#rhyming worksheets

[harryspet]

Bimbo reader maybe / kinda like hostage situation where she is in a cabin with him and she has Stockholm syndrome 🥹

[warnings] dark!daddy!rafe x bimbo!little!reader, this takes place in a cabin though i realize now i don't even mention it lol, DUBCON, stockholm syndrome, implied kidnapping

18+ MDNI

“Have you been good today, hmm?”

Eagerly, you nodded, gazing up at your captor with hopeful eyes. You had been diligent, completing every task on the list he had assigned and waiting patiently for his return. Today was special, he had promised that, as a reward, he would finally let you out of your room.

“I have been, Daddy, I promise,” You answered obediently. You rose from your desk, crossing your bedroom, and handing him your homework, “Look, I did all my worksheets.”

“I see, get down on your knees baby while Daddy looks these over.”

You smiled weakly, holding onto his legs to steady yourself as you lowered yourself to the ground in front of him. You looked up at his figure, strong and imposing, and instinctively your hands found the button of his jeans. 

You recalled the effort you had put in throughout the day: matching baby animals with their mothers, coloring vibrant butterflies from Africa, tracing the alphabet with charming illustrations, and rhyming words by pairing pictures of objects that sounded alike. Each task was completed with care in sparkling pink ink, while you wore a plaid skirt that barely covered your white underwear.

Rafe was kind to let your mind be occupied while he was away. It kept you mentally stimulated. A little girl like you shouldn’t have to concern herself with adult matters, but there was still so much to learn.

“You did such a good job, baby. Tell Daddy something you learned.”

Unzipping his pants, you freed his cock from his jeans. Wrapping your hands around the thick base of him, Rafe’s lips parted and he gave you a look of wanting, of anticipation, “Uh, uhm, something I learned ….oh!” Something came to your mind just as you brought your lips closer to his tip, “I learned about patterns. Patterns repeat in a certain way. Like red-blue-red-blue, that’s a pattern!”

Strong hands caressed your cheek as beautiful blue eyes stared down at you, “What a smart little bunny. You make Daddy so hard, baby,” He groaned huskily as your mouth filled with spit and you took his tip inside your mouth, “Fuck, that’s a good girl.”

It wasn’t your favorite thing to do with Rafe. Prying your mouth open often made your jaw ache and the taste …you didn’t love the taste. However, Rafe would get mad if you didn’t swallow. . Over time, you had perfected the art of swallowing him and forcing a smile through the discomfort. It wasn’t pleasant, but you had learned that keeping him happy meant he would finish quickly.

“I love that fucking mouth,” Rafe grunted as you swirled your tongue around him. You pumped him with your hands as your mouth focused on his moth sensitive area, “Smart little bunny. So good at sucking my cock.”

Rafe had a habit of talking to himself while you were with him, and you had come to accept it as part of the routine. He preferred to grab your head and push himself deeper when he was close, which was the only way he wanted to finish. That’s when you often found yourself struggling to catch your breath, with tears usually welling up in your eyes as you waited for him to let you breathe again. When he finally did, you felt a wave of relief and focused on maintaining a composed appearance. You tried to stifle your coughs and gave him a look that conveyed your gratitude.

“Good girl,” He’d usually say as he rubbed himself across your lips, tapping himself against your cheeks as he made a mess of you, “What do you say?”

“Thank you, Daddy, for letting me suck your cock.”

“You’re welcome, bunny.”

“Does that mean I-I can leave my room today?”

Rafe nodded his head as he concealed himself again, looking down at you as he zipped his pants, “You’re just so excited, aren’t you?”

You nodded your head quickly, practically bouncing in place, “Yes, yes, I’m super–really excited!”

“You want up?” He held his hands out to you, a comforting gesture. You placed your hands in his and Rafe helped you to your feet before lifting you into his arms. You wrapped your legs around him and he carried you towards the door. 

You were smart to always obey your Daddy.

+

hope you enjoyed!

rafe cameron masterlist

[morgana-larkin]

helloooo!! I’ve been reading your fics for a while and I just had a prompt for Melissa that I’ll hope you will consider writing!

So it’s set in that episode where Abbott goes to a field trip to the park and Melissa is beefing with that teacher from the other school. Reader is a teacher from Abbott and that other teacher takes an interest in reader and flirts with her and tries to ask her out BUT Melissa and reader are dating so if Melissa didn’t like that teacher before, she most certainly despises her now. You can choose what Melissa does as a show of jealousy 🥰

Hi! I’m happy you’re enjoying my fics, anon! And I do love to write a good Jealous Mel fic. No there isn’t smut in this but there is a reference. And I did skip a few prompts and wrote this one first but hey you get two fics in 2 days soooo…. Anyway, not edited in the slightest and I hope you like it!

On another note: I got a big fic that I’m currently writing, I’m not saying anything about it but I think all of you will love it. 😉😏. Also I asked @babytakeittothehead to create a gif from the episode specifically for this prompt so thank you 🙏🏻

Park Rivalry

Warnings: Jealous Mel, reference to smut, a bit of swearing

Words: 3.26k

“Field trip worksheets, hot off the press!” Jacob says and hands you and Melissa a binder.

“What in the hot hell is this?” Melissa asks and you snort.

“Jacob, nobody needs this.” Barb tells him and hands the binder back to him. “You pulled off a field trip with no money and no help. Baby relax.”

“Yeah, we’re going to the park. Kids don’t wanna work. We don’t wanna work. Ava definitely doesn’t want to work.” She says and you nod as you place an arm on her shoulder as you both look at the binder.

“I never do. And today I get to not work while lounging in my air chair. I love furniture that rhymes.” Ava says and walks away.

“Yeah. So knock it off with the worksheets, or you’re gonna ruin this trip.” Melissa says to him.

“Ya Jacob, field trips are supposed to be fun, not educational and boring.” You tell him as you hand your binder back to him.

“Ah Morton. For all your flaws, I know you appreciate the value of education.” Jacob says and hands Mr. Morton a binder.

“Ah thanks buddy. You’re a lifesaver.” Morton says and then proceeds to use one of the papers as a napkin and throws the binder in the trash. You see the disappointment on Jacob’s face and you proceed to laugh and he gives you a pout.

You, Melissa and Barb get off the bus and you see Ava running around trying to fill her chair with air.

“My air chair needs air, and there’s no wind.” She says, disappointed.

“Try running north to south.” Barb says and you try not to laugh.

“Ms. Schemmenti, a kid pushed me.” A kid runs up to Melissa and you start to walk off with your kids to another spot in the playground, you do hear Melissa’s response and you love seeing her with the kids.

“Oh, no. You okay kiddo? Which kid?” Melissa asks her.

A few minutes later and you see the camera crew pulled Melissa aside and asks her a few questions.

About 10 minutes later you make your way over to where Melissa, Barb and Jacob are talking to the Liberty teachers.

“We just, you know, want to keep things fair.” Melissa tells them as you make your way over to her side and you put your hand on her lower back.

“Alright well you know, life’s not fair.” She says as you, Jacob, Barb and Melissa start to walk away. “You have to teach at Abbott so…” The teacher adds and all four of you turn back around.

“What?!?” You say.

“Excuse you!?!” Melissa snaps as she surges forward with anger.

“The audacity!” Barb says at the same time with a step forward.

Jacob holds both Melissa and Barb back and gives a reply. “No, we get to teach at Abbott.”

“Ya well I get to be lactose intolerant.” The teacher replies with and the Liberty teachers walk away.

“I shouldn’t punch someone at the park right?” Melissa says.

“No.” Jacob immediately tells her.

“You know I thought if anyone was gonna ruin this field trip for the kids it was gonna be you.” You hear Melissa tell Jacob and you giggle. Melissa hears you laugh as you stand next to her. “Hey Morton, are your students having any trouble with the Liberty kids today?” She says and Mr Morton comes up to you all.

“I honestly have no idea. I’ve been angrily texting my ex-wife all morning. She thinks she should get the grill. What’s a woman gonna do with a grill?” He says with a confused tone.

“You’re scum.” Jacob quickly tells him. “Listen, these Liberty teachers have got to be stopped.” He says and you look at Melissa.

“Wait, your students are having trouble with the other school students as well?” You say to them and Melissa turns to you and nods. “I’ve been talking with one of the teachers all morning to try and sort it out but nothing is being solved.” You say with a bit of annoyance in your voice.

“Which teacher?” Melissa asks and you point at the one.

“The one we were just talking too, Ms. Barco.” You tell her and she huffs.

“We’ve been dealing with her as well. And she keeps throwing insults at us.” Melissa tells you while Jacob is pacing back and forth.

“They’ve been insulting you?” You ask surprised and she turns to look at you.

“She hasn’t insulted you?” She asks.

“No, she’s been nice but like I said, they’re not doing anything about their students' behaviour.” You tell them and Melissa angrily looks at the teacher.

“Y’all need to let it go, it’s not that deep. I’m trying to listen to an oral history of oral history, and I can’t hear it over all y’all’s pettiness.” Ava pipes up then puts her earphone back in.

All of a sudden, a red ball comes bouncing your way and Melissa catches it. You all then look at where it came from and see one of the Liberty teachers stepping forward.

“Hey uh, that’s our ball. Toss it back? Just as far as you can. Don’t want you to hurt yourself.” She tells Melissa and you widen your eyes at the comment towards your girlfriend. You surge forward a bit but you get held back by Jacob and you then look at Melissa who seems to get an idea of what to do with the ball.

“Maybe not throw it at her face.” You tell her and she looks at you and huffs.

“Fine.” She says and then kicks the ball and the Liberty kids complain as well as the teacher who just insulted Melissa.

“Seriously?” The Liberty teacher says, annoyed.

“Slow down, you don’t wanna hurt yourself.” Melissa teases and you giggle. Melissa wraps her arm around your shoulders while she gives Barb a high five.

About 10 minutes later Melissa is watching you and Ms. Barco talking and she decides to go and see what you’re talking about. She was about to start walking when she freezes in place when Ms. Barco touches your arm and you both continue talking like it didn’t happen. Melissa balls her hands into fists.

“She ain’t getting away with that!” Melissa says angrily and Jacob and Barb turn to see what she’s looking at. Jacob runs a little to stop Melissa when she started storming off to you and Ms. Barco.

“We can’t have more conflict with that school.” Jacob tells her and she gives Jacob a glare.

“She’s flirting with my girl.” Melissa says angrily and points to you. Jacob takes a look at you and then back to Melissa.

“It doesn’t look like Y/N is flirting back with her.” Jacob says calmly.

“I know that, but it doesn’t matter. No one can flirt with my girlfriend and get away with it, especially a Liberty teacher.” Melissa says and tries to free her arm from Jacob’s grip.

Melissa sees you walking away from the teacher and start walking towards where she is. Jacob sees all the rage leave Melissa so he finally lets go of her arm. Melissa meets you halfway and puts an arm around your shoulders and sends a glare to Ms. Barco behind her.

“What did she say to you?” Melissa asks you and you look at her.

“Not much, we were just talking about what we do outside of school.” You tell her and you feel her grip on you tighten. “But how about we just have some fun. They’re over there and we got the good side of the park.” You tell her and she smiles at you as you continue to walk where all the kids are.

At lunchtime you all walk over to the trees where you put your lunches.

“Ok kiddos. Let’s go get us our lunches and get in the shade.” Melissa says with you walking right beside her.

“Oh thank goodness, let’s get out of the sun.” Barb says while trying to fan herself.

You then all look at the shady spot and see Liberty school there. You see Ms. Barco there as well and she sees you all looking at her.

“Oh, we had to move your little lunches. I hope it’s not a problem.” She says with a fake apologetic tone while pointing to where they put Abbott’s lunches in the sun. The kids start whining at that as you all walk to your lunches.

“That was supposed to be our spot.” Jacob says furiously.

“They threw our lunches into the sun!” Barb says dramatically.

“I have never known evil like that, and I have been to a cowboys home game.” Melissa says and you hold her hand to help calm her down. “You two.” Melissa says as she spots Janine and Gregory. “Where have you been? We’re at war here.” Melissa says and she takes a deep breath when she feels you squeeze her hand.

“War?” Janine says confused.

“With the park?” Gregory asks, just as confused.

Jacob then ushers Gregory to another spot to chat while you and the other teachers make sure that all the kids get their lunch and sit somewhere.

You, Melissa and Barb sit on one of the benches when everyone starts eating. “You know hot PB&J is considered a delicacy in a lot of places. It’s like a panini basically.” Melissa says and takes a bite. “So we’re being fancy.” She adds on and chuckles. You giggle at her actions from right beside her and she looks at you with a smile.

“Ha! Y’all did this to yourselves.” Ava says with a laugh.

“Ava, you’re deflating.” Janine says unimpressed.

“Hey, how are your warm, toasty sandwiches?” Ms Barco says as she walks over with a cold drink in hand and takes a sip.

“What did you say about our sandwiches?” Melissa says while standing up, anger activated immediately. She goes to stand in front of Ms. Barco while you and Barb join her so she doesn’t do something stupid.

“I just wanted to come and ask if Y/N wanted to come join us in the nice shade.” Ms. Barco says confidently to Melissa then looks at you with a flirty smile. Melissa immediately moves you to go stand behind her.

“I’d rather eat with my friends in the sun.” You tell her, half behind Melissa, who is giving a death stare to the teacher.

“You know what, why don’t we just not interact for the rest of the afternoon?” Barb suggests.

“What if I want to interact with Y/N?” Ms. Barco asks while looking at you and winks.

“Like hell you will!” Melissa says, almost with a growl to her voice.

“And why can I not interact with her?” Ms. Barco says and crosses her arms.

“She’s an Abbott teacher not a Liberty one, and most importantly she’s MY girlfriend!” Melissa says with a lot of anger.

Ms. Barco chuckles. “You’re together?” She asks in disbelief and you nod. “Must be slim pickings at Abbott, how about I take you out on a date instead?” She says with a flirty look in her eyes. You and Barb had to hold Melissa back when she began to charge forward, wanting to punch the teacher that just asked you out.

“Melissa, no punching anyone.” You tell her in a whisper. She glares at the teacher while still seething inside but you keep a firm grip on her arm.

“Look, we are about to take our students to the slide, so you all have a nice day.” Barb tells Ms. Barco. Ms. Barco looks at you and Melissa then back to Barb.

“Actually we’re going to the slide right now. So…”

Just as she says that, Melissa scoffs and Barb says “say what?” At the same time.

“Although I’ll make an exception for Y/N and her class.” Ms. Barco says, she just keeps digging a bigger hole for herself.

“She ain’t going anywhere with youse.” Melissa says while pointing her finger at her.

“Oh my god, let it go. This is stupid playground beef. Y’all are being more childish than the kids.” Ava says annoyed.

Then Crystal, Ava’s arch enemy shows up and Ava declares a relay race.

“Winner takes all! The slide and the pride!” Barb shouts in excitement.

“Yeah, so just those two things!” Melissa says and you can’t help but giggle at her comment.

“Today! These two crews: Abbott Elementary…” Ava says loudly so everyone can hear.

“And Liberty rings!” Crystal says and all the Liberty teachers and students cheer. Ms. Barco makes eye contact with you and winks at you. You get nervous that she’s not backing down since she was told that you’re in a relationship, if anything, she’s flirting with you more. Melissa saw the wink and she slips an arm around your waist while glaring at the teacher. You lean into her touch and Melissa sends a smirk to the teacher.

“Will battle it out, will battle it out, park style!” Ava adds. “A relay race through the playground. You all know the risks. It’s what you signed up for.” She finishes.

“And winner gets dibs on the big wooden slide!” Crystal adds and then everyone cheers.

You’re all in a huddle before you have to do the relay race. “Clear eyes, full hearts, elbows out, hip checks, whatever it takes. Let’s be aggressive out there.” Ava says and Melissa nods in agreement.

“Yeah, especially with Ms. Barco.” Melissa says.

“Wait. Where’s Janine and Gregory?” Jacob says as he looks around.

“Oh, who cares? Janine would just slow us down. She’s got little limbs.” Melissa says and you send her a look.

“Melissa!” You scold her and she gives you a confused look.

“Do you want to beat them or not?” Melissa asks you.

“And let’s be real, Gregory’s never really been one of us.” Ava adds.

“Look, we need everybody. I can’t carry this team all by myself.” Barb says

“Mmm. All right.” Melissa says and then Ava goes looking for them.

“Y/N! Why don’t you join the winning team!” Ms. Barco says and motions for you to go over and join their team and you look at her and blush a bit. You weren’t attracted to her but she keeps singling you out, and in front of Melissa.

“That’s why she’s with us! We’re gonna beat your asses!” Melissa tells her and Ms. Barco rolls her eyes.

Ava returns a few minutes later with Janine and Gregory and you go over what everyone is doing.

“Alright, everyone know what they’re doing?” Ava asks.

“Yeah.” Barb says.

“Wait. I want the monkey bars.” Janine suddenly says.

“What? You got a bet on the other team or something?” Melissa says and you have to agree with Melissa.

Janine ends up getting the monkey bars and you all go to take your places around the playground. You know Melissa is going to be standing next to Ms. Barco for a few minutes so you lean into her before you part.

“Don’t punch or kill her.” You tell her and she sighs.

“I’ll try, but only because you’re asking me too.” She tells you and you go over to the hopscotch place that one of the kids drew. As you see the relay race start, you look over to Melissa and she keeps glaring at Ms. Barco and then she looks your way and then watches the relay race. You see Gregory on the tricycle, pedalling towards you and he claps his hand with yours and you do the hopscotch perfectly and quickly before Liberty and then you run towards Melissa and tag her.

“Go Melissa!” You cheer her on and then she tags Janine and you run towards her. Ms. Barco is near you guys and she puts an arm around your waist as soon as you’re next to her.

“Hey baby.” Melissa says and then smirks at Ms. Barco. You both watch Janine do the monkey bars. “Go Janine! Come on Janine!” Melissa yells.

“Go Janine!” You yell as well. “You got this!”

You both watch Janine finish the monkey bars before the Liberty teacher does and then she starts dancing and you look taken back.

“Stop dancing, Janine. Stop!” Melissa yells and then Janine tags Barb. You and Melissa run to the finish line to cheer Barb on and to see who will win. “Go Barb go!” Melissa yells as she exits the small tunnel.

“Wooo-ohh, let’s go Barb!” You shout as she’s ahead of the other teacher. She then starts slowing down, thinking she’s got this.

“Satan right behind you, girl!” Ava yells.

Barb looks back and immediately starts running full speed again and makes it to the finishing line before the Liberty teacher and all of the Abbott teachers cheer, hug and high five each other. You and Melissa hug each other and then you give her a kiss.

“You’re welcome kids!” Melissa says and then you all look around and notice all of your kids are missing, even the Liberty ones.

“Kids?” Jacob says and you all go off looking for them.

“Let’s check out the slide, maybe they’re there.” You suggest and you all walk to the slide. Sure enough they were all there and both the schools were getting along just fine.

“Looks like the children can get along quite well without us.” Barb says with a smile.

“Okay, but her kid shoved my kid.” Melissa says, almost sounding like a 5 year old.

“No, your kid shoved my kid.” Ms. Barco replies back with.

“We’re done.” Barb says, not bothering to turn around.

“I guess the adults are to blame here.” Crystal says. “I’m sorry, soror.” She says to Ava.

“And I’m sorry.” Ava says. “That we had to beat your ass!” She says after a second and all the Abbott teachers begin to cheer again.

“Boom!” Melissa says as she gives Jacob a chest bump, causing him to stumble into another teacher. You and Melissa then kiss again and then Melissa looks over at Ms. Barco who was looking at you two and she crosses her arms and huffs before turning to face the kids. Melissa smirks at her actions, knowing that she got the message. Melissa puts her arm around your shoulders and rubs her hand up and down your arm and smiles at you.

When you and Melissa get home, Melissa begins kissing you roughly and you know exactly what she wants right now. She then picks you up bridal style and carries you to the bedroom.

The next day, Gregory comes walking in, with Jacob limping behind him. Gregory looks at Ava with a cast around her neck.

“Shut up, Gregory.” Ava says while pouring a bunch of sugar in her coffee.

“I said nothing.” He says as he takes in all your injuries. “But I did tell you all to stretch.” He says with a smile on his face.

Just then Mr. Johnson comes in with his pants way up to his chest.

“You all look ridiculous.” He says with a smile.

“Us? What about you?” Melissa says as you all take in his outfit, you try to hold in a laughter. “Where does your waist end and your neck begin?” She says with a small chuckle.

“If that’s supposed to be a pick up line, it’s working.” He says while looking at Melissa and then walks out.

Melissa gives a weird and confused look to the camera and you burst out laughing.

Taglist: @esposadejoyhuerta

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[theplotmage]

100 List of Quirks for your Fantasy Characters:

Get character worksheet here!

1. Speaks in ancient or forgotten languages when nervous or emotional.

2. Uses magic unintentionally when upset (e.g., fire bursts when they’re angry, plants grow when they’re sad).

3. Collects rare magical creatures that no one else believes exist.

4. Has a cursed item they’re terrified to part with, even though it brings them bad luck.

5. Refuses to drink water because they prefer enchanted liquids.

6. Draws arcane symbols in the air with their fingers when deep in thought.

7. Can read minds, but only when they sing.

8. Casts spells backwards unintentionally, resulting in unintended consequences.

9. Has an unbreakable bond with a specific animal that no one else can see or communicate with.

10. Can’t touch silver or iron, as it causes them pain or weakness.

11. Stitches or mends their own wounds with enchanted thread to heal faster.

12. Absorbs magical energy from nature, but it causes them to uncontrollably speak to plants or trees.

13. Loses their sense of direction in places where magic is particularly strong.

14. Holds an enchanted mirror that shows them glimpses of alternate realities.

15. Has an ethereal, glowing aura that only appears in moments of extreme emotional stress.

16. Can summon an animal companion, but only one species, and only when they are truly in need.

17. Can’t touch their reflection without losing control over their own magic.

18. Speaks to inanimate objects like they’re alive, especially if they’re enchanted.

19. Can heal others, but it comes at the cost of feeling their pain.

20. Can’t resist collecting powerful artifacts, even if they don’t know what they do.

21. Can temporarily “borrow” someone’s ability, but only for a short time and with chaotic results.

22. Has a hidden, second personality that they can only access in times of intense danger or during sleep.

23. Is allergic to magical substances, causing unpredictable side effects when exposed to enchanted objects.

24. Fears their own powers, often using them sparingly or trying to suppress them.

25. Can only see magic in its purest form, making everything around them seem blurry or dull.

26. Can’t be around strong sources of magic for too long without feeling sick or weak.

27. Is cursed to speak in riddles or rhyme without control.

28. Can summon storms or fire, but only if they’re singing or dancing.

29. Has a magical tattoo that shifts and changes in response to their emotions or actions.

30. Can communicate with the dead, but only through dreams.

31. Has a secretive, invisible “guardian spirit” that follows them, but they can’t see it.

32. Has an odd way of navigating magical realms, like through riddles, puzzles, or specific gestures.

33. Can only use magic through physical objects, like rings, staffs, or enchanted gloves.

34. Believes they are cursed and always wears a charm or talisman to ward off bad luck.

35. Can grow extra appendages or traits (e.g., wings, claws) but only during moments of intense emotion.

36. Tends to get lost in enchanted forests, no matter how well they know the area.

37. Can read ancient texts, but only in their dreams, and the words change every time.

38. Can never speak the truth when they are under the full moon.

39. Has a deep connection with a particular star or constellation, often talking to it for guidance.

40. Always collects feathers, believing they hold magical properties.

41. Is drawn to certain magical places, like specific altars or ancient ruins, for reasons they don’t understand.

42. Can’t lie, but can weave elaborate half-truths or manipulate the truth without realizing.

43. Absorbs the memories of those they touch, which often causes them to act in ways that confuse others.

44. Can control shadows, but the shadows sometimes take on a life of their own.

45. Has a collection of cursed relics, but they keep them hidden away for fear of them causing harm.

46. Has an ancient creature bound to their service, but it’s unpredictable and often mischievous.

47. Talks in their sleep about ancient prophecies or forgotten spells.

48. Can change shape, but only into something they’ve seen before in their dreams.

49. Can sense the emotions of others through touch, but it overwhelms them in crowded spaces.

50. Has an unpredictable magical aura that shifts colors depending on their mood or energy.

51. Can see into the past, but only in fleeting visions that don’t make sense.

52. Accidentally switches between realities when they feel too much stress or anxiety.

53. Can grow plants, but the plants always have strange magical properties.

54. Summons random creatures during moments of anger or fear, which they must immediately try to control.

55. Can manipulate time, but only in small, disorienting ways, like freezing seconds or speeding up moments.

56. Has a cursed heirloom that appears to be an innocuous object but reveals darker powers when used.

57. Refuses to speak their real name, using a nickname that has no apparent origin.

58. Gains new powers with each battle they survive, but the cost is often personal suffering.

59. Has the ability to transform into a mythical creature, but they can’t control when or how it happens.

60. Can’t touch certain sacred objects without them burning or reacting violently.

61. Communicates through dreams and often doesn’t remember what they said after waking up.

62. Has a dark shadow that acts independently, sometimes as a second conscience or mischievous entity.

63. Can only perform magic when they are barefoot, believing the earth must touch them.

64. Constantly collects and studies herbs, believing each one holds a secret magical property.

65. Tends to absorb spells cast at them, either amplifying or reflecting them unintentionally.

66. Is haunted by a prophetic vision that they don’t fully understand.

67. Has a peculiar obsession with fire, either fearing or worshiping it.

68. Can communicate with celestial beings, but they only appear in dreams or moments of intense need.

69. Is connected to a particular elemental force (e.g., wind, earth), and feels its emotions or disturbances in the world.

70. Has a permanent aura of cold or warmth surrounding them depending on their magic.

71. Is terrified of magic despite being one of its strongest users, afraid of losing control.

72. Owns an enchanted mirror that shows a different version of themselves from an alternate timeline.

73. Can turn invisible, but only when they’re standing still and perfectly calm.

74. Has a companion spirit that offers cryptic advice but can never be fully seen by others.

75. Cannot perform magic without speaking in rhyme or using specific words.

76. Can only cast spells during specific moon phases or celestial alignments.

77. Possesses a unique magical artifact that gives them incredible power but also makes them prone to dark impulses.

78. Can resurrect a person, but only once in their lifetime and with severe consequences.

79. Can read someone’s future, but only through a random, seemingly unrelated event.

80. Has an uncontrollable craving for magical food that gives them temporary powers but with a cost.

81. Can summon weapons from thin air, but they always appear in odd or impractical forms.

82. Lives in a pocket dimension, where time and space are bent and distorted around them.

83. Can change the color of their eyes depending on their mood or energy level.

84. Speaks in a forgotten dialect that no one understands except other magical beings.

85. Has the ability to summon storms, but only when they are emotionally unstable.

86. Is always surrounded by a faint, otherworldly hum or energy that others find unsettling.

87. Can travel between realms, but always ends up in the wrong one by accident.

88. Has a mysterious scar that glows with magical energy, the origin of which is unknown.

89. Can raise the dead, but only animals, and they can never be fully revived.

90. Is bound by an ancient oath, limiting their actions and magic, though they often forget the specifics.

91. Has a dark side that they cannot control when under extreme stress, sometimes causing them to act like a villain.

92. Can create illusions, but they always have a twisted, unsettling edge to them.

93. Can communicate through dreams and often uses it to warn others of impending danger.

94. Has an affinity for the dead, able to summon spirits but at the cost of their own health.

95. Can see the threads of fate, but they’re always tangled and difficult to interpret.

96. Has a connection to an ancient god or deity, often seeking their approval or guidance.

97. Can slow or speed up time, but the longer they use it, the more they age prematurely.

98. Can summon and control shadows, but they constantly shift, making it difficult to control them.

99. Has a pet familiar that’s actually a shape-shifting entity from another plane of existence.

100.Is always accompanied by a chorus of distant, haunting voices, making them appear as if they are never alone.

[butchreg]

Cg mist headcanons please🤓

on it boss (￣^￣)ゞ

cg (adult) misty headcanons !

misty is pretty strict but very reasonable with punishments . she wants to make sure that you know what you did wrong && why it was wrong . although she's on the stricter side it's only to ensure your safety ! always holding your hand when you cross the street && making sure you don't run ahead of her .

she's big on schedules — every time you have a big outing it's planned meticulously ! she holds you to daily schedules && routines . bed time is always at the same time ( slightly different depending on what age you are regressed to ) && same with meals , bathtime , etc . she takes pride in her schedules && routines ! misty is autistic && finds comfort && aid in keeping things routine .

misty is a huge animal lover && is always trying to teach you about her favorites . she tells you lots of cool facts && is always taking you to places like the zoo && aquarium to show them to you ! teaches you animal noises too — "look a horsey ! those are your favorites , right bud? what does a horsey say , can you tell mama?"

she loves to make little worksheets && coloring pages for all of her littles . she makes special ones of caligula && your pets ! she adds little facts about them to the coloring sheets too . she knits && crochets for you too ! she's made lots of little replicas of your favorite animals for you to cuddle && play with . she'd make matching winter hats for all of her littles with animal ears on them too !! she really loves doing crafty things with her littles .

misty doesn't give rewards super often but she's always there to give lots of praise !! and of course a special treat from time to time but she wants to make sure it's still something special that you earn not something to get every day .

she's not super affectionate with others but its a whole different story when it comes to her babies . she's always there to kiss your booboos && give you as many snuggles as you want !! she is definitely the type to leave you notes in your lunch box && to specially make all your meals . she never used to be super good at cooking but she learned just for you !

her favorite nickname to call littles is "bud / buddy" i think ! she loves being called mama but doesn't mind other nicknames either .

makes up silly songs to help you to do things . super nonsensical to make you giggle ! of course sometimes they're more grounded in reality , maybe a rhyme to help you remember how to do something or a song she sings when it's time to clean up .

[jacksdinonuggets]

I FINALLY DID IT!

Amity has a bad autism day and Luz takes her home to regress.

Amity whimpered as another loud noise came crashing in. It was supposed to be a good day. But it wasn't. Everything felt overwhelming and too much. 

Right now, she was in her 5th period with Luz but even she couldn't help her. The teacher didn't care about the students and let everyone do whatever they wanted. This led to chaos and also made Amity extremely overwhelmed. 

Her brain stopped working properly and it was getting hard to process the information. Her heart started to beat faster as she checked the time and her process on the worksheet. Suddenly, she began to feel really tired mentally. Everything was too much and she couldn't even feel motivated to do her work.

Luz started to notice the behavior in her girlfriend.

“Sweet potato? Are you okay?” She asked. Amity shook her head.

“Can you tell me what's wrong?” 

Amity shook her head again. She really didn't want to talk at the moment.

“Its alright, lets step outside for a sec, hm?” Luz suggests. Her and Amity get up and go outside. The teacher was too absorbed in their paperwork to notice them leave.

Once they were outside, Luz pulled out the cat communication device and so did Amity. They mainly used these for one she went non-verbal. However, as she went to type, she felt like she couldn’t. Spelling out the words and figuring out which emoji was which letter was frustrating her. A pouty lip had formed on her face and she became angry with the device and not being able to understand it. She stomped her foot, trying to get her brain to work.

Luz noticed the small behaviors in the girl and realized what was happening quickly.

“Baby, are you feeling small?” She asked. Amity nodded.

“Its alright, sweetie. How old?” Amity held up 2 fingers. Luz pondered on what to do.

“How about I take you home, so you can regress properly?” she offered. The witch nodded and hugged Luz, signaling that she was feeling clingy.

Luz held her hand while she checked her out in the front office. The school knew about Amity’s regression and would allow her leave when she was feeling under 5 years old but she needed to have someone with her and check her out.

When they got to the empty Blight manor, Amity curled up on the couch and summoned a baby blanket for her to cuddle with. The soft texture of her blanket made her feel peaceful. 

Luz sat down and the witch laid her head in her lap. Luz put on nursery rhymes from the crystal ball for her to listen to. However, not much time later, Amity began sucking on her thumb. 

“Ami, where’s your paci?”

Amity made a babble that sounded like she was…angry? Or denying. Luz put two and two together and realized that Amity was probably denying her need for her pacifier.

“Are you sure you don’t want your binky? Your thumb has lots of germs on it and it probably doesn’t taste good, does it?” Luz said. Amity shook her head, as it had that weird skin and soap taste. 

Luz sighed. She didn't want to get up but she also didn't want nasty germs to get inside the Littles mouth. 

“How about i get your paci and you can go pick out a stuffy to cuddle with?” Luz came up with.

“Uppies?” She quietly asked. Her words were slowly coming back.

“Of course!” Luz got up and pick up the girl from the couch. She squealed with delight as she was carried to her room where her little stuff was. 

While Luz washed her pacifier in the sink, Amity was having trouble deciding what stuffy to pick out. Something as small as this could cause a tantrum. If she was already having a hard time regulating her emotions, trying to make decisions was going to be a really big trouble for her.

As she sat in her room, surrounded by her plushies and flapping her hands from getting stressed about this, Luz popped her head in.

“Hey, Amity, I’m done cleaning your binky! Did you find a buddy?” She asked. Amity shook her head and started to pull her hair. She didn’t know what to pick! She had her Hecate themed bear, but she also had a cool griffon. But what about her other stuffies? Like Otabin or the abomination stuffy? What if the other’s thought she didn’t love them? What if they hated her? Or didn’t want to be her stuffy anymore? Tears started to pour and she began sobbing.

“Sweetie, whats wrong?!” Luz ran over to her and tried to comfort her by hugging her but that only had it worse. Amity started to kick and wail. The feeling of someone touching her while she was panicking was torture. She was fine when she was calm but now? It felt like a million needles pricking her.

“I’m sorry, I won’t touch. Can we try to take some deep breaths?” Luz said in an attempt to calm her down. However, Amity wouldn’t listen. When Luz tried to show and demonstrate breathing techniques, Amity started to hit the floor with her fists and sobbed more.

Luz quickly pulled out her own scroll, knowing this would be the last resort, She began to call Em.

“Emira, how do you calm down Amity when she’s having a meltdown while regressed?!?!” She yelled right when Em picked up. She had to yell because Amity’s scream-cries were really loud.

“Woah, okay, good thing i skipped class, uhh, hug her and try to get her to take deep breaths,”

“That didn’t work, she’s not okay with touch right now, and she’s not listening to me,” Luz said.

“Uhh…Singing! She often gets calmed down if you sing lullabies to her. Just try not to put in her pacifier, she often gets clogged noses when crying,” Emira suggested. She could hear the cries of her baby sister in the background of the call.

“Okay, thank you Em,”

“Oh, and if that doesn’t work, get her blanket and wait it out. That’s usually the only other option. She’ll tire herself out.” 

“Thank you so much Em,”

“No worries, just take care of my baby sis,” she said before hanging up the call.

Luz turned back to Amity who was still on the floor, thrashing herself around.

“Hey, Mittens, focus on my voice for a second,”

Amity looked up at her, tears running down her red face and a bit of snot on her lip.

“Black birds singing in the dead of night…”

“Take these broken wings and learn to fly”

“All your life”

“You were only waiting for this moment to arise,”

Luz began singing in her best, lullaby voice she could. She had always loved the Beatles and knew a lot of their songs. When she would regress, she would usually listen to this song.

Amity slowly began to calm down after she began listening to her caregiver’s singing. It was calming. The floor punching and kicking slowed down.

“Blackbird, fly…”

“Into the light of a dark black night…” 

Luz went through another round of lyrics before Amity completely stopped thrashing and just laid on the ground sobbing. Luz stopped singing and hesitated for a moment.

“Are you okay with touch?” she asked. She saw Amity give a small nod.

Luz pulled her up and into her criss-crossed lap. She played with her hair while she let her finish sobbing.

“C-can’t pick…don’t want one to hate me” Amity mumbled after she had finished crying.

“Stuffies will never hate you. They're here to provide comfort for you and understand if you have a more favorable one,” Luz told her.

“Really?” Amity looked up at Luz with watery eyes still.

“Mhm! They don't mind if you pick one over the other. All they care about is if you're happy,” Luz began to give her tickle attack, making Amity burst out in giggles.

Once she was done, Amity grabbed her stuffed bear and held Luz's hand while they went downstairs to cuddle on the couch and watch shows meant for toddlers.

[teachingenglishtokids]

Whole Word Recognition: A Reading Technique

Teaching children to read involves many approaches, and one effective strategy is Whole Word Recognition. This method focuses on helping children recognize entire words, especially high-frequency sight words, by sight. This article explains what the Whole Word Recognition technique is, how it works, and practical ways to implement it at home or in the classroom.

What Is Whole Word Recognition?

Whole Word Recognition is a technique that teaches children to instantly recognize entire words without decoding them letter by letter. This approach is particularly effective for high-frequency sight words that appear often in texts but may not follow standard phonics rules (e.g., "the," "and," "is").

By building a bank of words children can recognize on sight, this method helps improve reading fluency and confidence.

How Whole Word Recognition Works

1. Introduction of High-Frequency Sight Words

Begin with commonly used words like "the," "and," "is," "said," and "you."

Gradually introduce more complex sight words as the child progresses.

Focus on words that frequently appear in beginner texts and everyday contexts.

2. Repetition Through Various Tools

Use flashcards with the word printed clearly, along with illustrations if possible. Preschool High Frequency Word Flash cards Ready to Use available.

Create a word wall in the classroom or at home, displaying sight words in large, colorful letters.

Play interactive games like memory matching, bingo, or "word hunt" to reinforce learning.

3. Incorporating Visual Cues and Illustrations

Pair words with pictures to help children connect meaning to the word.

Use books with large print and illustrations where sight words are emphasized.

Include colorful posters or charts that combine sight words and images.

What You Can Do...

1. At Home

Label everyday objects around the house (e.g., "door," "chair," "table").

Practice reading sight words during storytime by pointing them out in books.

Use magnetic letters or sticky notes to create sight word displays on the fridge or walls.

2. In the Classroom

Dedicate a section of the classroom to a "word wall" that grows as students learn new words. Preschool High Frequency Sight Word Flash Cards Ready to Use, available now.

Start each day with a sight word review using flashcards or a group activity.

Incorporate sight words into songs, poems, and rhymes to make learning fun.

3. While Out and About

Point out sight words on signs, menus, and advertisements while shopping or traveling.

Encourage children to read short instructions or labels (e.g., "push," "stop," "open").

Create scavenger hunts where children look for specific sight words in their environment.

Benefits of Whole Word Recognition

Improves Fluency: Children learn to read common words quickly, making reading smoother and more enjoyable.

Builds Confidence: Recognizing words instantly reduces frustration and boosts self-esteem.

Enhances Comprehension: With fewer decoding efforts, children focus more on understanding the text.

Supports Early Writing Skills: Familiarity with sight words helps children spell and write these words correctly.

Suggested Tools

Sight Word Flashcards

Use colorful cards with a word on one side and an illustration on the other (e.g., "cat" paired with a picture of a cat).

Word Walls

Create a vibrant display of sight words in a prominent place. Use large fonts and bright colors.

Interactive Games

Design board games or digital games that involve identifying or matching sight words.

Themed Worksheets

Provide worksheets where children trace, color, and match sight words.

Sight Word Storybooks

Introduce books written specifically with high-frequency sight words for early readers.

Tips for Parents and Teachers

Be Patient: Some children may need more time and practice to remember sight words.

Celebrate Progress: Encourage and praise children as they master new words.

Mix and Match Techniques: Combine Whole Word Recognition with phonics to create a balanced reading approach.

Use Technology: Leverage educational apps and online resources that focus on sight word recognition.

Conclusion

Whole Word Recognition is an effective and enjoyable way to help children develop reading fluency and confidence. By focusing on high-frequency sight words and using tools like flashcards, word walls, and interactive games, parents and teachers can make the learning process engaging and successful. Combined with patience and encouragement, this technique ensures a strong foundation for lifelong reading and learning.

You might be interested to read other articles included in the Reading Skills series:

📚Unlocking Reading Success: The Power of CVC Words📖

The Phonics Approach to Teaching Reading

[anaalnathrakhs]

anywaaaaaaay i complain i lot i love complaining

the other day at the psych appointment it felt like straight up being confronted AGAIN like she was saying look at those silly fears, you're worrying over nothing, you're CLAIMING such and such, you FEEL you have this problem, etc etc, and i don't think she meant it in a confrontational way at all. i think it's pretty unlikely, despite all the flaws of the state-provided mental health care system, that all of the psychologists and psychiatrists i've ever seen, including the independant ones, were quacks. i think i'm taking things badly at some point, which in the moment feels like a normal response because yknow, i'm an agressive asshole, but looking back just means i have to ask myself where did it go wrong.

and god it just feels like i don't pick up ANYTHING that's going on. i feel like a headless chicken and i don't know WHY we're talking about what we're talking about. feels like one second we're establishing the "symptomatology" or whatever that'll be the base of my file, and the next she's trying to unravel one specific topic at random, without me knowing any rhyme or reason or method or anything. WHAT are you trying to do. please tell me what you're trying to do. please tell me what i'm supposed to do, am i supposed to describe the topic more, my feelings, something else, am i supposed to summarize it and let it be, like, what are we doing this for?

and it feels so much like someone trying to poke holes in what i say i feel, that i can't really construct what else it could be, if i tried i'd just be saying random words without an idea behind it. and i know it can't be that, because the student therapist in the room and the other psychologist that dropped by found it normal, and it doesn't make any sense that she'd try to tear down a new patient who's not even in treatement yet. but i don't know how to handle whatever it is then. i dont know i dont know just treat me please fix me tell me what to do. give me worksheets give me homework give me something concrete. explain to me what's the plan.

it feels so fucking stupid i literally feels that i'm incapable of engaging with these kind of subtleties so badly that i can't even engage with the help i'd need for that problem.

[wildflower-playground]

hi hi ^^ i was wonderning if u had aney good ideas fer startin n jurnal? i gotten one a bit ago but idk what t put in it!! plese n thank u!

hello!! sorry it took me a bit to answer, small brain took over for a bit :] but i’m back now and i love journaling! i’m definitely no expert at it, but i can give you some ideas to get u started:

an introduction page is always a classic! you can write anything you think is important to know about yourself, your favorite things, interests, etc.

i also like to have a page in the front of my regression journals that explains what agere is, just in case anyone finds it accidentally :]

make stuffie intro posts! if you have special stuffed animals, or any other comfort items, you can draw them or glue in a photo along with some fun facts about each of them!

i like to make what i call doodle pages, which are pages to draw on with no rhyme or reason, just doodling whatever i feel like! extra helpful when i’m really small.

wishlists are always fun. you could make journal entries about your ideal room, things you’d like for your birthday, places you’d like to visit, etc!

speaking of lists, maybe this is just a me-thing, but i love lists in general! list all your stuffed animals and their names, list your top ten favorite movies or books, list your hobbies or interests, anything you’d like!

if you have a coloring book, you could add some of your finished coloring pages to your journal! or, if you have a printer, print out some coloring pages of characters you like, to color in later!

if you like doing educational activities, you could try practicing your spelling or math. there are lots of free children’s worksheets online that you can use, or you can make one yourself!

when the weather’s nice, try going outside and coloring over leaves or sticks like this activity here! you can also draw pictures of the things you see outside, like birds, bugs, plants, buildings, or clouds. :]

if i’m not feeling super small but still want to use my regression journal, i look up “inner child healing” journal prompts and pick one to write about for a while. there’s lots of examples online, especially on pinterest in my experience!

okay, that’s all i can think of for now! hope this helps you out <3

[peefartress2]

part 1: lorena

an au where the pastel children's oddities are a bit more... extreme.

The thing is, Lorena knew that her friendship with Suzie wasn’t all like she made it out to be. There was a point in time where she really, really did believe that they were good friends. She looked past all rhyme or reason that would ever make her think they weren’t, and now she didn’t know why she ever thought Suzanna Winchester was on her side.

One question lingered in her mind: did she regret it, that half-baked excuse of a friendship? Every match that she cheered for her in? Their friendly battles? Her one-sided longing (?) for a friend like Suzie?

It sucked, thought Lorena as she rammed her fist into a punching bag, sweat beading at her forehead. (The gym was her private playground, the go-to place to work out in. No one thought to interrupt her training here.) It sucked because she wanted to hate Suzie so bad, for seeing her as a way to get to Lance, and she wanted to hate Lance for using her for power- because yeah, she understood the marriages in the first place were for their Kingdoms. But this felt different, it hurt, and it was why it hurt that she couldn’t understand. Maybe it was because of how genuine Lance was- or seemed. How much of that was real and how much of that was fake? And that just made her sad, which made her more angry, which made her so much more confused.

Tantrums from Lorena were common when she was a little princess. There would be no dessert left for 4 year old Lorena and she would get angry and violent, then thorns would form on her skin and Molly had to take care of all of it. Dear Molly, she was so steadfast and patient for dealing with all four Pastel Children as the King went on his missions. As well as Miss Agatha, who had helped nurture Lorena’s education, and was very familiar with young Lorena’s tear-stained face, red with frustration with a sheet of numbers that could only stare back at her. Miss Agatha decided she wouldn’t give Lorena worksheets anymore- it just didn’t work. And when things wouldn’t work, Lorena grew more rotten flowers that wouldn’t go away for days. A lot more made sense when Lorena was diagnosed with ADHD at 14 and she learned how to manage better. No one forget those legendary tantrums, however…

With Lorena’s ability to grow plants and flowers around her, it was sometimes that the flowers would grow inside her if her emotions went out of check. So the tantrums and the fits has to happen less. By the time she was age 15 Lorena was confident it wouldn’t happen again. But things growing on the surface of her body never happened before again… until now. 

That morning after the Gala. Lorena remembered getting home in a silent fury, a disbelief and a great, blazing white anger. How could it be that someone who you swore to protect would be the one who would end up hurting you? Lance. Prince Lance of the Plaid Kingdom. He’d told her the most he’d ever wanted was to see his loved ones succeed. Flash forward one proposal later. She and Maria held a shaking Gwendolyn in their arms, who shrunk into herself as she weeped. They all cried and were left wondering if their father had been right in his caution- for when one of them ached, they all ached together.

Some stupid part of her still saw Suzie as a friend. She wanted to trust her so bad, cause what other friends did she have after that whole thing with Lance? Maybe Suzie was right to point out the conflicts in their goals, because now the gravity of marriage really started to settle in for her. She was so close with going through with it too… she hadn’t even had her own 18th birthday party. Birthdays for the Pastel Kids weren’t big parties or anything, but they felt real special, even compared to the splendor of a Plaid Social Event that was Lance’s birthday party… the very party she met Suzie.

Man.

“Stupid…!” 

“Freakin…!”

“GAHHHH!” She’d hit a fierce jab after jaw-busting uppercut after killer right hook. The punching bag she practiced on seemed more exhausted than she was.

Lorena looked down at her hands and noticed they seemed to be rough and course. Her hands felt… angry, like they wanted to strangle and choke someone- and for a second, she was scared of herself. She needed to tell Molly or Miss Agatha or anyone, in fear that it may happen again. The moment she felt the fear of losing control, the quicker the thorns began to grow, and the rougher her skin became as they clumped up in different areas like tree bark.

Get out, get out, get out!!

The hallway doors burst open as Lorena dashed down the hall.

I want to run, she thought, and she commanded her feet to take her as far away as they could. She had no need for shoes, for the soles of her feet has become rough and coarse and green; like the tough material of tree bark.

Her feelings only grew.

[chriscollinson1986]

Sheets for Young Learners**

**Literacy**

* Alphabet Maze: Guide characters through a maze, forming letters and identifying sounds.

* Sentence Scramble: Rearrange jumbled words to create meaningful sentences.

* Rhyming Hunt: Identify words that rhyme and match them to pictures.

* Sight Word Bingo: Practice recognizing and identifying common sight words.

**Math**

* Number Recognition: Circle or trace numbers up to 100.

* Counting to 100: Practice counting objects and filling in missing numbers.

* Shape Matching: Identify and match different shapes, such as circles, squares, and triangles.

* Measurement Exploration: Use non-standard units (e.g., paper clips) to measure objects.

**Science**

* Life Cycle of a Butterfly: Trace the stages of a butterfly's life cycle.

* Weather Forecasting: Learn about different weather conditions and create a simple weather forecast.

* Plant Growth Experiment: Plant seeds and observe their growth over time.

* Animal Classification: Sort animals into categories based on their physical characteristics.

**Art**

* Geometric Patterns: Create designs using shapes like circles, squares, and triangles.

* Nature Scavenger Hunt: Find objects in nature and create a collage or drawing inspired by them.

* Paper Plate Crafts: Decorate paper plates with paint, markers, or collage materials.

* Fingerprint Art: Explore the unique patterns of fingerprints and create works of art.

**Other**

* Physical Activity: Follow instructions for simple exercises or games to promote movement.

* Social-Emotional Development: Identify and discuss emotions through stories or activities.

* Technology Exploration: Participate in age-appropriate coding or computer activities.

* Story Comprehension: Read short stories and answer questions to improve understanding.

**Benefits of Activity Sheets for Children**

* Enhance literacy, math, science, art, and other skills.

* Develop cognitive abilities such as problem-solving, memory, and critical thinking.

* Encourage independent learning and creativity.

* Promote fine and gross motor skills.

* Provide entertainment and a sense of accomplishment.

Click the link while supplies last!

[mathslear]

Why Reading Aloud Helps Kids Learn English Faster?

If you’ve ever watched a group of children act out a storybook with exaggerated accents and theatrical gestures, you already know how much fun reading aloud can be. But beyond the laughter and giggles lies a powerful secret: reading aloud is one of the quickest ways to help kids learn English faster. Yes, you heard that right—no magical potions or rocket science needed, just a trusty book and a willing voice (and maybe a bit of theatrical flair).

Book Your Free Trial Today!

https://supermathsapp.com/home/register

The Magic of Listening and Speaking

Reading aloud works wonders for English language learning because it harnesses the dual powers of listening and speaking. When children hear words spoken aloud, they learn pronunciation, rhythm, and intonation. These are things no grammar worksheet can teach! Add their own attempts at mimicking the sounds, and you’ve got a formula for boosting their speaking confidence.

Let’s face it—English has its quirks. Why does “through” sound nothing like “tough”? And who decided that “knight” needed a silent “k”? Honestly, it feels like the English language had a secret bet to confuse everyone. Reading aloud helps children familiarise themselves with these oddities while strengthening their listening skills. As they giggle over tongue-twisters or marvel at tricky words, they’re effortlessly expanding their vocabulary—one chuckle at a time.

Building Vocabulary One Giggle at a Time

When children encounter new words while reading aloud, they’re more likely to remember them. It’s one thing to read “supercalifragilisticexpialidocious” silently and another to say it aloud—and maybe even try to spell it! (Spoiler: you’ll need a mint afterwards.) Each word they conquer gives them a sense of achievement, making English language learning feel like an adventure—complete with word dragons to slay and syllable mountains to climb.

Plus, hearing stories brings words to life. Instead of reading about a “whistling wind,” they hear its whoosh as you animate the scene. Suddenly, “vocabulary” isn’t just a dull list of words—it’s a living, breathing part of their world. And let’s be honest: what child wouldn’t want to hear their parent attempt a hilariously bad pirate accent? Or perhaps their teacher suddenly turning into a dramatic Shakespearean actor mid-sentence? Comedy gold.

Breaking Down Fear of Mistakes

Many children shy away from speaking English for fear of making mistakes. But when they read aloud in a safe and supportive environment, they learn that it’s okay to stumble. Did they call a “knight” a “kuh-night”? No problem—that’s how they learn! And did you just mispronounce “penguin” as “pengwing” to make them laugh? Congratulations, you’re officially their favourite person of the day.

Over time, they’ll gain the confidence to speak without hesitation, proving once again that reading aloud helps kids learn English faster than you can say “onomatopoeia.” And let’s not forget the entertainment value. Who wouldn’t want to hear a child attempt to say “quinoa” for the first time? Spoiler: it’ll come out as “queen-no-uh” or some delightful variation that’ll leave everyone in stitches.

The Joy of Shared Learning

Reading aloud isn’t just educational; it’s a bonding experience. Whether it’s a parent, teacher, or sibling doing the reading, it’s a chance to share laughter, stories, and learning. Children thrive in this positive environment, and their enthusiasm for English language learning skyrockets—especially when they get to play “word police” and correct your intentional mispronunciations. (They’ll love pointing out that you’ve said “sword” without skipping the “W.”)

A Few Tips for Getting Started

Pick Engaging Books: Choose stories with funny characters, catchy rhymes, or intriguing plots. Bonus points for books with fart jokes—those are absolute gold for children.

Make It Interactive: Encourage children to ask questions, predict what happens next, or even act out scenes. Remember: the sillier, the better. If your knight ends up sounding like a cowboy, you’re doing it right.

Keep It Fun: Use silly voices, dramatic pauses, or sound effects to keep them engaged. If you’re not ready to audition for a one-person West End show by the end of it, are you even trying?

So, grab a book, warm up your vocal cords, and let the magic of reading aloud take over. Not only will you see kids learn English faster, but you’ll also create memories filled with joy, laughter, and perhaps a few impromptu “performances.” And who knows? You might just rediscover your own love for storytelling along the way—just watch out for the inevitable encore requests from your little audience!

Originally Published at:

https://www.byitc.org/why-reading-aloud-helps-kids-learn-english-faster/

[smallkidshomework]

[jupiterfangs]

Had a worksheet where I had to learn homophones, and I had to write an example sentence using the word to show I knew its meaning. Had the words "dessert" and "desert". Took the second word to be desert as in 'to desert someone' (y'know...because that actually rhymes with dessert) but was marked wrong because apparently it was supposed to be desert like the sahara.

Was also made to stay and redo some work during break time because in this homework where I had had to put certain words in the correct order, I had labelled them 1, 2, 3, and so on rather than A, B, C and had to miss my play time to correct this.

Also got told that "glint" wasn't a word.

when i was a kid i got a 90% on my kindergarten "what are your favorite things?" test because for the question "what is your favorite animal?" i wrote down "puma" and it got marked wrong because my teacher said a puma isnt even an animal its a kind of shoe

[riwaq]

A Simple Guide to Teaching Islamic Studies for Kids

Teaching Islamic Studies to children can be a rewarding experience. It allows young minds to understand not just the religion, but also the values and principles that guide a Muslim’s life. However, when it comes to kids, the approach should be engaging, interactive, and tailored to their level of understanding. So, How to Teach Islamic Studies For Kids? Let’s break it down.

Start with the Basics

The first step is to introduce children to the core beliefs and practices in Islam. Begin with simple concepts like the Five Pillars of Islam and the basic stories of the Prophets. Kids are naturally curious, so you can start by telling them interesting stories about the Prophets like Prophet Ibrahim (Abraham) or Prophet Muhammad (PBUH). Keep the stories short and easy to understand, focusing on the morals behind them.

For example, the story of Prophet Yunus (Jonah) can teach children about patience and trust in Allah. Kids love stories, and this approach will capture their attention while imparting key Islamic values.

Use Visual Aids and Interactive Materials

Children learn best when they can see and interact with what they are learning. Using visuals such as colorful charts, flashcards, and books can help bring Islamic concepts to life. For instance, showing a picture of the Kaaba during discussions about Hajj can help them visualize this important Islamic ritual. Interactive materials like puzzles, worksheets, and quizzes can also make the learning experience fun and engaging.

Many children love technology, so using educational apps and websites is also a great way to reinforce what they’ve learned. One such platform is Riwaq al Quran, which offers a variety of resources for learning the Quran and Islamic studies. These tools can help keep kids focused while learning at their own pace.

Keep it Simple and Relatable

When teaching Islamic Studies, especially to younger children, it’s important to simplify the language you use. For example, instead of diving into complex theological concepts, talk about everyday actions and how they relate to Islam. Discuss things like being kind to others, telling the truth, and helping those in need. These lessons are practical and easy for children to connect with.

For instance, you can talk about how the Prophet Muhammad (PBUH) emphasized kindness by sharing stories of his compassion towards children, animals, and even strangers. This can teach kids that kindness is not only a value in Islam but also something they can practice every day.

Create a Routine

Like any subject, consistency is key when teaching Islamic Studies. Set aside a regular time each day or week for lessons. It could be after school or during weekends—whatever works best for your schedule. Consistent practice helps children absorb and remember what they’ve learned.

Make sure each session has a focus. You might spend one day talking about the importance of prayer, and another focusing on the meaning of Ramadan. Keep the lessons short but informative, so kids don’t lose interest.

Use Songs and Rhymes

Incorporating songs, rhymes, and simple chants can make learning Islamic studies fun for young children. Islamic songs that teach the alphabet, days of the week in Arabic, or the names of the Prophets can help kids memorize important information in a way that feels natural and fun. There are plenty of educational Islamic songs available online or in apps designed for kids.

Encourage Active Participation

Children love to feel involved. Ask them questions, encourage them to share their thoughts, and create opportunities for them to ask questions too. This helps them feel engaged and more confident in what they’re learning. You could also organize small activities like drawing a picture of a mosque, reciting simple verses from the Quran, or practicing good manners at home.

Make It Practical

One of the best ways to teach Islamic Studies is to help kids see how Islamic teachings apply to their everyday lives. Discuss values like honesty, respect, and gratitude, and encourage them to practice these values both at home and in their community. You can also talk about Islamic holidays like Eid, explaining their significance and how to celebrate them.

Encourage children to practice small acts of kindness, such as helping with chores at home or giving charity. When they see these lessons in action, they’ll better understand the importance of these values in Islam.

Use Quran Learning Resources

To deepen a child’s understanding of Islam, it’s important to introduce them to the Quran. As they grow, they can start learning to recite small verses from the Quran. It’s also a great way to introduce them to the beautiful Arabic language. Websites like Riwaq al Quran provide online classes and resources that can help children learn to read and understand the Quran at their own pace, making the learning process more accessible.

Be Patient and Supportive

Remember that every child learns at their own pace. It’s important to be patient and encouraging. Celebrate their small victories and help them understand that learning about Islam is a lifelong journey. If they’re struggling with a concept, take a step back and try explaining it in a different way.

In conclusion, How to Teach Islamic Studies For Kids? It’s about making the lessons fun, simple, and relatable. Use stories, visuals, and activities to engage them, and help them see the practical value of Islam in their daily lives. With time, consistency, and a lot of love, you’ll help instill a deep and lasting understanding of Islam in your child’s heart.

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How to Teach Shapes to Kids Ages 4 to 8

Teaching shapes to kids is an important part of early learning. Shapes are everywhere, and learning to recognize and name them helps kids build essential math, problem-solving, and spatial skills. Whether you’re a teacher or a homeschooling parent, this guide will give you practical tips and activities to make learning shapes fun and effective.

Why Learning Shapes Is Important

Math Skills: Recognizing shapes lays the foundation for geometry and math concepts.

Language Development: Kids learn to use descriptive words like “circle,” “square,” and “triangle.”

Observation Skills: Identifying shapes helps kids notice patterns and details in the world around them.

Creativity: Shapes are the building blocks for drawing, art, and design.

Steps to Teach Shapes to Kids

1. Start with Basic Shapes

Focus on simple and common shapes first:

Circle

Square

Triangle

Rectangle

Once kids master these, introduce more complex shapes like ovals, diamonds, and stars.

2. Use Everyday Objects

Point out shapes in daily life, like a round clock, a square window, or a triangular slice of pizza.

Ask questions like, “What shape is the plate?” or “Can you find a rectangle in this room?”

3. Play Digital Games or Watch Educational Videos

There are many apps, videos and online games designed to teach kids about shapes in an interactive way. Here's a video that uses a story to teach kids about shapes.

4. Create Hands-On Activities

Shape Sorting: Use cut-out shapes or toys and ask kids to group them by type.

Shape Tracing: Give kids worksheets with dotted outlines of shapes to trace.

Shape Collage: Cut out shapes from colored paper and let kids glue them to make pictures.

5. Incorporate Movement

Play games like “Jump on the Shape” where kids jump onto large paper shapes laid on the floor.

Use sidewalk chalk to draw shapes outside and have kids hop from one to another.

6. Use Songs and Rhymes

Kids remember better when learning shapes is fun. Sing songs like “The Shape Song” (“A circle is round, it has no end…”).

Make up your own rhymes about shapes.

7. Introduce Shapes Through Art

Use shape stamps, stencils, or sponges for painting.

Encourage kids to draw simple pictures using shapes (e.g., a house with a square and a triangle).

Practical Suggestions for Homeschooling Parents

1. Set Up a Shape Station

Dedicate a corner of your homeschooling area to shapes. Include puzzles, books, and flashcards.

2. Go on Shape Hunts

Take kids outside for a “shape hunt” where they identify shapes in nature or buildings.

3. Use Multi-Sensory Activities

Use clay or playdough to mold shapes.

Let kids feel textured shapes like sandpaper cutouts.

4. Tie It to Real-Life Skills

Teach shapes through cooking. For example, cut sandwiches into triangles or cookies into circles.

When shopping, point out items like cereal boxes (rectangles) or cans (cylinders).

5. Be Patient and Repetitive

Learning shapes takes time. Repeat activities often to help kids remember.

Engaging Activities for Teachers

Shape of the Day

Focus on one shape each day. Talk about it, find it, and create art with it.

Shape Matching

Use cards with shapes and have kids match them to items in the classroom.

Group Projects

Create a large class mural using shapes.

Play a group game where kids pass a ball and name a shape before passing it.

Storytime

Read books about shapes, such as Mouse Shapes by Ellen Stoll Walsh or Shapes, Shapes, Shapes by Tana Hoban.

Recommended Resources

Articles:

Scholastic: Ready for Geometry

Teaching Basic Shapes to Kids in an Interesting Way

30 Engaging Games to Make Learning Shapes Fun for Kids

Worksheets:

Printable shape worksheets from Scholastic Teachables

Free downloadable shape flashcards from Teachers Pay Teachers

Apps and Games:

Shape Monster (Android and iOS)

Khan Academy Kids (Free learning app)

YouTube Channels:

Stories for Children to Read

Pinkfong! Shapes Songs

Conclusion

Teaching shapes to kids can be a joyful and creative experience. By using simple activities, everyday objects, and fun games, you can help kids learn to recognize and name shapes easily.

Whether you’re in a classroom or homeschooling, the key is to make learning shapes engaging and hands-on. With patience and practice, your child will soon be spotting shapes everywhere!

[guruglobalschoolindore]

Easy ways to help your child write their name

Helping a child learn to write their name is a significant milestone in early childhood education. Not only does it lay the foundation for literacy, but it also fosters a sense of independence and self-identity. In a preschool setting, this process can be made enjoyable and stress-free by incorporating creative, playful techniques that keep young learners engaged.

Creating a Personalized Learning Environment    

Begin by making name-writing practice a part of daily routines in preschool. Use name tags, cubby labels, and attendance charts featuring each child’s name to encourage recognition. Personalizing materials with a child’s name not only helps in recognizing their name but also reinforces the importance of letters and words in everyday life. As they see their names more frequently, they build familiarity with the letters, making it easier to start writing.

2. Breaking It Down: Letter by Letter

Learning to write a name can seem daunting, especially if it’s long or has unique spellings. Encourage preschoolers to start small by practicing each letter individually. Use colorful markers, crayons, or chalk to trace letters on paper or even use tactile methods like tracing in sand, clay, or rice. This helps young learners develop fine motor skills while making the learning process enjoyable and sensory-rich.

3. Using Tracing Activities for Letter Formation

Tracing activities are excellent for teaching preschoolers how to form letters. You can create worksheets with dotted outlines of each child’s name or use laminated sheets and dry-erase markers for reusable practice. As children trace, they begin to understand the structure and sequence of each letter, which helps build confidence for writing without assistance.

4. Incorporating Playful Tools and Techniques

Use different materials to keep the learning process fresh and engaging. For example, writing names with finger paints, chalk on blackboards, or even in shaving cream can make practicing more exciting. Play dough letters are another fun way to introduce the shapes of letters, as children can mold each letter of their name before attempting to write it. These multi-sensory methods can make name-writing practice feel more like play than a task.

5. Making Use of Songs and Rhymes

Preschoolers respond well to rhythm and repetition, so incorporating songs or rhymes about the letters in their names can enhance memorization. Simple tunes can help children remember the order of letters and make the learning process joyful. Try singing the letters in their name to familiar melodies like “Twinkle, Twinkle, Little Star” or “The Alphabet Song” for a catchy, fun twist on letter recognition.

Teaching preschoolers to write their names is a wonderful journey that combines creativity, fun, and learning. By using diverse activities and a patient, encouraging approach, parents and teachers can make name-writing a cherished experience in early education. This early accomplishment not only builds foundational skills but also instills confidence and pride in every child, preparing them for more learning adventures ahead.

Guru Global School Pre Primary School in Indore is dedicated to creating a vibrant foundation for young learners. With a blend of innovative teaching methods and hands-on activities, the school encourages curiosity, creativity, and holistic development in every child.