can walk with me.”

Steve’s head shot up at Eddie’s quiet, but surprisingly strong voice.

“Eddie!”

“Hey, Stevie. Heard you’re takin’ me for ice cream,” Eddie’s smile was crooked, the bandage on his cheek covering one of his dimples.

It didn’t matter. Nothing mattered except for Eddie being awake, being alive, being okay.

“Yeah, Eds. Every day if you want,” Steve wanted to crawl into the bed with him, hold him close and feel him breathing and listen to his heartbeat, be sure he was there.

“Gonna hold you to that.”

“Soon as you can leave, that’ll be our first stop. Promise.”

Eddie closed his eyes, but the smile remained on his face. “You slept?”

“A bit.”

“So no.”

Steve rolled his eyes. “A bit.”

“C’mere.”

“Honey, you’re hurt-“

“Come here.”

Steve got in bed slowly, making sure he kept space between himself and Eddie’s injuries.

“Think I’ll graduate?”

Steve snorted. “They’d be stupid to hold you back after you saved everyone.”

“Yeah. ‘M a hero. Fuck Hawkins High.”

Steve could feel more tears trickle down his cheeks, but these were different.

These were relieved tears, happy tears.

“Yeah, honey. Fuck them.”

“Love you, though.”

“Love you so much.”

[dalniente]

Oh, my god, context clues are meant to be a way to figure out what a word MEANS, not what a word IS. A kid should not see "horse" and say "pony" because there's a picture of a horse-like animal accompanying the text. What happens when there are no pictures to go on? What the fuck?

But also, I don't think I've seen anyone claiming fandom is causing a drop in actual fundamental literacy. If OP is referring to the post circulating about a media literacy crisis, I think they may have misunderstood something. "Media literacy" is a term that refers to reading comprehension and the ability to think critically while reading, to assess how biased the news article you're reading is and see what the bias is. And, yes, to a different degree and along a different vein, the ability to understand the separation between fictional and real-world behavior. The ability to think about and analyze the difference between an author and what they write, whether that is fiction, non-fiction, or news reporting.

That is what media literacy means. It is a compound noun referring to a set of competencies. Not the ability to read AT ALL. Those are two totally different things.

(Also, and I cannot believe I even have to say this, fandom is very obviously not the cause of the drop in media literacy. The post I think OP is referring to does not claim that it is. The pearl-clutching purity wank nonsense (seen in fandom and outside of it) is a SYMPTOM of a lack of media literacy, not the cause.)

i'm so glad someone else was bitchy about that post bc i couldn't be bothered to when i saw it. the reason that literacy rates in the usa are poor is because of rising inequality and also because kids are just straight up being taught to read wrong. not because of fucking fanfiction or YA or 'puriteens' or whatever the fuck else is the bugbear of the week for people who still stake their self esteem on their high school english grades

[olderthannetfic]

Now I'm wondering how countries like Japan and China teach literacy.

Since kanji / hanzi don't really have that much in the way of phonetic elements, they kinda have to teach them by memorization and I don't think they have many reading comprehension problems over there.

(Although both countries do have supplementary phonetic writing systems in the form of bopomofo and pinyin for China, and the kanas for Japan)

--

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RELEASE THE KRAKEN!

It's a little closer to teaching vocabulary than spelling, but the same kinds of principles apply: You teach the building blocks, like the traditional radicals, which aren't so different from teaching Latin and Greek roots in an English class for English speakers.

And, as a matter of fact, lots of those radicals do predict pronunciation, just not in every single case. They can also be clues to meaning, but again, not absolutely consistently. Many characters have a sound-cueing radical on one side and a meaning-cueing radical on the other. It's just that only some are still useful in the modern day, while others are more like the English word 'plumbing' where knowledge of Roman lead pipes explains why this word comes from the one for lead, but the root probably wouldn't help a kid learn the word in the first place.

One similarity to teaching phonics would be teaching students to tell very complicated and similar characters apart: you want to help a student spot all the little building blocks of the character and then spot the ones that are different, not just glance at the whole character and get a general overall vibe. If you do a whole look-based approach, too many characters are too easy to mistake for one another.

Remembering a bajillion Chinese characters is hard if you're trying to memorize them in a year and not all of elementary school, but I think people who don't read them underestimate how many component parts there are and how approachable they can be if you start by learning fundamentals, not just memorizing a few individual characters as though they have no relation to anything else.

They're actually pretty systematic, just in the way that English spelling is with its overlapping systems and historical artifacts, not in the way that highly regular Spanish spelling is.

Having taken a lot of Japanese classes, I will say that Japanese as a foreign language textbooks often do a piss poor job of this and totally do teach kanji in a sight words-y way... But my Mandarin class started with important foundational concepts that served me well in Japanese later even if I bombed out of Chinese class at the time.

Can you tell how irritated I am by all the foreign language learners who think characters are sooooo hard when, really, it's just their crappy textbook? Haha.

They're moderately hard in the way that learning a full adult spectrum of vocabulary is hard, but people do that for foreign languages all the time. The countries that use characters do tend to make sets that are smaller for certain kinds of applications, same as we have things like simple English wikipedia, but a literate adult will always know lots more, whether it's from their career in engineering or their predilection for historical romance novels.

Uh... anyway, the answer is "Bit by bit in elementary school, just like in any other country".

[mangomagictv]

ABCD Alphabet - Phonics sound with One Word - A is for apple - English Alphabet Letter (A to Z)

[whimsyraincoats]

boy meets girl; jess mariano

cute imagine with jess meeting a certain other gilmore daughter! not sure if it’s a series yet, we’ll see! part 2 up on my page now!!!

words: approx 1.6k

Walking through the doorway, the dark haired boy couldn't think of anywhere he'd want to be less. Just that morning, the woman who introduced herself as Lorelai, had told him that she had two daughters about his age. He can't be completely sure as he wasn't exactly 'actively listening' but by the time his brain had caught up to what his ears were hearing, the idea of twins living in such a town like Stars Hollow had him thinking everyone was cartoon characters. Jess Mariano couldn't picture anything other than identical twins in matching outfits, with the same comedic, animated personalities as the whole town.

Following the source of the noise and clatter into the kitchen, against his will, Jess shared a small greeting to the first of the matching set, Rory. Seemingly, the calmest and least annoying of the group yet, he noted. After being subjected to talk of lemons and being quizzed to no end about his dietary requirements, Jess slipped away from the chaos to what he believed was the living room. Taking in its state, he noticed the odd arrangement of the table and decided that it must not be its permeant place. He glanced down at his watch from beneath his dark grey hoodie sleeve, and looks at the time. Simultaneously, the boy's ears pricked up at the sound of David Bowie that came from up the stairs.

Curiosity and boredom getting the better of him, he climbed the stairs one at a time, planks creaking under each step. All aspects of politeness gone from Jess since he stepped off the bus earlier apparent, as he waltzed though the open bedroom door at the opposite end of the landing. His eyes surveyed the room as some excitement sparked there as he took in the posters, stacked CDs and endless amount books overflowing the shelves. The dark haired boy's gaze landing on where the music is coming from as it changes intro Big Exit by PJ Harvey.

Meanwhile, the brunette girl dragged a comb through her bangs one last time before placing it back onto the bathroom counter with a curse as she noticed the time. Happy with her final decision pertaining to her outfit, she hopped on one foot into the hallway as she pulls her knee high sock up her shin to its full length. Just as the dark haired boy turns to leave the bedroom he was currently standing in.

"Oh my-! Jesus Christ, way to give a girl a fright!" The girl heaves, with a hand placed on her chest. She eyed the boy as he opened his mouth to say something, not before a persistent sing song interrupts them.

"Reyaaa, Jess! Party's moved to the living room!" Lorelai enthusiastically announces up the stairs.

"Coming!" The girl yells over the banister before walking back over to the now-named mystery boy.

"Jess huh? Guessing you're Luke's nephew, right?"

"Nothing gets past you ay" Monotonal, Jess replied as he quirked his eyebrow.

"I'm Freya." Pair complete. "You know you're acting very nonchalant for a boy I just caught snooping in my room."

The boy in question scratches the back of his head slowly. "Wasn't snooping, just looking, admiring even. 'S a difference." His mind refused to believe his heart just skipped a beat as they both lined up in her bedroom doorway, only inches apart as Jess leans on the side of it. Her sparkly, brown eyes invoked a certain feeling in him when they made eye contact.

Freya gently pads across her floor to her CD player and speaker as she presses pause. "You like Bowie?" She questions.

"Yea, it's what made me come upstairs." The brunette turns to share a grin with the boy now hovering by her bookshelves. "Aren't we hooked on phonics?" Jess murmurs.

Letting out a chuckle she replies, "Do you read?"

"Not much." As he picks up a book to examine the cover.

"I could lend you that it's great!" She exclaims as she finally takes in the dark haired boy standing in her room. His grey hoodie nearly fully zipped, paired with dark jeans that rest loosely on his hips. His eyebrows furrowing as his dark brown eyes bore into a page in the book. She felt a blush creeping into her cheeks as she finds herself aware of how handsome he really is.

With a shrug, he put the book back, "No thanks."

Trying to hide her disappointment at the rejection, Freya tried to change the subject.

“Okay erm well I think we-”

“Do these open?” Jess cut her off as he gestured to the window.

“Oh.. yeah, just unlatch then push.” She said as she awkwardly stood by her bed,

“So shall we…?” The girl looked at him with confusion before what he’s referring to clicked.

“Oh, I promise you even if you could climb down, there’s nowhere to bail to.” Slightly bored at the interaction, Freya walked over to her door.

“Listen, I get you might have the need to do or say the opposite of whatever people, or in this case Luke, wants you to do, but I’m so hungry. And Sookie, while borderline insane, is a really good cook, so as much as I hate to say it, you’re on your own.”

“You don’t know anything about me.” The boy replied dryly.

“I know!” Freya replied softly with an amused glint in her eyes, knowing his response proves her point. “Come downstairs and eat and you can tell me all about you.” She flirted as she looked over her shoulder while holding the door handle.

Jess let out a smirk while he looked down at his shoes and shaking his head.

Taking that and his silence as a no, the girl stepped through the doorway. “Well, close the door behind you, or the…window? Which ever one you end up using.” She said with a smile on her lips.

Descending down the stairs, Freya couldn’t help but notice the warm curiosity growing inside her at the thought of the boy.

౨ৎ

Checking her watch, the brunette decreased the pace of her steps back to a walk as she headed for Stars Hollow Books. In a miscommunication with her, not so happy, Mom, she had been told the time rounded up, hence the original hurrying, but alas the girl will make it before the store shuts for the evening.

While walking, her mind wandered back to the mismatched stories of the last 24 hours. After having met Jess, although not massive on the manners or socialising, considering he had just moved was perfectly reasonable. However all Freya had heard for the last day from her Mom was the verbal abuse of his character. Even Luke’s too due to their recent fight that even trumps Sid and Nancy, just to add to the confusion even more.

She heard Jess come down the stairs a moment after her while she was passing plates along, but didn’t see him after that. Further developing the mystery that’s been stuck in her mind.

Fiddling with the plastic handle between her fingers, the girl walks out of the Market with a textbook and a folder she desperately needed.

Lost in thought, she crossed the road with her house as her destination, when a familiar voice snapped her out of it.

“Hey.” Freya snaps her head round to look at the boy who she seemed to have summoned by thinking about him.

“Hey, yourself.”

“What’re you doing out here this time of night?” Jess questions with raised eyebrows.

“Just getting somethings I needed for school, how about you?”

“Oh yeah same.” He dismisses.

“You know, it was quite the disappearing act you pulled yesterday.” The brown eyed girl brought up, after a moment of almost awkward silence between them.

“Huh- yeah, as tempting as your offer was, tupperware parties and potlucks really aren’t my thing.” He replied as he untucked his hands from his pockets.

“Just too cool for school huh.” She said, amused as she took him in, his puffer vest, his watch resting on his wrist and a coin he’s moving in his hands.

“What’re you doing?” The girl questions.

“Oh this-” Showing her the coin, answers, “Just another little disappearing act.” As he revealed his hand as empty of said coin.

Suppressing a giggle, Freya shines him a smile with creased eyes.

“Jess, if you ever want to speak to me again, please don’t pull that out my ear.”

After cracking a smile that unlocked a sense of accomplishment in the girl, replied. “Understood.”

“Hey, I like your shirt.” Jess complimented.

Looking down at it to check which one she happened to throw on earlier, she grinned once more. “Thanks! How much Beatles stuff do you know?” She asked excitedly, her eyes illuminated.

“Oh, only the stuff that everyone does, I wouldn’t have been lined up to be one of their groupies that’s for sure.” He joked.

“Hey, speak for yourself, I adore them, I would’ve been pushing other girls out the way. I adore any British band to be completely honest.” Freya spoke with excitement.

“I know, your room isn’t exactly keeping that a secret you’know.” He referenced the multitude of Britpop, The Smiths and The Beatles posters spaced on her walls. Jess couldn’t help but marvel at the way her face flushed at the prolonged eye contact and his comment.

Snapping out of her trance, the girl glanced down at his arm and gently held his sleeve to check the time. The boy’s body grew alert at the touch. “Shit! I’ve got to go in a sec, I hadn’t realised the time.”

“Oh, well in that case, I’ll leave you with one last magic trick. He dramatically stated as he pulls a familiar book out of his pocket.

“You bought a copy? I told you I’d lend you mine!”

“It is yours.”

“You stole my book!” She accused, dumbfounded.

“Well, I just wanted to put some notes in the margins for you.” He handed the book over, as he tried not to let his mind linger on the way their hands touched.

“See, that’s not called a trick, that’s called a felony.” She jokes before furrowed in confusing as she flicked through the pages. Scruffy but purposeful notes scribbled down margins and in between lines of the pages, almost artistic.

Looking up innocently, “I thought you said you didn’t read much?”

“Well what is much?” The boy replied with a drawn out shrug and smirk. “Goodbye, Reya.”

Desperate to hide her slight astonishment, smirked as she began to walk away.

“Goodbye, Dodger.”

After a few paces, she looks back to be met with a smug grin. “Oliver Twist.”

The brown haired girl couldn’t help but share the grin while she nodded. Despite all the things she had heard about him in the last day, she couldn’t help but feel giddy at their interactions. No one had ever annotated a book for her, let alone shared a conversation with her that flowed that well. Holding the book in her hands, her fingers still moving the pages as she walks home, her mind ever presently on him and his gesture.

౨ৎ

an; i’ve read this so many times i think i hate it. hahaha jk and hope the dialogue is okay i was doing it from memory!!!! ignore the fact i used my own name pls it lowk works with the story😵‍💫😵‍💫 oh and part 2 is now officially on the way….

[inspired-lesson-plans]

Instead of taking a nap I just had the greatest idea.

Children's cartoon series that focuses on the lives of all the English letters. Each one has its own personality that is in part derived from its phonic function, and they all have relationships with each other that come from how the different letters relate to each other.

This was inspired by the thought that kids might learn the alphabet just as well if the letters had full names like Kappa instead of the tiny names they have today. This evolved into the thought that every letter has its own personality and that we could tell stories about them because they're all characters (ha).

Here are a few notes that I thought of in the shower and couldn't sleep until I wrote them all down:

Subconsciously I am 100% basing this on a combination of the Mr Men books and the Wayside School series.

Every letter has a proper name based on their ancestral Greek letter names*, but they are typically called by their nicknames (the English versions). I do not know what to do about C and the like.

The letters have genders because that makes them easier to remember.

They should have English or Australian accents because it's a kid's cartoon.

Speech bubbles must always be present when characters are talking. This is a phonics-focused edutainment show. The kids need to read.

C & K are married. K gets jealous when she sees her wife hanging around H because she knows what kind of effect H has on letters like S or T.

In one episode K is really upset and she refuses to make a sound when forming words like KNOW or KNIFE. Some of the letters don't get it, but her friend G helps her out.

I & E are sisters. E is the popular sister whom everyone wants to include in everything. The other vowels say "We're just not the same without you!"

I is always trying to be like E, which is why she's often trying to make the same vowel sound. When E is asked to help spell the word FRIEND, she brings her little sister along even though I doesn't actually do anything.

In one episode, E feels overwhelmed by everyone's expectations of her, so she decides to take a Self Care day. But that means that all the other letters need to figure out how to make words without any E's. Soon they start to panic because their words are all messing up now. This is reflected in the dialogue, such as "A S_lf Car_ Day? What do_s that m_an?" This is pronounced without the underscores, for comedic effect. Anyway, I decides that she has to take her sister's place. After some fumbling around, she realizes that she can't do everything her sister does, but she can still be useful. SKATE can't be SKATI, but with some help they can still make SKATING, for instance.

Ampersand is a letter. At first they think they're a punctuation mark, but then their adoptive family (grandparent . parents ! and ? siblings , ; – ) reveals that their full name is "And per se and", which means "& itself" and used to be said at the end of the alphabet song.

I am very open to discussion on this.

Please, reach out if you have any thoughts. I do not have anywhere near the skills to do something like this for real, but I want this idea to be out there and for someone to make it. And I am willing to be involved.

This is Tumblr, let's collaborate.

*Fun fact that I just learned, the Roman alphabet is taken from the Etruscans, who borrowed it from Greek immigrants but shortened their names. And the Romans called Y the "Greek I", which is why when I go to the DMV I keep on hearing a Spanish voice calling for "Igriega". (Sources 1, 2)

[memorizingthedigitsofpi]

That post about whole language reading that's going around really goes a long way to explaining the growing phenomenon of people not reading before commenting and/or misinterpreting what's being said.

Like, I'm a phonics kid. I learned what each letter sounds like individually and in combinations, and I learned how those letters combine to make words, and I know how to sound out a word I don't know and try it a few ways to see if it's something I've heard and just never seen written down. Those are all skills that I was taught and I've spent my life practicing.

If you're just trying to recognize words by their shapes or by the letters and combinations that you do know, and you're using context to try to guide your interpretation? No fucking wonder people have a preference for videos. No fucking wonder people miss information that's plainly stated in the text of a post. No fucking wonder people take away the exact opposite message to the one that was written.

I know it's not the entire puzzle or anything, but it's definitely a piece in there. And probably not a small one.

[helly-watermelonsmellinfellon]

Recently, through Twitter, I have become aware of the fact that modern American parents have been very ignorant of their parental duties when it comes to their children. Parents are banding together to complain about the schools their children attend because their kids are getting bad grades in class, or they're getting detentions for doing bad consistently, or they're being held back because they're just not at the same level as their peers.

There was an entire thread of some woman whining about how the school was failing her kid, because his English class grade was so bad. There were thousands of comments agreeing and various reposts with anecdotes from other parents with similar experiences.

"My 26 y/o son can't even write a check for God's sake!"

And one single person finally replied with, "Do you guys not teach your kids anything at home before they start going to school?" Which then spawned people with actual common sense questioning the level of involvement these people had in the lives of their kids.

This is what led to a large surge of people complaining about how it's the school's job to teach them everything and they did their job just keeping them alive.

Now, I don't want to be mean, but it's gonna come across that way.

Parents are lazy these days.

When I was a child, my Nana and mom had me learning with Hooked on Phonics before I entered pre-K. I was 3 years old and already sounding out words that rhymed. I was practicing how quickly I could say them in under 30 seconds so I could progress to the next lesson.

mat hat sat that cat vat pat bat fat lat rat brat

etc...

When I was in pre-K(4 years old), they had a single, really old computer that had a bunch of Winnie the Pooh CD-ROM games. Because I always got my work done faster than everybody else, they let me use the computer because I could actually read and follow Pooh's instructions, and it kept me busy.

And when I entered kindergarten for the first time, I was really surprised to see that Hooked on Phonics was actually part of my curriculum and I was already very well ahead of everyone else. My mom and Nana took traching me very seriously. They not only read to me, but they would also get me Madeline books and cassette tapes from the children's library downtown. And then I would listen to the cassettes telling the story while reading the book at the same time to get used to the words.

At three years old, I was helping out in the kitchen, learning all of the different kitchen utensils and types of measurement. My mom often went between English, French and American Sign Language at random times so I picked up a lot of stuff that way. We never had a computer in the house for the first 12 years of my life, but I did have an old keyboard to learn how to type. Nana gave me basic piano lessons for a couple years. Mom taught me how to hem my clothes because she would buy me bigger clothes, hem them to size, and then let them out as I grew. Hell, Sperm Donor taught me how to write a check when I was 8. He was also a Financial Adviser, so I got a lot of lessons on money management, investments, and 401Ks and shit.

All these incredibly simple things ended up benefiting me later on, because I was so far ahead of all of the other students that it consistently put me at odds with them. I was better at reading, cooking, sewing, music, languages, etc... I was allowed time to do whatever I wanted while the rest of them had to catch up.

There is a lot more to being a parent than just making sure your kid eats three meals a day and doesn't die in a stupid way. And it seems like a lot of parents these days have completely forgotten that they have a duty to their kids beyond the feeding and clothing thing.

Certain things SHOULD be taught in schools, like how to balance a checkbook. But if it's clear that the school won't cover it, why aren't YOU doing something about that? And why do so many parents have no clue what the hell their kids are even getting up to in school? Why don't y'all get involved in your kid's lives?

[3liza]

after meaning to get around to it for years i finally listened to almost the entirety of Sold a Story and it is as groundbreaking as everyone says it is. it's also the most confusing, to me, single event in American culture in my lifetime and my reasons for thinking that are pretty complex so im not sure theyre fully formed yet. there's a list of shit in this podcast that made me feel like i was going insane

i KNEW something was going on at a population level, i've been noticing it for years, people kept telling me i was imagining things, but i was RIGHT, two generations of kids have been reduced to barely-literate levels of language function because of this shit and you CAN see it and hear it while talking to people in the world!

the entire adoption of the Calkins programs in the first place were based on the majority of people responsible for American child education deciding basically overnight that "children don't need to learn phonics in order to become strong readers" which is literally and not figuratively equivalent to saying "children can learn algebra without learning what numbers are". it is so self-evidently false i dont even know how to respond to such an assertion. you have to be fundamentally devoid of common sense to think this is true. language is comprised of sounds (phonemes), sounds are represented by letters, letters make up the alphabet, the alphabet makes up words, and words make up sentences. you cant just skip over the parts of this you dont like, it's the basis of our entire civilization. "i dont need to learn individual notes i just want to play to saxophone" okay well. too bad? you cant

american primary education apparently has no communication whatsoever with the scientific fields of human behaviorism, pediatrics, neurology, linguistics, the science of learning generally, and there is next to zero communication between teachers who are actively responsible for educating children and the entire research field of educating children. they just dont talk to each other, at least in huge swaths of the country. in retrospect this is obvious, i just have been assuming incorrectly this entire time that maybe, surely, some aspect of how our public schools are administered is in some way being guided by scientific evidence and research. this has apparently not been the case for 20+ years. Lucy Calkins herself claims she "didn't know" that the research on how children acquire language had been essentially settled by the 1990s, she just wrote her stupid book based on her own self-assurance that what she THOUGHT children were doing when they learned language was correct. she ddin't check, she didnt ask about research or studies, she didn't test her hypothesis, she just told everyone she had figured out how to teach kids to read based on nothing but her own untested assumptions. and everyone was like "okay sounds good". every single person involved in this process is or was in a position of responsibility for educating american children. and almost none of them thought to ask "okay, but have you tested it? does it work?" because they didn't test it, and it doesnt work, and for some reason that was never even brought up

teachers kept being interviewed on this podcast who kept saying things like: "they never taught us how to teach children to read" and "they didn't teach us how children learn so i had no idea how it worked" and then explaining this was why they were so easily hoodwinked by the Calkins program. i don't understand this. what is actually taught during the two year degree programs at teaching colleges? if it's not child psychology, pedagogy, neurology, and actual techniques for teaching children, what are they teaching you to do there? one of my friends who went to a teaching college told me they mostly provided classes on lesson planning.

individual teachers apparently are not reading books or articles or papers on any of these subjects either. so having graduated from a teaching college knowing nothing about children, teaching, or even basic english literacy ("i didn't know how to teach phonics and no one told me" is another thing actual teachers kept saying on the podcast. girl, SESAME STREET can teach basic english phonics, and it does), almost none of them actually do any investigation on their own. they just show up to their workplace (the school) and "teach" whatever admin hands them. ?????????????? how is this possible?

i realized last night in a fugue of post-exertional malaise that the three-cueing method of teaching reading is training children to approach language very similarly to how a large language model does it. they laboriously instruct the children to guess what the next word in a sentence will be, often by actually covering the word with a post-it note and then cajoling and badgering the child until he guesses the word under the post-it, based on the vibes on the sentence he's reading. this doesnt teach you to read, it teaches you to act like youre reading

this isnt directly addressed in the podcast but we used to just teach everyone english like it was an actual system that has parts and rules and structures, because that's what a language is. everyone would start with phonics and the alphabet, then later do stuff like sentence diagramming and grammar, neither of which have been taught in primary schools in decades. i think i was probably the very last generation of kids to get ANY of that stuff unless they went to an exceptional school, and it was only because my 8th grade teacher knew it was important and went against school admin's instructions in order to teach it. the couple days of sentence diagramming and grammar he gave us, out of SPITE, have been more useful to me in reading and writing than the entire rest of primary english education i received in public school, and i didn't even go to a school that had adopted three-cueing stuff yet.

[nectardaddy]

another rant about inumaki's speech (hi, hello I'm a teacher and used to teach primary which is all about learning letters/sounds/blends/basic words)

inumaki had to have learned his cursed words in a VERY secluded environment. I would also venture to say the inumaki clan is probably very well versed in phonics and morphology. they have to be, especially while trying to learn how to speak or teach their children how to speak.

my best guess on how he actually learned to speak is honestly pretty simple: he had to enunciate really, really slowly.

take the word "cat" (after letters, which even for him would have been pretty straightforward - there's no harm in just letters, you start with one syllable words.) he would've had to learn, even from just simple words like cat, to sound out words slowly. breaking down each letter to the point it barely sounded like a word. saying each sound with a pause, and if he knew the word was a safe word he could fully blend it together.

however with cursed words- he would do the same thing BUT he couldn't blend the word together fully unless it was a controlled environment.

I use the word "twist" as an example all the time, but it's a harder word to master so it's a good example. with twist he would've already had to learn letter blends (tw, qu, cr, etc...) he would genuinely have to sound this word out agonizingly slow when he was learning it as to not hurt himself or others. but when it came time to practice it, he most definitely failed to blend the whole word together on numerous occasions.

kids find it pretty easy to know what a letter/letter blend sounds like, but to put words together is actually very hard.

(things get REALLY complicated in 3,2,1...)

THIS BEING SAID- there's a big difference between encoding and decoding words. encoding words is using your knowledge of letter sounds to sound out words. decoding is blending these sounds together to form the word, and thus being a fluent reader. decoding (even though it seems silly, but I promise there's a science to it) helps a reader/speaker understand what they're reading. if you don't understand the word and how to say it, 9/10 you don't understand the meaning.

inumaki is probably a VERY GOOD speller because all he knows is encoding. while he can read, it's probably a bit behind because of his lack of decoding skills (not like he can help it though- his clan probably didn't even teach him certain words). he's probably a very slow reader (nothing wrong with that tho, I am too!) because he only knows how to encode words (sound out letter by letter) rather than decode them (blend the word together).

thank you for coming to my insane ted talk

@inumakis-boo @inumakisser idk if yall will enjoy this lmao but just some thoughts

[no-stupid-questions-official]

If you were taught French in school (as a non-francophone), did they teach you what sound comes from what letter clusters, and if so when? Where I went to school, which was *mumble* years ago, we started having French class in grade four, and I took French all the way up to grade twelve, and they NEVER explained what sounds something makes; we were given the pronunciation of a word, and the spelling of that word, but I had to figure out for myself the phonics of French. (I can understand the high school teacher assuming we already knew it by then, and I know I had two different French teachers in grade school so it MIGHT have been lost in the hand-off but I don't know, this was a long time ago plus at least one of them is dead now.)

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