#how to teach consonant blends

[lwmessiah]

Readerly Exploration #3

October 23, 2023

Mesmer (2019), Chapter 1, "Know the Code: Teacher’s Reference on How English Works”

Big Takeaways

Chapter 1: Gaining an understanding and recognizing the English system of writing.

Nugget

Something that stood out to me was how our speech sounds to those unfamiliar with the English language. We tend to blend words and sounds together when we are speaking making it hard for people to understand especially children. The text gave an interesting visual of how our language sounds making me reflect on my speech, especially as I begin working on literacy interventions.

Exploration

For my exploration this week I decided to work through the first chapter and write down important definitions that stood out and would be useful in the future as I begin teaching in the classroom.

Grapheme: a letter or group of letters that represent a phoneme.

Word: single element of meaning with a specific function.

Syllable: a word or word part with at least one vowel, made with one push of breath.

Onset/ rime: consonant sounds that come before a vowel.

Diphthongs: the sound changes quality in the middle of the sound (for example Noise, Shout).

Free morphemes: units that can stand independently.

Bound morphemes: word parts added to the free morphemes.

[alixgates03]

Phonics and How English Works

October 23, 2023

Introduction (Mesmer, 2019)

In order to make use of phonics, children first need to have a deep and clear understanding of how the system of writing works. There are two foundational concepts that children must understand before they can begin to grasp letter-sound relationships: the alphabet and the concept of words in print & writing letters (Mesmer, 2019, p. XV).

I have learned this in the field as my teacher does Fundations with our 2nd grade class, but it was cool reading that the modalities that Fundations utilizes for teaching phonics are proven to be useful ways to get children engaged during phonics lessons: writing on mini white boards, magnetic letters, scissors & paper for cutting out sounds, etc.

Chapter 1 (Mesmer, 2019)

The idea of teaching phonics seems complicated, but every sound and letter has a rule and the rules are learned, writing is a very easy task for students to accomplish, but it just takes time to get to that point.

I took phonetics this summer as a pre-requisite speech and language pathology course through Mass General Health Institute, so most of the information in this chapter was not new to me. One thing I found interesting is the link between phonetics and phonics. While I read this chapter I found myself learning a lot more of the rules of why letters are where they are in words when we spell them out, which is phonics. On the other hand, while I learned all about blends, r-controlled vowels, consonant clusters, and diphthongs this summer, my instruction was more focused on HOW we make each sound with our tongue and oral cavity, the sounds that each one makes and on learning the IPA phoneme symbol for each one, and being able to transcribe English words into phonemes based on my knowledge of which vowels are used in stressed syllables or unstressed syllables, etc. Due to this knowledge, I feel like it will definitely be hard to grasp the idea of teaching phonics while I am doing field experience because I think about all of those concepts in a different way than how they are being taught in phonics instruction in the classroom.

Reflection:

For this readerly exploration I decided to learn something about the author of Letter Lessons and First Words and note how what I learned impacts my motivation for reading. The author of the book is Heidi Anna Mesmer, she is a tenured head professor of literacy at Virginia Tech and has studied beginning reading materials, text difficulty, and struggling readers since 1999. In addition to this book, she has written 3 other books and 4 journal articles on early reading. I was able to find her LinkedIn fairly easily after searching her name, and found out she has been working at Virginia tech as a professor in the literacy department for 21 years; 16 years as an assistant professor and 5 years so far as the head professor. This is the first time that I can recall researching the writer of a book or article I am reading before reading it, and I’m so glad I did! Had I not researched her I would not have felt inclined to read her book, but now knowing her level of expertise I am excited to read all of the  knowledge she has to share with elementary school teachers in regard to phonics and early reading. 

Multimedia:

I included a photo of her and all of her publications!

[eb1479]

Exploration #4

October 8, 2023

Big takeaway

Mesmer Introduction: Phonics is an authentic experience that should be viewed as the building blocks for child appropriate instruction adjusted to their individual needs. 

Mesmer Chapter 1:The basic information to reference during teaching such as consonant blend charts, phoneme charts, vowel sounds, and morphemes. 

Nugget

Mesmer Introduction: “Phonics shouldn’t feel like an interruption or detour away from these authentic experiences. Phonics should be the building of a curiosity-developed by a passionate, informed teacher-about how words work, an inquiry about how the sounds of our language are mapped onto visual symbols,” (Mesmer XIV).

Mesmer Chapter 1: “If we think about human’s invented writing systems and pay attention to the earliest attempts to see that alphabetic approaches are complex, efficient, and parsimonious, but not natural or intuitive. They are also quite imperfect,” (Mesmer 4).

I wanted to do the task that required one to highlight excerpts from the chapter that reflect the author’s purpose while reading. So, I had already decided that I wanted to do that for my experience so I had my highlighter ready while I read through the first two chapters. I started with just reading the content and making small markings of some parts I felt generally fit or wanted to make note of, however at some points I fully highlighted the sections that I knew for a fact I wanted to draw attention to. I did this through both chapters because I honestly liked the tactic so much. Lastly, I looked through the excerpts that I felt most closely showed the author’s purpose and I drew the big take-aways and my most interesting quotes from that as well. I feel that this tactic pushed me to read more intently and with a direct purpose. Because of that I retained more and honestly felt more engaged with the text in general. I definitely felt less passive in my experience this time around because I was actively looking for the author’s purpose and the details that correlated to it. I feel that it was really easy to do this reading unlike some other readings that I have done.

[mazyb0i]

I’m American, Idk about you, but we learned to sound out letters/vowels before sight words in English when I was growing up. We were taught to pronounce/sound out different vowels and then how they sounded combined with syllables in different words in kindergarten.

For example, we had a song that taught us vowels and long vowels we would sing. By second semester we would be learning Consonant blends and Diagraphs. In first grade, we learned silent letters and Diphthongs. I would say by second grade, we could all read pretty okay, but they were still teaching us what prefixes and suffixes were in the first month. Not how to pronounce them, but what they meant. By then they were having us read, write stories, and do vocab from then on out to grow our vocabularies and reading abilities.

Mind you, when I was 6 it was 2012, I was in kindergarten. (I’m 18 now) They taught us Phonics XD, at least the school I was in did. I grew up in a very historic town that didn’t change a lot of things around though. We still had buildings from the 17-1800’s being used, and we still do.

But I’m also dyslexic. When I first saw this word (just now because I didn’t think I’ve ever seen it before) my brain went “My-eh-t”?, “Meh-teh”?, “Meh-yett”? Because my ex-partner had a cousin with the name Mietteo and it was pronounced “Meh-t-eh-oh”. So idk man XD Maybe his mom just didn’t understand?

Personally, I don’t see how it could be mispronounced “mighty” but I can see how someone might mispronounce it “Meh-teh” if they don’t automatically make the connection of ette being pronounced “eh-t” or if personally (like me), knew a name spelled similar, but didn’t sound like the original name like Miette vs Mietteo. But like I said, his mom could’ve just pronounced it really weirdly and that’s just what I was used to, I heard his name before I ever saw it spelled.

Because now that I’m looking at it now… Mietteo should probably be pronounced “My-eh-tee-oh”

Idk anymore man lol I always thought it was spelled really weirdly

I mean my name is Masyn and when people look at it, they don’t know how to pronounce it, most of the time the substitutes just say my last name, because they don’t want to butcher it. It’s pronounced exactly the same as Masen, just with funky spelling.

learning that apparently several hundred people have been pronouncing 'miette' as 'mighty' has actively worsened my day

[littlegeniusacademy]

Phonics-Based Reading Classes for Kids

To be able to read effectively, multiple distinct parts of the brain need to function together. Children can learn to speak on their own, but reading is not a skill their brains are hard-wired to develop.

The most effective method for teaching children to read is through a structured, phonics-based approach.

As young learners begin to read, the first concept they should be introduced to is the letter-sound relationship. This is exactly what phonics-based coaching does.

Let's explore how phonics classes for kids help them develop fluent reading skills.

How Do Phonics-Based Reading Programs Help Children

Here is how phonics-based learning helps your children with reading:

Phonics do not promote guesswork based on pictures or other visual cues. This method helps kids understand the relationship between letters and their corresponding sounds. Children are encouraged to read and sound different letters out. This is how they learn to understand and remember new words.

These programs focus on word families; a group of words that sound similar. For example, in words like cat, sat, bat, and mat, only the first consonant sound changes, while the ending sound remains the same. This is the best way to introduce new words to kids.

Phonics classes do not expect children to start reading effectively just because they are being exposed to books. They understand it takes time and every kid has their own pace to pick up letters, sounds, and words.

Phonics involves a lot of repetition. The idea is to reinforce learning. For instance, when a child breaks down a word like "Cat" into k-a-t, then blends it back together to say "Cat," they will never forget how to read cat, sound out cat, and spell cat.

Many phonics classes also use multisensory approaches to reinforce learning. This could include hearing, seeing, or saying words, and eventually creating sentences with those words.

Also, phonics classes provide children with reading material to improve their phonemic awareness. These texts are known as decodable books. They offer a targeted and structured reading experience by reinforcing familiar patterns, ensuring fluency and boosting confidence. Looking for reliable English classes in Gujarat? Please visit us here: https://littlegeniusacademy.co.in/.

[atplblog]

Price: [price_with_discount] (as of [price_update_date] - Details) [ad_1] A self-teaching tool designed to teach ESL students how to pronounce, speak, remember and read with ease and confidence. This 6-lesson program teaches the sounds that have distinct phonetic characteristics and follow specific rules. Students are asked to repeat after the narrator in an easy to follow format; allowing the student to learn English pronunciation at their own pace. Lesson 1: Learning and Remembering the Alphabet. This lesson uses a unique method to help students learn each letter, retain the sound each letter makes and associate that sound with a visual image for retention. Lesson 2: Pronunciation - Consonants, Vowels and Syllables. This lesson covers the Closed Syllable Rule, Short and long vowels, The Open Syllable Rule and the Rule of Silent E. Lesson 3: Blends, Diagraphs and R Controls. This lesson covers consonant groupings that make blended sounds, diagraphs - two consonants making one sound and how vowels change sound when before the consonant R. The Q/U rule is also covered. Lesson 4: C and G, The Soft Sounds. This lesson covers rules for making a soft C or G when followed by an E or I. Lesson 5: Diphthongs or Vowel Teams. This lesson covers the rule “When two vowels go walking the first one does the talking." It includes usual rules for long vowel sounds, examples of diphthong sounds that are neither long nor short and vowel teams that can have different attributes such as "EA" "OU" and "UE". Lesson 6: The Rule of Y and Sight Words. This lesson covers when Y is a consonant and when Y is a vowel depending on its position in a word. Sight words are exceptions to any of the Rules covered. Rated ‏ : ‎ U (Universal) Language ‏ : ‎ English Package Dimensions ‏ : ‎ 18.03 x 13.76 x 1.48 cm; 80 g Media Format ‏ : ‎ NTSC Run time ‏ : ‎ 1 hour Release date ‏ : ‎ 7 August 2012 Dubbed: ‏ : ‎ English Studio ‏ : ‎ Excel ASIN ‏ : ‎ B006O2LKB6 Country of Origin ‏ : ‎ India Number of discs ‏ : ‎ 1 Manufacturer ‏ : ‎ Excel Item Weight ‏ : ‎ 80 g [ad_2]

[teachingenglishtokids]

The Phonics Approach to Teaching Reading

Teaching a child to read is one of the most important milestones in their educational journey. Among the many methods available, the phonics approach is one of the most effective and widely used techniques for teaching children how to read. This article provides a detailed guide to the phonics approach, explaining what it is, how it works, and how parents and teachers can use it effectively.

What Is the Phonics Approach?

The phonics approach focuses on teaching children the relationship between letters and their sounds. It helps children decode words by breaking them into smaller parts, such as letters and letter combinations, and blending those sounds together to form words.

How the Phonics Approach Works

The phonics approach can be broken down into the following steps:

1. Teach Letter-Sound Correspondence

Start by teaching the sounds (phonemes) that each letter makes (e.g., the letter 'a' makes the /a/ sound as in "apple").

Introduce both lowercase and uppercase letters.

2. Blend Sounds Together

Teach children to combine (or blend) individual letter sounds to form words (e.g., /c/ + /a/ + /t/ = "cat").

Practice blending using simple words.

3. Segment Words

Teach children to break down (or segment) words into their individual sounds (e.g., "dog" = /d/ /o/ /g/).

This skill is useful for spelling as well as reading.

4. Introduce Digraphs and Blends

Teach letter combinations that make a single sound (digraphs), such as "sh," "ch," and "th."

Introduce consonant blends, like "bl" in "blue" or "st" in "star."

5. Use Decodable Texts

Provide children with books and materials that align with their phonics knowledge. These texts are called decodable texts and contain words that follow the phonics rules they have learned.

6. Build Sight Word Recognition

Teach common sight words that don’t follow standard phonics rules (e.g., "the," "said," "was").

Combine phonics with sight words for a more balanced approach.

Benefits of the Phonics Approach

Strong Foundation: Builds a strong foundation for reading and spelling.

Confidence Booster: Helps children decode unfamiliar words, boosting their confidence.

Improves Fluency: Once children master phonics, they read more fluently.

Supports Writing: Phonics knowledge helps children spell words correctly.

Tips for Parents and Teachers

1. Make It Fun

Use games, songs, and activities to make learning phonics enjoyable.

For example, play "I Spy" with sounds (e.g., "I spy something that starts with /b/" for "ball").

2. Practice Daily

Practice phonics regularly, but keep sessions short (10-15 minutes for young children).

Consistency is more important than long, infrequent sessions.

3. Use Multi-Sensory Activities

Let children trace letters in sand, form letters with playdough, or clap out the sounds in a word.

Engage as many senses as possible for better retention.

4. Start Simple and Progress Gradually

Begin with simple sounds and words (e.g., "cat," "dog," "bat").

Gradually introduce more complex words and rules.

5. Be Patient and Encouraging

Celebrate small wins to build confidence.

If a child struggles with a word, gently guide them through the sounds without frustration.

6. Use Online Resources

Leverage phonics videos on YouTube channels like Stories for Children to Read. These videos use engaging animations and repetitive patterns to reinforce letter sounds and blending.

Encourage children to follow along and practice aloud as they watch.

Suggested Illustrations or Images

Adding visuals to phonics lessons can make them more engaging and effective. Here are some ideas:

Alphabet Chart

Display a chart with each letter of the alphabet and a corresponding image (e.g., A = apple, B = ball).

Word Families

Create a poster showing word families (e.g., words ending in "-at" like cat, bat, and hat).

Blending Ladder

Use a ladder diagram to show how individual sounds come together to form words (e.g., /c/ + /a/ + /t/ = cat).

Phonics Flashcards

Use flashcards with letters, sounds, or simple words.

Include an image alongside each word to aid understanding (e.g., a picture of a dog with the word "dog").

Decodable Book Covers

Show examples of beginner-friendly books designed for phonics practice, such as "Sam and the Cat" or "The Big Pig."

Conclusion

The phonics approach is a highly effective way to teach children to read by equipping them with the tools to decode words and understand the structure of language. With patience, consistency, and a little creativity, parents and teachers can use phonics to lay the foundation for a lifetime of reading and learning success.

By combining this approach with fun, engaging activities and lots of encouragement, reading can become a joyful journey for every child.

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

📚Unlocking Reading Success: The Power of CVC Words📖

Building Strong Sentence Structure in Young Children: A Guide for Parents and Teachers

[bloggervibes1]

Guide to Mastering Classical Singing Techniques

Classical singing is a fantastic, disciplined art that has stood the test of time. For an aspiring and seasoned vocalist alike, mastering classical singing techniques can be the only way to take their performance up a notch. Vaishali Made Music Academy believes that with the right guidance and practice, anyone can truly unlock their full potential as a vocalist. In this guide, we will take you through the basic techniques and tips which will help you master the art of classical singing.

  1. The Art of Classical Singing 

Classical singing is not just hitting the right notes-it is a question of control, precision, and expression. From the best performances in opera houses to traditional Indian ragas, it is the genre of classical singers that is remembered for mastery as well as sensitivity to the audience's taste. But this perfection cannot be achieved overnight; it requires dedication and practice, which is precisely what we provide at Vaishali Made Music Academy. Our singing classes are going to equip you with all the skills you will require in order to shine well in classical music.

Basic Understanding of Classical Singing

Before reaching the advanced techniques, there needs to be a proper base. At Vaishali Made's singing classes, we establish the following as the foundation:

2.1 Breath Control and Support Breath control is a cornerstone of classical singing. With proper usage of your diaphragm, you can sustain long notes and distribute dynamics in a way that does not cause vocal fatigue. To achieve that, try diaphragmatic exercises to expand your lung capacity and hold your vocal intensity throughout the performance.

2.2 Posture and Alignment Proper classical singing does somewhat rely on good posture. When your body is aligned, your voice can flow the way you want it to, bringing out clarity and resonance in its sound. Always stand tall with relaxed shoulders and a straight spine for the best results.

2.3 Vocal Warmups and Scales No classical singer should ignore the role of vocal warmups. Scales are perhaps the most effective techniques to stretch your vocal cords, boost pitch accuracy, and develop vocal flexibility. Engage in regular routine warmup exercises that will get you ready for more challenging pieces.

Your voice produces resonance that gives it a rich texture and depth. You can learn how to use the head voice as well as the chest voice to generate a good mix of sound. Exercises that improve resonance and production tone should be the focus in finding a beautiful, well-rounded voice.

3.2 Diction and Pronunciation It implies singing in multiple languages; therefore classical singing commonly includes Hindi, Marathi, and Sanskrit language. Clarity is one thing as the audience has to listen to what you are singing. Train on the clear formation of vowels and consonants for enhanced quality in your singing.

3.3 Range Extension Opening up your vocal range really opens up possibilities for tackling more challenging pieces and simply adds varieties to your repertoire. The good news is that, with good guidance and practice, you can extend your range without straining the voice. You can give those exercises trying that will stretch your limits of your voice gradually and safely.

 4. Expression and Emotion in Classical Singing

Yes, in technical skills it matters much, but there is this thing about classical singing and emotions as well. Vaishali Made Music Academy teaches one to blend technical precision with emotional expression. Whether it's a powerful aria or an intricate raga, you need to connect the emotion that will make your audience feel the depth of your performance.

Common Problems and Their Solutions

Everyone who is an opera singer will have to deal with obstructive moments. Let's discuss two of the most common problems that everyone will have to deal with:

5.1 Vocal Fatigue Vocal fatigue affects most people, particularly when practicing for hours. To prevent vocal strain, remember to take breaks, keep yourself well-hydrated, and include proper breathing in your practice sessions.

5.2 Stage Fright Even the talents singers can be bed to performance anxiety. Our singing classes at Vaishali Made Music Academy make the students develop their confidence by constant practice and positive reinforcement. Visualization techniques and deep breathing exercises could also benefit you in mastering your stage fright.

Role of Good Mentor and Structured learning

Classical singing is one of those disciplines that requires the feel of having someone guiding you step by step. It is only a proper guide that takes you from initial stages to expert levels, which makes all the difference. Then, at Vaishali Made Music Academy, all students receive individual feedback; thus, every student develops and improves in his or her own time. If you're looking for proper guidance to get started or to polish your technique, music lessons are tailored according to your needs.

Mastery Through Practice and Patience

There is no doubt that masterful classical singing techniques are best acquired through time, patience, and dedication. Focusing on control of the breath, posture, resonance, and expression will slowly lead one toward being a better singer. The method adopted by the singing classes at Vaishali Made Music Academy is well-structured to assure long-term aid in such a journey. Let it be remembered that a capable classical singer has only practice and a desire for learning.

Call to Action:

Ready to find the perfect place to bring your classical singing to the next level? Look no further than Vaishali Made Music Academy! Let our seasoned coaches teach you and bring out the potential in you to make your musical dreams a reality. Sign up for our classes and take on the journey of mastering classical music!

[helloparent]

Top Kindergarten Preschool Vowel Worksheets

Vowels must be taught in kindergarten to promote early literacy development. Understanding vowels helps young learners grasp the fundamentals of reading and writing, which is critical for their academic development. This article focuses on preschool vowels worksheets for kindergarten and how to use them successfully to help young children develop language abilities.

Importance of Vowel Recognition in Early Education

Vowels form the core of many words, and learning to recognize and pronounce them correctly is vital for developing reading and writing skills. Effective vowel recognition can enhance phonemic awareness, allowing children to segment and blend sounds, which is foundational for reading.

Features of Effective Preschool Vowels Worksheets

1. Clear Visuals and Instructions:

Worksheets should feature large, clear fonts and colorful images to capture the interest of young learners. Simple instructions help them understand tasks without feeling overwhelmed.

2. Engaging Content:

Incorporating fun elements like games, songs, and stories within worksheets can make learning enjoyable and memorable. For instance, worksheets might include songs with a focus on different vowel sounds.

3. Progressive Challenges:

The best worksheets gradually increase in difficulty. Initially, they may focus on identifying vowels, and later, on using them in words and sentences. This progression helps solidify understanding and build confidence.

Integrating Vowel Worksheets into Kindergarten Curriculum

Daily Practice:

Incorporate vowel worksheets into daily lessons to reinforce learning regularly. This consistency helps children retain vowel sounds and their applications.

Interactive Learning:

Pair children to work on worksheets together. This peer interaction promotes social skills and lets children learn from each other, discussing how to solve tasks and articulate vowel sounds.

Technology Integration:

Use the school parent app to share resources and progress with parents. This app can offer additional vowel-focused activities that parents can do at home, supporting the learning process.

Selection Criteria for Vowel Worksheets

Alignment with Educational Standards:

Ensure the worksheets meet educational standards for kindergarten literacy. They should cover all fundamental vowel sounds and offer various examples and contexts for usage.

Feedback from Educators and Parents:

Seek reviews from other educators or parents about the effectiveness of specific worksheets. Feedback can provide insights into how well the worksheets help children learn and retain vowel knowledge.

Using Technology and Other Resources

Incorporate apps and digital platforms that offer interactive vowel activities, complementing the traditional worksheets. Additionally, integrate resources like kindergarten English worksheets, which can provide exercises on blending vowels with consonants, enhancing overall literacy skills.

Cultural Relevance:

Ensure that worksheet content is culturally relevant and inclusive, making learning relatable and engaging for children from diverse backgrounds. For instance, include words and themes from various cultures to broaden children's understanding and acceptance.

Conclusion

Preschool vowels worksheets for kindergarten are excellent tools for teaching young students the fundamentals of reading and writing. Educators can lay a solid foundation for their students' literacy development by carefully selecting the correct worksheets and incorporating them into the curriculum. Regular repetition, interactive learning, and clever use of technology can make learning vowels a fun and successful experience for kindergarten students.

Check: Preschool in Wagholi, Preschool in Noida

[safalteachers1]

How Phonics Classes Play A Transformative Role In Enhancing Language Proficiency?

Phonics, the method of teaching reading and writing by correlating sounds with letters or groups of letters, is a foundational skill that forms the bedrock of literacy. As learners progress, the importance of advanced phonics becomes increasingly evident. In this blog, we explore the significance of Advanced Phonics Classes In Hyderabad and how they play a transformative role in enhancing language proficiency. 

Building on Phonemic Awareness: Advanced phonics builds upon the foundational concept of phonemic awareness. While basic phonics focuses on teaching the relationship between individual sounds (phonemes) and corresponding letters, advanced phonics delves into more complex phonetic patterns and rules.

Mastery of Complex Sound-Symbol Relationships: Advanced phonics equips learners with the skills to navigate intricate sound-symbol relationships. This includes understanding vowel combinations, consonant blends, and diphthongs, enabling them to decode and encode words with fluency.

Enhanced Word Recognition: Proficiency in advanced phonics enhances word recognition skills. Learners can decipher and pronounce unfamiliar words with confidence, expanding their vocabulary and comprehension abilities.

Improved Spelling Proficiency: As learners progress into advanced phonics, they gain a deeper understanding of spelling patterns and rules. This heightened awareness facilitates accurate spelling, allowing them to express themselves in writing with precision.

Reading Fluency and Comprehension: Advanced phonics contributes significantly to reading fluency. The ability to decode words effortlessly enables learners to focus on comprehension, making the reading experience more enjoyable and meaningful. 

Applying Phonics in Context: Advanced phonics moves beyond isolated word recognition and encourages learners to apply their knowledge in contextual reading. This means understanding how phonetic patterns function in sentences and passages, fostering a holistic approach to language.

If you or anyone you might know is searching for Teachers Training Courses In Thane, then you don’t have to worry about anything at all because we are the destination for you. To know more, you can connect with us, and we will deliver you the best teacher training course. 

Credit:- https://safalteachers1.blogspot.com/2024/02/how-phonics-classes-play-transformative-role-in-enhancing-language-proficiency.html

[kaylaesquivel]

Readerly Exploration #6

October 23, 2023

Title: “Introduction”

Citation: Mesmer (2019), “Introduction,” (pp. XIV-XXIV)

Takeaway: The biggest takeaway from this reading is that children need a more in depth instruction of phonics, they need to know the structure and layers that each letter of the alphabet entails when it comes to adding them to reading and putting them in words.

Nugget: From this reading, a nugget of information is that young students need to be actively engaged with what they are learning and it should not be straight from a script.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Title: “Know the Code: Teacher’s Reference on How EnglishWorks”

Citation: Mesmer (2019), Chapter 1, “Know the Code: Teacher’s Reference on How EnglishWorks,” (pp.1-18)

Takeaway: In this reading, a valuable takeaway is that speaking words involves the way the voice is used, mouth is moved, and even the pace of how you talk.

Nugget: A nugget from this reading is that writing may connect with language when it applies to vowels (long and short), morphemes, consonants (blends, single, clusters), graphemes, and phonemes. It is our responsibility as teachers to form these processes for students who are receiving language acquisition.

Narration: For this particular reading, I wanted to reflect on my field experience during the fall semester of my sophomore year. There was a girl in the class who talked to me every day I was there. One day, she ended up giving me the sweetest note, telling me to have a good day at “colij”, which was her version of “college”. While this may not be the correct spelling, it shows the thinking that a young student typically infiltrates in the classroom. When we teach initial words, it may be difficult to have them understand how some letters have different pronunciation and how certain words may be spelled a certain way, but not said the way it is spelled. I found it intriguing that students learn from the alphabet sounds to try to put together words. And while they are just beginning to learn to write, it is fascinating that they spell it differently, yet, you may still understand exactly what they are writing. I believe that as teachers, it is important to correct a student, but at the same time, it is important to value the thinking that they have when they are first learning and to encourage them in discovering new ways to engage their mind. Many aspects of language are difficult at first, so we must be patient as educators and remember the time that we also learned how to speak and write for the first time.

Multimedia documentation: This is the cute little note!

[youneedasoultraveller]

Is Nicky the only one headcanoned by people as bad with languages or are Nile and Booker seen the same way too (Andy is of course excluded from that due to her age and Joe is universally depicted as skilled with languages) ? I would expect Nile to be seen as bad with languages due to the American education system but it doesn’t seem to be the case.

Hello! Post-response me would like to apologise once again for the length of this post :(

I have personally not found a single fic where either Booker or Nile were depicted bad with languages; at most I found fics where Nile cannot speak languages other than English yet and you have the rest of the Guard routinely teaching her this and that idiom.

So, no, in my experience the only one that I saw people actively headcanon as bad at languages is Nicolò. Even though exactly as you point our if we want to go by stereotypes the one that should have been hc’d as such should have been Nile precisely because the large majority of Anglos are monolingual and the way languages are taught in their educational systems is horrendous to say the least (I will never forget my experiences studying Arabic in a Canadian university).

As it stands, Nile is shown using a couple of words of Pashtu, and if I remember correctly it is mentioned that she speaks Spanish in her presentation card, but if it’s the average American knowledge of Spanish “mi casa es su casa” then I would not call that speaking it. But these are just suppositions :)

So canon doesn’t give us much, that we know. And this is where headcanons come in. Like I was saying, usually people would not write Nile as multilingual but as someone who is in the process of learning several languages.

No one is indicated that she is bad at it, although if you ask pratically anyone in the world they will tell you that Americans and Brits are the worst at both learning and speaking other languages, because in those cultures there is a deep imperialist bias engrained – whether they are aware or not – that everyone in the world speaks English, so they can spare the effort to try to pronounce properly another language, or, God forbid, learn it at all. Nothing indicates us that Nile butchers or not other languages, and no one ever takes it into account.

As for Booker, he is French so normally Anglos would have also made fun of his way of talking if it had not been for Matthias.

And now I reach my point. The main reason why Nicolò is consistently depicted as terrible at languages is because of Luca’s Italian accent, and the fact that you can see he is not as fluent in English as Marwan and Matthias are, who are like him not native speakers. This even though the man speaks five languages.

I am not going into the whole mess with interviews with native English speakers who treated him as if he were dumb just because he could not really understand their accent (I myself often have to slow down and ask for a repeat, because some accents are just not as immediately intelligible as Anglos think), given that it has been discussed at length.

The only thing I want to stress is how this headcanon is extremely imperialistic, condescending and plays once again into the harmful stereotype of the dumb, illiterate Southerner.

Linguistic discrimination is a thing, and it’s a thing everywhere. By linguistic discrimination I don’t just mean that against people who cannot speak a major language (or the “official” language of the country they are in), but it also affects accents.Accents have everything to do with geography and class: it is a marker of where you are from, and plays into prejudices linked to the social standing and the class usually associated to that accent. Now, languages are a natural process, in continuous evolution and adaptation, whereas standardised languages (including a standardised pronunciation) are artificial choices. Just think of British vs American English: they are both theoretically the same language, but they diverge in several instances in terms of both vocabulary and pronunciation.Whip this up to the max when it comes to speaking a language that is not your own. The sounds and grammar structures of your mother tongue have an impact on the way you process a different language. That’s why it’s difficult for Spanish-speakers to pronounce S + consonant at the beginning of a word, or why Slavic languages have a harder H sound (again at the beginning of a word). Even when you have the grammar and pronunciation down to a T and are virtually indistinguishable from a native speaker, it does not mean that people who lose their accents and speak like a BBC tv host are any better at languages than people whose accent is still noticeable, or whose speech flow may be slower.

Having an accent does not qualify the level of fluency in a set language. Not speaking like a dictionary does not qualify the level of your intelligence (and I cannot believe I have to even say that).

And yet having an accent is politicised for classist and racist purposes. If someone does not blend in 100% with the majority, it means that something is lacking in them: usually it means they do not have the same level of education, which means they probably come from a lower class, or that they also are foreigners. So they are less than, just because their speech is deemed as not up to par with that of the majority.

@lucyclairedelune meant this when she brought up the example of Gloria from Modern Family, saying “you don’t know how intelligent I am in Spanish”. I want to make an example that is closer to my heart. Elena Ferrante in her wondrous Neapolitan Quartet described the life of a girl who was trying to escape from the material and psychological misery of the slums of Naples in the 60s. To do so she migrates North to study at one of Italy’s most prestigious university: here, however, she is bullied for her accent that clearly marks her origins and (prejudicially, since people of the South were in general poorer) status, class, and, finally, categorises her as less intelligent. Just because of her accent when speaking standard Italian. As a Southern Italian woman, I have often felt like I had to mask my own accent, both in Italy and abroad, to be taken seriously. This regardless of my academic qualifications or how many languages I speak. 

When people describe Nicolò as bad at languages simply because Luca has an accent and speaks English slower and less fluently than his co-stars, this is the context that this treatment plays in. Subconsciously (or consciously) it adds to the image that a big chunk of the fandom is painting of him as dumb and ignorant. No one else. And the fact that (luckily) no one ever uses Nile’s monolingualism as a marker for being less intelligent is also because being American is still taken as the standard, as well as the fact that unfortunately Nile (like Yusuf) is going through positive discrimination by which she cannot have any complexity or flaws (starting from hardly ever acknowledging the fact that she herself was part of an invader/occupying foreign force which has bombed and killed civilians in Afghanistan, and was in the midst of a military operation exactly in this sense). 

According to that specific discourse, Nicolò is being given every single possible flaw, in order to be opposite to Yusuf. Again, because this fandom, with its Anglocentrism and Puritan incapacity of overcoming black-and-white oppositions, cannot seem to accept that we have a beautiful interracial, interreligious same-sex couple of complex individuals, who can both be smart at the same time. I myself think that Yusuf historically is better at languages than Nicolò, as he was a merchant (and an artist), and I love this difference about them, but conflating intelligence with proficiency in one single language (because it’s only proficiency English that we have been discussing, let’s be honest, if the show had been shot in German we would not be talking about Luca’s issues with the language probably) is an utterly imperialistic, condescending and ridiculous thing to do.

I probably lost the train of my thought (and I had two beers in the meantime, so I am too tired to reread), but what I mainly wanted to highlight is that this mocking attitude towards Nicolò is rooted in both a  wider downgrading trend of his character, and on a general approach towards non-English speakers that Anglos have virtually everywhere.

[littlegeniusacademy]

One of the Highly-Rated Phonetics Classes For Kids

Phonetics class for kids can teach them to read by correlating sounds with letters or groups of letters. When children learn phonics, they not only learn the distinct sounds associated with the letters, but also how those letters work together to create more sounds.

According to certain research studies, the best age for introducing phonics programmes to kids is when they have learned to identify all the letters of the alphabet – usually between three and four years of age.

How to Teach Phonics to Kids?

Begin with simple consonants and short vowel sounds

You can always start with a group of letters that kids can use to combine and make new words. For example, give them a set of letters such as D, O, G or C, A, T and ask them to combine these letters together to make at least two words. This way children can understand how those letters work together to create new words.

Teach them blending with simple 3-letter words

Once kids become aware of a few letters, help them practice ‘sounding out’ simple three-letter words. Please ensure that those are simple consonant and vowel sounds that kids already know. For example - Pen, Hen, Bat, Tap, etc.

Introduce complex consonant combinations. Gradually move to 4-letter words

Once children master most letter sounds, your phonics curriculum will guide you in introducing letter combinations that alter sounds, such as st, gr, lm, ng, and sh. Start with easier-to-sound-out combinations and demonstrate them using real words your students can read to reinforce learning.

Make them practice vowel combinations such as ea, oo, and ai

Contrary to consonant combinations, vowel combinations are often more complex and irregular, and therefore, difficult to remember. Exercises that involve identifying words with similar vowel sounds (e.g., bear, hair, learn, pear) can help reinforce and solidify this understanding.

Three Phonics Activities to Make Learning More Fun

Play Dough Letters:

This is a fun, hands-on activity perfect for kinaesthetic learners. Call out different letters of the alphabet and have your child use play dough to form them. For extra support, place a flashcard of the letter they are working on in front of them as a visual guide.

Word Walk: 

This activity will be suitable for kids with high energy levels who can’t sit still in one place. All you need to do is grab chalk, write down a few simple words on streets, and let your kids walk along each word while reiterating them loudly as they go. You can do this activity with your kids every time you go out for a walk, or when returning home after buying groceries, etc. Make sure to use words your child is familiar with. 

Phonics Dice:

Take two simple wooden blocks and write a letter on either side of them (or use alphabet dice if you have them). After letting your child roll the blocks, have them pronounce each letter's sound and the word that goes with it. 

If you are looking for one of the best phonetics classes for kids in Ahmedabad or Vadodara, Little Genius will be a great choice. To get more details about our courses, please visit us here: https://littlegeniusacademy.co.in/

[lady-divine-writes]

Good Omens - I Was Given Four Rules to Follow ... I Broke Every One: Chapter 3/3 (Rated PG13)

Summary: When Warlock Dowling is summoned to the old South Downs cottage of Aziraphale and Crowley to help clean out their attic, presumably after their deaths, he is given four rules to follow.

... He breaks every single one.

Read on AO3.

January 15th –

He opened his eyes!

He opened his eyes and looked at me!

After hours of waiting in the dark and in the cold, despairing every second and wishing I was dead myself, he opened his eyes.

But it came close to being all for naught because I almost died myself right then and there.

It was good to see him with his eyes wide open, but the golden eyes I loved so much are gone. 

These new eyes are white on white, the pupils infinitely dark, the irises torn. They stare without blinking. They look into me, into my soul, it seems. They connect to the love that runs deep within me, to every touch he has ever left on my skin, to every promise we both made. 

But they do not recognize me. 

Am I, at all, familiar to him?

I don’t want to reject him, whether he knows me or not. But those eyes unnerve me.

There’s so much about them that’s innocent and frightened.

So much about them that’s desolate and dead.

We literally spent the morning just looking at one another.

I would give anything to know what’s going on in his mind. 

What does he see when he looks at me? 

I want to reach out and touch him, but I’m afraid. I know it won’t be the same. He won’t be warm, won't be comforting. What could be worse than a dead copy of a once alive and loving creature? I don’t know. 

But whatever this is, it might be. 

He won’t smell like Crowley. He won’t have his cheek, won't have his soothing voice. It’s almost as if I adopted some wild animal and decided to make it my husband.

What have I done?

***

January 16th –

All day long, he tried to move, grunting with the effort of struggling to stand up and get out of bed. He didn’t speak words; he just groaned. I wanted to help him. I wanted to pretend that he was simply convalescing after a horrible illness. I wanted to bathe him and dress him. I wanted to sit him down in front of the television, prop up his feet, and feed him brandy and ice-cream. I wanted to put this chapter behind us and get on with our lives.

I wanted to make believe him dying had never happened.

But I’m not that good an actor.

He behaves exactly the way the old woman warned me he would. He reminds me of a child.

I never wanted children.

This is the ‘in sickness and in health’ part of the marriage package, which I agreed to without hesitation.

Never mind the ‘till death do us part’ portion.

This comes with my vows, and I will honor them.

My love will help him. I know it will.

…

Can I really do this, or am I fooling myself?

***

January 17th –

I’m trying my best to take the bad with the good.

I managed to get him to the living room sofa. His legs were stiff, and he couldn’t seem to bend his knees.

He had been declared dead-on-arrival because of the injury to his neck. But I wonder if anything else is broken. I wasn’t really paying attention to the doctor when he went over the extent of Crowley’s injuries. After I heard the word dead, I tuned out.

I should get a copy of Crowley’s hospital records.

But if his legs are broken, how will I deal with that? Will the potion magically fix everything? It brought him back to life. Could fixing broken legs be more difficult than reanimating a corpse? What is the extent of the potion's effects? Do I need a secondary potion of some kind to repair internal injuries?

Maybe I should call the shopkeeper back and ask.

We’ll cross that bridge when we come to it.

He stumbled numerous times and fell on me. I did my best not to cringe at his touch or accidentally drop him. But those eyes, so close to mine, were like looking into a nightmare. I could see through them to the veins and arteries behind, the blood inside them black and unhealthy.

The fourth time he stumbled, though, I got the feeling that maybe he was falling on purpose so that I would be forced to catch him.

I even thought I saw the shadow of a smile cross his lips.

I watched him as he sat in front of the TV and renewed his passion for The Golden Girls. That show had been one of his favorites since he was a small boy.

He sat so still. 

He didn’t swallow. 

He didn’t appear to breathe.

The only time he moved was when he looked over to where I sat, I think, to make sure I was still there.

He sat for hours and watched TV. 

There was nothing else for him to do.

I fed him salad for dinner, let him stay in front of the television instead of making him go to the dining room table. I didn’t see any reason to move him. He leaned down and sniffed the cold lettuce leaves, but he did not eat.

Neither did I.

***

January 19th –

After a full day of limping him around the house, Crowley is surprisingly steady on his feet. He can make it from the bedroom to the living room sofa by himself. It takes him a while, but he can do it.

His body is still in rigor, but he seems to be getting more comfortable with it.

I should be jumping for joy at his progress. The more mobile he becomes, the less dependent he will be on me. Every day that he improves, even a little, he is closer to becoming the man he was.

But I don’t know how comfortable I am with that anymore.

***

January 21st -

He doesn’t sleep. And now that he doesn’t rely on me to get around the house, neither do I. I know he sees me as a parent-figure, so he won’t hurt me. But he’s such an alien creature. Not like the old Crowley at all.

It’s strange having this version of him around the house.

When Crowley was

Before the accident, Crowley was so independent. He didn’t need me, didn’t need my help with anything.

But now, he needs to be near me all the time.

I understood there would be a change in our dynamic, but it’s such a striking change that it’s difficult to get used to.

I took a shower for the first time in days. I left him in the living room watching TV, but when I finished and opened the curtain, there he was, standing there … staring.

I fell asleep for about an hour afterward, and when I woke up, he was kneeling beside me, again staring at me.

He’s always staring.

What does he think about doing when he stares at me?

***

January 22nd –

I finally broke down and gave Crowley a shower. He didn’t stink, but there was something about him, something that smelled … well, I can't seem to find the words to describe it. 

I just wanted it gone.

I’ve seen the injuries to his chest numerous times, but I haven't paid much attention to his back.

When I saw them, I almost threw up.

And he noticed. 

He heard me gag. 

I gasped, held in my urge to be sick.

He turned to face me, and for the first time, he had an expression on his face different from his blank one … but also different from that smile I thought I saw when I was helping him walk around the house.

He looked hurt.

***

January 27th -

Each day that he improves, I debate telling our friends that he's here. I know they miss us terribly. But in the end, it would be too cruel. He’s not himself anymore. He never will be. Most days, I curse myself for doing this to him. My motives were selfish. I wasn’t thinking of anyone but myself when I made the decision to bring him back. 

I wasn’t even thinking of him.

Our lives are unrecognizable. We’ll never travel the world like we'd planned. Who knows if I’ll make it back to my bookshop? Should probably shut it down and have my books transported here. The way things look, the rest of our days will be spent in this cottage. 

I have to be okay with that.

But what about Crowley?

If you asked rational me if I think he wants to live this half-life, with no potential to be anything other than a human puppet, who only barely resembles the man that was Anthony J Crowley, I would have to say no. Absolutely not.

But I can’t turn back now.

What am I expected to do? Poison his tea? Smother him in his sleep?

Would attempting to kill him even work?

And what about his soul? 

If there is a Heaven, I surely pulled him out of it with my cock-eyed plan. What if there is no going back for him? 

I can only hope that my love for him is enough to keep him from hating me when he’s able to comprehend what I’ve done to him.

***

February 1st –

I’ve finally gotten him to eat – bits and pieces mostly, bites of vegetables and corners of bread. It doesn’t seem like he likes it, but he eats it, and that’s good. He eats because I tell him to. It shows that he trusts me.

He’s more self-sufficient now. 

He showers and brushes his teeth on his own. He picks out his pajamas and dresses himself. Sometimes he tries his hand at making the bed. He is attempting to be more vocal, but he has yet to say a single thing that isn’t a grunt or a moan.

I’ve been looking up the subject of speech delay on the Internet, trying to find ways to help him learn. I came across one website in particular with fun, creative ideas. I started making flashcards of consonant blends and one-syllable words. I felt so accomplished, so hopeful, like I was actually doing something positive toward the goal of moving us forward. I felt confident that after a little work with them, everything would be all right. I was so excited to show them to him, but then I realized …

… I have no idea if he can read.

***

February 3rd –

I tried calling the old woman at the antique shop in Soho to ask about the effects of the potion, but the phone has been disconnected.

I guess they went out of business after all.

It doesn’t matter. Nothing appears to be broken. Or maybe it’s that he doesn’t feel pain.

I was teaching him how to cook, hoping it would bring a bit of the old Crowley back. We used to cook together all the time. Honestly, we weren't all that good at it, but that didn't stop us from trying. We had just gotten the hang of a decent souffle before ...

Anyway ...

I started him small. 

I had him grating cheese. 

Seemed simple enough. The grater stands on its own, so not much to juggle. But he pressed too hard, ran the grater over the backs of his fingers, scraped off skin. He didn’t so much as flinch. I think it bothered me more than it bothered him. I bandaged it up and, without thinking, I kissed the wound. I looked at him in utter shock …

… and he smiled.

My heart leapt.

It’s so nice to see him smile again. 

I never thought I would.

***

February 4th –

I took off Crowley’s bandage, and his wound from the cheese grater is gone! There’s not a trace of it left!

I guess that answers that question.

I should be relieved, but it bothers me, and I don’t know why.

***

February 21st –

Today was the most unexpectedly intense, depressing, and wonderful day all at once.

It started when Crowley woke this morning. He got up before me and tried to make me crepes. I had no idea why. He hadn't tried to cook by himself before, didn't even show an interest in cooking without me. He burned them, himself, and the stove all in one go. The fire alarm woke me, blaring in my ears. I managed to get to the extinguisher in time, but poor Crowley looked heartbroken over his ruined pan of blackened food.

Then, before lunch, he wanted to go outside. I think he was trying to sneak out, but I caught him jiggling the front doorknob (he has yet to master the bolt - thank God). When I caught him, he slammed his hand on the door in frustration and sprinted for the back one. I followed him, knowing it was locked and that he wouldn’t be able to open it. When I reached him, he was trying to wedge his way out of the old cat flap. (Note to self - board up the cat flaps! I don’t know why we kept them. We’ve never owned a cat.) 

I patted him gently on the shoulder and asked him what he needed. He stood up and groaned, moving his mouth and wiggling his tongue, making nonsensical sounds. When he couldn’t say what he needed to, he pointed out the window to the garden. I assumed he wanted to check on his dahlias. I’m a disaster with flowers, and, unfortunately, I haven’t been able to keep them up the way he could. 

Of course, it's one degree outside. The poor things are frozen solid. They're not even flowers any longer, I don't think, but the frigid remains of what they once were.

But he’d had yet to show any interest in them, either, before today. 

I shrugged, repeated that I didn’t understand. He pointed more forcefully, jabbing at the window with his index finger.

“I don’t know what you're trying to tell me, my dear,” I said. “Do you want to go for a walk?” 

I've taken him walking around Soho a few times. I've been trying to tie up loose ends, decide if selling the bookshop is the road to take. I wrapped him up in a full-length coat and scarf with just his eyes peeking out. I guess he enjoyed it, but he’d never asked to go outside. He shook his head and pointed again, this time at the dying rose bushes that I hadn’t had time to deadhead. I didn’t get it. I shook my head, and he stormed off to the bedroom.

I followed him there, but he blocked the door.

I could hear him inside, moaning. It was horrible. It sounded like pain and embarrassment and frustration, all rolled together. And I couldn’t help him.

He wouldn’t let me.

I tried to lure him out several times, but he didn’t come out till dinner time.

And when he did, he was dressed in a black Bergdorf suit.

Crowley has dozens of expensive black suits, and he looks stunning in all of them.

But this suit.

This suit in particular.

This suit had been hanging front and center in his closet.

Because it was the suit I had planned on burying him in.

It threw me for a loop, dragging me kicking and screaming back to that day I found out he had died, before I’d decided to try bringing him back, before I knew that I could. I took out the suit to air it. I guess I hadn’t put it back with the others because there it was, standing before me with the living corpse of my husband inside.

The sight took all the air out of my lungs.

“Take it off,” I said quietly, trying not to alarm him, but how was I supposed to explain to my somewhat dead husband that I didn’t want to see him dressed in the suit I had planned on putting him in the ground in?

He looked confused and shook his head, opening his mouth and groaning.

“Please, Crowley,” I begged, hoping he would hear my anguish and understand, “take it off.”

He stomped his foot and shook his head, the way a petulant child would. It should have been cute, but I couldn’t handle it. I've had issues getting used to his looks lo these many weeks, but for the first time since he came back to me, he looked dead.

“Take it off!” I screamed. I ran at him, grabbed the lapels, trying to tear it off his body. He held me, pinned my arms, and I could feel his renewed strength. I hadn’t really let him touch me before, but now I knew that if he wanted to, he could probably hurt me.

I stared up at him, realizing that he was hovering above me, and I was lying on my back on the floor. My heart stopped. He had never looked menacing before. Even in death, he seemed so innocent. But now, he looked like a monster. He had a piece of paper balled in his grasp, and he tried to make me look at it, but I couldn’t take my eyes away from his face – pale and cold and lifeless, regardless of the fact that he was my Crowley.

He stared at me, trying to speak.

It hit me like a pile of bricks.

Speak.

That’s exactly what he was doing. 

His lips were moving in exaggerated, grotesque ways that shouldn’t be able to turn sound into words, but they were.

“A … Az … Azi …”

Crowley blinked and shook his head.

“Azir …”

“Aziraphale?” I asked in awe that he was trying to say my name.

Crowley laughed. It was a glorious, hollow, frankly frightening sound, but I couldn’t help smiling when I heard it. He put his fingers to my lips. 

I guess he didn’t want me to steal his thunder.

“Azzzir-uh-phale,” he said, smacking his lips. “I … lo … I lov …” Crowley swallowed again, closing his eyes, trying to make the words in his head match the movement of his lips. “I … love … you … Azzzir-uh-phale.”

Crowley tapped again at the paper on the floor. This time I did what he wanted and looked. He had torn off the current page from the calendar and was poking at a box circled shakily in red. I peered down at it.

I could have cried.

“Our ... our anniversary?” I asked, looking into his broken eyes. He sighed, nodding.

It was our anniversary.

He’d wanted to make me breakfast in bed … for our anniversary.

He’d wanted to get me roses … for our anniversary.

My husband had wanted to do something nice for me … for our anniversary.

My husband had spent all day teaching himself how to say, “I love you, Aziraphale,” because there was nothing else he could do for me.

My husband remembered our anniversary ...

... even when I had not.

***

June 4th -

Five months-ish later…

I can’t believe it! 

I cannot believe it!

Five months later and we’ve made it! Despite the odds. Despite the difficulties and the heartaches. Despite every time I thought about giving up, here we are.

Happy.

Together.

We spend our days wrapped in each other’s arms. We watch TV. I read books out loud - he sits and listens. Crowley is re-learning how to drive, and I’m on the hunt for a new Bentley. Our lives might not be what they were before, but they’re perfect for us.

We’ve managed to go to the city more, spent a few glorious nights at our flat in Mayfair. We've even interacted with one or two of our old friends. It's a wonder what some foundation and blusher can accomplish! I told them it was a medical miracle, and they believed me.

Because that's what Crowley is.

A miracle!

Okay, maybe I am tempting fate. But maybe fate needs to be tempted from time to time! 

His vocabulary has expanded immensely, and a hint of his old suave confidence has come back, along with the muddy accent I so often teased him about.

I am finally at a point where I am optimistic about the future.

Because I’m beginning to think that there might actually be one for us.

***

August 13th –

I woke this morning to a strange squealing noise. At first, I thought it might be the smoke alarm again - odd since we got the cooking situation sorted, I thought. The longer I listened to it, the more I realized it wasn’t the smoke alarm. It didn’t sound familiar at all, so I didn’t worry too much about it. As long as an errant sheep didn’t get hit by a car, there was really no reason to jump out of bed and investigate. After a few minutes of listening to the goings-on outside, I determined that wasn’t the case, so I considered going back to sleep.

But then I noticed that Crowley wasn’t laying beside me in bed.

That isn’t too unusual. He’s normally the first one up on any given day. I just curl back into a ball holding his pillow to my chest until he returns.

He always returns.

The squealing wasn’t really that weird. I’ve thought for the last few months that we might have rats. Or squirrels. Or possums. I’ve heard that same squealing a few times before. But seeing as I can’t find any evidence of rodent-caused destruction anywhere in the house, I haven’t been too aggressive about hunting it down.

My stomach began to growl. I guessed I had been asleep for longer than I thought. Instead of returning to bed, I decided to make some waffles for breakfast. So I got up and went out into the kitchen.

That’s where I found Crowley.

He was crouching on the floor …

… covered in blood …

… biting into the spine of what used to be a raggedy old Maine coon …

I looked at him.

He looked at me.

He grinned his old, sly grin, licked his bloody lips, and said, "Hello, Aziraphale. Can I get you a cuppa tea? I know just how you like it."

He winked at me, and my heart stuttered.

…

I may have a problem.

***

Those are the last words on the page.

A page where the ink is smeared from tears, and the edges crusted in blood.

I haven’t seen Aziraphale or Crowley in decades. They used to send the occasional letter, but those stopped a while ago, and they never call. But something tells me neither of them ever left this house alive.

I’m afraid my time, too, has run out. I came to this house alone. But huddled in the darkest corner of the attic, I hear footsteps coming closer, a sour voice on the wind calling my name …

Ka-thunk …

“Warlock …”

…

Ka-thunk …

“Warlock …”

…

Ka-thunk …

“Warlock …”

…

KA-THUNK!!

***

“Warlock Dowling!” Crowley calls, barging into the attic, footsteps heavy on the worn floorboards. “Are you recording another one of those Clip-Clop thingies again?”

“It’s TikTok, Nanny,” Warlock replies, rolling his eyes, “and no. I’m reading a story for my YouTube channel.”

“Well … you done getting a costume together or wot?” Crowley asks, changing the subject, saving face that he actually understands anything Warlock just said. “Adam and his hooligans are gonna be here in a minute. Aziraphale is gonna have kittens if you’re not ready to go Tricks or Treats!”

“Yeah, yeah, yeah,” Warlock says, gathering up his camera. He loves Halloween with a passion, but he’d been eyeing this one journal in Aziraphale’s bookshop for some time now. This video he’s been putting together promises to be epic - the crowning achievement of his burgeoning story channel. Most horror story channels get their material from the Creepypasta Reddit, but he has a unique source of original material … when he can get out to Soho, that is. “I’m coming.” He pulls the lapels of the leather jacket he’s borrowing for the evening together in front to tighten it up. 

It’s slim fit as it used to be Crowley’s from back in the day, but thirteen-year-old Warlock still swims in it. 

Warlock marches to the door under Crowley’s watchful eye. Before he can make his way through, Crowley stops him, slipping a hand underneath the jacket and rescuing an extraneous prop - an antique journal.

“Have you been snoopin’ through Angel’s old manuscripts again?” Crowley asks, wiping the cover clean. “You know how he feels bout that.”

“I know,” Warlock admits sheepishly, “but my audience loves them! I get thousands of hits off his stories! Besides, I put my own twist on them, freshen them up a bit.”

“Do you now?” Crowley asks with an unamused eyebrow notched.

“Why didn't he get them published?” Warlock shifts gears before the lecturing can start. “He’s an amazing writer!”

“He had his reasons,” Crowley mumbles, flipping through the pages. After skimming a passage or two, he puts it down on a pile of similar journals, a shiver sliding down his snakey spine. “Oof! Those things’ll give you nightmares.”

“They should terrify you. He’s murdered you in every single one!”

“Ah, but he does it with love.” Crowley grins wide enough to swallow his whole face. “It’s an honor.” 

[umashankar86]

3 Tips to Teach Your child How to Read

By: ChildrenLearningReading.com

Learning to read at a young age is important for the development of the child. It helps them develop a better understand of their surroundings, allows them to gather information from printed materials, and provides them with a wonderful source of entertainment when they read stories and rhymes. Children develop at different rates, and some children will develop reading skills quicker than other children; however, what's important is that as the parent, you are keenly aware of your child's maturity and reading level to provide them with appropriate books and activities to help them improve.

As parents, you are the most important teacher for your children. You will introduce your child to books and reading. Below we have some tips to help you teach your child to read.

Teach Your Child How to Read Tip #1

Teach your child alphabet letters and sounds at the same time. Studies have shown that children learn best when they are taught the letter names and letter sounds at the same time. In one study, 58 preschool children were randomly assigned to receive instructions in letter names and sounds, letter sound only, or numbers (control group). The results of this study are consistent with past research results in that it found children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds. [1]

When teaching your child the letter sounds, have them slowly trace the letter, while saying the sound of the letter at the same time. For example, if you were teaching your child the letter "A", you would say:

"The letter A makes the /A/ (ah) sound."

Then have your child say the /A/ sound while tracing the letter with his or her index finger.

Teaching a Child How to Read Tip #2

When teaching your child to read, always emphasize with them that the proper reading order should be from left to right, and top to bottom. To adults, this may seem so basic that anyone should know it. However, our children are not born with the knowledge that printed text should be read from left to right and top to bottom, and this is why you'll sometimes see children reading from right to left instead - because they were never explicitly taught to read from left to right. When teaching your child how to read, always emphasize this point with them.

Teach Your Child How to Read Tip #3

Teach final consonant blends first. Teaching words such "at" and "and" can lead your child directly to learning words that rhyme with these. For example, for "at", you can have:

Lat Pat Mat Cat Sat Bat Spat Chat

For "and", you can have these rhyming words:

Sand Band Land Hand Stand Bland Brand Grand and so on...

You can start teaching blends once your child has learned the sounds of some consonants and short vowel sounds. You don't need to wait until your child has mastered the sounds of all the letters before teaching blends.

Learning to read is a long process, but it doesn't have to be a difficult process. Broken down into intuitive and logical steps, a child as young as two years old can learn to read, and older children can accomplish even more.

>> Click here to for a simple, step-by-step program that can help your child learn to read, and watch a video of a 2 year old child reading

[rickmphc364]

5 Killer Quora Answers On Teaching The Letter G

All The Things What Is Phonics? Has Changed

Table of ContentsHow Teaching Phonics To 1st Graders are Changing the WorldPhonics And Decoding are Taking OverAll The Things How To Teach Phonics To Kids At Home Has Changed

How To Teach Phonics To Kids At Home are Taking Over

If you're the moms and dad of a beginning reader, opportunities are you're hearing a lot about phonics. Here's what you require to know about how your child will find out phonics, and how you can help teach phonics at home. For more book and reading concepts, Phonics is understanding that noises and letters have a relationship.

Phonics uses starting readers the strategies they need to sound out words. For instance, kids learn that the letter D has the sound of "d" as in "doll." Then they discover how to blend letter sounds together to make words like pet dog. In order for kids to comprehend what they check out, they need to be able to do it rapidly and immediately, without stumbling over words.

Systematically and sequentially. Teachers offer kids plenty of practice before carrying on. Your child will read short, easy books, containing the particular letter sounds or words they're dealing with. You can assist them practice by supplying comparable books in your home, such as those in this PAW Patrol Phonics Box Set.

Ask how you can highlight phonics and reading beyond class, and share any issues you have. Listen to your child read daily. If your kid stumbles on a word, encourage them to sound it out. But if they still can't get it, offer the word so they do not get discouraged.

Ask questions like, "What do you think will happen next?" or "What did he indicate by that?" Here are more great concerns to ask during story time. Revisit familiar books. It's alright if your child wishes to re-read preferred books from earlier years. In truth, it's really advantageous! Check out aloud.

How The What Is Phonics? Industry are Changing to Disturbing Times

Spread out the joy. Show your child just how much you worth reading by having a lot of books and magazines around your house. You'll teach phonics as well as cultivate a long-lasting love of reading. Shop these fantastic phonics box sets to get going! You can find all books and activities at The Scholastic Shop.

This seasonal classic is an enjoyable way to get some phonics practice in. You can adjust it to state "I spy with my little eye something starting with" and state a sound rather than a letter. If you want to work on letter recognition rather than noise, just hold up the letter itself quietly.

For instance, more youthful kids may enjoy sorting things into 2 hula hoops on the floor which are identified with their preliminary consonant noises, while older kids may work on consonant blends. Bingo is another very flexible game that can be utilized to practice sound and letter acknowledgment. Merely decide what you desire to work on and position those into suitably sized grids (9x9 works well).

If you set up some blank grids on laminated sheets, you can conserve yourself a lot of prep time too. Merely write a broad selection of sounds you are working on onto the white boards. Students can choose 9 of them to complete their laminated grid. Now each student will have their own special bingo card!Partner reading is an excellent way to practice listening abilities, along with reading.

How How To Teach Phonics Can Save You Time and Money

One partner checks out the text while the other follows closely with their own copy. The listening partner helps the reader translate difficult words when they have problem. After a time, partner's switch functions. This normally works finest when partners are of a comparable ability. You can even more differentiate here by choosing various texts to suit the capabilities of each pair.

Why Teaching Phonics To 1st Graders are So Popular

The 5 Coolest Things about How To Teach Phonics you didn't Know About

For beginning students it may take the kind of just spelling a fundamental CVC word together. For example, to deal with the spelling of the word cat, you could draw 3 cradles on the whiteboard and saying each sound in turn, challenge the students to come up and compose the corresponding letter in the cradle until they have actually composed the word - -.

It works on training trainees to be able to hear the numerous sounds of English, recognize these sounds, and link these sounds to the symbols we call letters. While there are other methods of learning to read utilized with emergent readers in the class, in two years of mentor I've never ever seen another method come anywhere near to phonics for overall effectiveness.

The objective of phonics guideline is to help kids discover the alphabetic principle the concept that letters represent the noises of spoken language which there is an arranged, rational, and predictable relationship between written letters and spoken sounds. Learning that there are predictable relationships between noises and letters permits children to apply these relationships to both familiar and unfamiliar words, and to start to read with fluency.

When kids understand soundletter correspondence, they have the ability to sound out and read (decode) new words. the letter-sound relationship is taught in an organized and sounding out the letter g official website sensible sequence the guideline offers instructors with precise directions for mentor letter-sound relationships Regular opportunities for children to apply what they are learning more about letters and sounds to the reading of words, sentences, and stories Significantly improves children's word acknowledgment, spelling, and checking out understanding Is most effective when it begins in kindergarten or very first grade, but should be used as part of a comprehensive reading program with trainees at threat for reading disabilities or who have been recognized as having letter g lessons Continue a reading disability like dyslexia.

Any moms and dad who has actually tried to sound out words with a pre-reader will rapidly recognize that they have forgotten what effort it is. Brief vowels like "a" and "e" may sound alike to a young ear. Letter mixes like "sh" and "th" are difficult to describe to a child who is only recently comfy with the alphabet.