Alphabet ≠ Sounds

Screen Shot 2015-01-13 at 7.55.41 AM

More than 42 million people have watched these colorful graphemes as they stretch and spin.  Many speech sound units are ignored because the lesson is ABC-based.

V01/a/ alligator, ax, apple, ambulance

V02/i/ igloo, internet, iguana, instruments

V03/o/ orange, octopus, olive, ostrich

V04/u/ umbrella, up, underwear, under

V05/e/ escalator, elephant, elevator, egg

V06 ???

V07 ???

V08 ???

V09 ???

V10 ???

V11 ???

V12 ???

V13 ???

V14 ???

V15 ???

C16/p/ pencil, panda, pig, penguin

C17/b/ bat, ball, bus, bed

C18/t/ television, ten, tomato, tent

C19/d/ dolphin, dog, dinosaur, duck

C20 ???

C21/j/ jello, jacket, jam, juice

C22/c/ cat, cow, car, cap

C22/k/ kangaroo, koala, kite, key

C22+C28/x/ x-ray, fox, box

C22+C36/qu/ quiet, question, queen, quilt

C23/g/ girl, gorilla, guitar, grapes

C24/f/ feet, fish, frog, fire

C25/v/ volcano, violin, vacuum, van

C26 ???

C27 ???

C28/s/ sandwich, sun, sock, sausage

C29/z/ zig-zag, zipper, zebra, zoo

C29/x/ xylophone

C30 ???

C31 ???

C32/h/ hippo, helicopter, hat, horse

C33/m/ monkey, moon, milk, mouse

C34/n/ nose, net, no, note

C35 ???

C36/w/ web, watch, weather, windmill

C37/l/ lemon, lollipop, leg, lion

C38/r/ ring, robot, rocket, rabbit

C39/y/ yo-yo, yellow, yogurt, yacht

[Watch YouTube WE ARE THE ALPHABET]

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ABCs predominate in Highlights PUZZLEMANIA workbook activities.

 

“Music Q’s” does not help learner know that vowels are sounds, not letters.  While some sound-letter patterns match letter-sound patterns, some do not and are misrepresented.

MISSING VOWELS

  • MSSNG VWLS
  • V02/I/ V02/I/ V13/OW/ V05/E/

THE STAR-SPANGLED BANNER

  • TH STR-SPNGLD BNNR
  • V04/E/ V11/A/ V01/A/ V04/~E/ V01/A/ V15/ER/

HAPPY BIRTHDAY TO YOU

  • HPPY BRTHDY T Y
  • V01/A/ V10/Y/ V15/IR/ V06/AY/ V09/O/ V09/OU/

JINGLE BELLS

  • JNGL BLLS
  • V02/I/ V04/~E/ V05/E/

YANKEE DOODLE

  • YNK DDL
  • V01/A/ V10/EY/ V09/OO/ V04/~E/

TAKE ME OUT TO THE BALL GAME

  • TK M T T TH BLL GM
  • V06/A_E/ V10/E/ V13/OU/ V09/O/ V04/E/ V11/A/ V06/A_E/

 

“Word for Words” requires using Letters /U/, /M/, /B/, /R/, /E/, /L/, /L/, /A/ to make 15 other words – letter-by-letter – sea, bus, bell, Mars, meal, ball, bear, ears, mule, blue, same, smell, lumber, smaller, marbles.  This task does not promote reading competence because, if a child knew literal sound-spellings, she would recognize that words are built sound-by-sound.  Here are errors:

V04 spelled Letter /U/ ≠ C39+V09/u_e/ mule; V09/ue/ blue

C38 spelled Letter /R/ ≠ V15/er/ lumber, smaller

V05 spelled Letter /E/ ≠ V06/a_e/ same; V06/ea/ bear; C39+V09/u_e/ mule; V09/ue/ blue; V10/ea/ ears, sea, meal; V15/er/ lumber, smaller

C37 spelled Letters /LL/ ≠ C37/l/ meal, mule, blue, lumber, marbles

V04 spelled Letter /A/ ≠ V06/a_e/ same; V06/ea/ bear; V10/ea/ ears, sea, meal; V11/a/ Mars, ball, smaller, marbles

 

“Scrambled Birds” is a game to unscramble letter-by-letter.  Compare to bird names scrambled sound-by-sound and syllable-by-syllable.

DOVE

  • DEVO
  • C25/V/ V04/O_E/ C19/D/

CROW

  • CORW
  • C38/R/ V08/OW/ C22/C/

HAWK

  • WKAH
  • C22/K/ V11/AW/ C32/H/

SWAN

  • NASW
  • C36/W/ V11/A/ C34/N/ C28/S/

ROBIN

  • BINOR
  • C34/N/ V02/I/ C38/R/ V03/O/ C17/B/

STORK

  • RKOST
  • C22/K/ C38/R/ V08/O/ C18/T/ C28/S/

GOOSE

  • SOOGE
  • C28/S/ C23/G/ V09/OO_E/

PIGEON

  • PEIGON
  • C21/G/ V04/EO/ C34/N/ C16/P/ V02/I/

PARROT

  • TORRAP
  • C38/R/ V04/O/ C18/T/ C16/P/ V01/A/

SPARROW

  • ASPRRWO
  • C38/R/ V08/OW/ C28/S/ C16/P/ V01/A/

PENGUIN

  • UPENNING
  • V02/I/ C35/N/ C23/G/ V09/U/ C16/P/ V05/E/ C34/N/

FLAMINGO

  • GLOMIFAN
  • C23/G/ V08/O/ C33/M/ V02/I/ C35/NG/ C24/F/ C37/L/ V04/A/

CARDINAL

  • LARDCINA
  • C34/N/ V04/A/ C37/L/ C19/D/ V02/I/ C22/C/ V11/A/ C38/R/

ABC orientation is outmoded

Rethink and reset conventional priorities.  Why?  ABC-based products – per se – provide incomplete information.

Screen Shot 2015-01-30 at 3.51.12 AMShown here, Nellie Edge’s program engages visual modality (ABCs), auditory modality (speech sounds), and kinesthetic modality (signing cues) to create optimal learning.  Yet, since crucial speech sound-units are missing, 100% mastery of this chart cannot guarantee that the learner actually understands foundational literacy basics or how spoken language becomes text.

V01/a/ alligator

V02/i/ insect

V03/o/ octopus

V04/u/ umbrella

V05/e/ elephant

V06 ?

V07 ?

V08 ?

V09 ?

V10 ?

V11 ?

V12 ?

V13 ?

V14 ?

V15 ?

C16/p/ piano

C17/b/ bear

C18/t/ turtle

C19/d/ dog

C20/ch/ chicken

C21/j/ jump

C22/c/ cat; C22/k/ kangaroo

C22+C28/x/ x-ray (beginning sound V05)

C22+C36/qu/ queen

C23/g/ goat

C24/f/ fox

C25/v/ volcano

C26/th/ thread

C27 ?

C28/s/ sunshine

C29/z/ zebra

C30/sh/ sheep

C31 ?

C32/h/ hat

C32+C36/wh/ whale

C33/m/ monkey

C34/n/ nest

C35 ?

C36/w/ world

C37/l/ lion

C38/r/ rainbow

C39/y/ yo-yo

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See Microsoft Word ABC Phonics and other fonts on display at Pinterest, again missing much necessary SOUND-BASED information:

V01 ?

V02 ?

V03/o/ opera

V04 ?

V05/e/ elephant

V06/ai/ airplane

V07 ?

V08 ?

V09 ?

C39+V09/u/ unicorn

V10 ?

V11 ?

V12 ?

V13 ?

V14 ?

V15 ?

C16/p/ penguin

C17/b/ baby

C18/t/ turtle

C19/d/ dinosaur

C20 ?

C21/j/ jaguar

C22/c/ car; C22/k/ koala

C22+C36/qu/ quintet

C23/g/ gorilla

C24/f/ fountain

C25/v/ viking

C26 ?

C27 ?

C28/s/ sun

C29/z/ zoo; C29/x/ xylophone

C30 ?

C31 ?

C32/h/ hippopotamus

C33/m/ mom

C34/n/ nest

C35 ?

C36/w/ water

C37/l/ lion

C38/r/ robot

C39/y/ yo-yo

We would never buy an alphabet product if letters were missing.  Why, then, are we willing to ignore all these speech sounds?

ABC orientation infiltrates all curriculum.  For instance, ABRACADABRA < abralite.concordia.ca > is an acronym for “a balanced reading approach for all Canadians designed to achieve best results for all”.  The general phonics program continuum could be modified away from ABCs as follows.

1st Level – Phonological sensitivity using words-to-be-read, including (a) Speech Sounds/intense [instead of Letter Sounds/intense], (b) Blending, (c) Segmenting

2nd Level – (a) Sound-spellings [instead of Sounding out/phoneme level], (b) Word Changing (ex. within/between)

3rd Level – Reading real words in text

Get inspired…

Good news!  Back in 2008, for Google’s Project 10^100, I described WordsAhead as a core language learning system where words-to-be-read will be taught by spelling individual sound-units.  My vision then was to create an on-line “word bank” based on my innovative encoding algorithm to help language learners correctly pronounce and spell pertinent vocabulary.  After decades of scientific research and billions of federal dollars for a variety of educational initiatives, improvements remain small in magnitude.  WordsAhead wants to restructure language learning by shifting the focus to granular sound-units.  Still.

(V01)

V02/i/ Innovation Associations

V02/i/ Innovation Incubators

V02/i/ Innovators

V02/i/ Videographers

V03/o/ Podcasters

V03/ough/ Thought Leaders in Innovation Space

V04/o/ Community Director of XPRIZE

V04/o/ Community Management

V05/e/ Enthusiasts

V05/e/ Ex-Team Leaders

V05/e/ Ex-Team Members

V05/e/ Ex-Team Sponsors

V05/e/ Ex-Team Support Group

(V06)

(V07)

V08/o/ Photographers

V08/oa/ Board of Trustees of XPRIZE

(V09)

C39+V09/u/ Future Team Leaders

C39+V09/u/ Future Team Media

C39+V09/u/ Future Team Members

C39+V09/u/ Future Team Sponsors

C39+V09/u/ Future Team Support Gorup

C39+V09/u/ Future Team Winners

V10/-/ CEO of XPRIZE

V10/e/ Event Management

V10/e/ Reporters

V10/ea/ Leaders

V10/ea/ Team Leaders

V10/ea/ Team Members

V10/ea/ Team Sponsors

V10/ea/ Team Support Group

V10/ea/ Team Winners

(V11)

(V12)

(V13)

(V14)

V15/our/ Journalists

WA Equations

E = C + V

English equals Consonant Sounds plus Vowel Sounds.

15 vowels + 24 consonants = 39 sound-units

E – C  = V

Consonant sounds/spellings subtracted from English words determine Vowel sounds/spellings.

88 words < 5 seconds each

Screen Shot 2015-02-04 at 6.48.59 AMWordsAhead is dedicated to solving big challenges by creating the most effective literacy outcomes in the most convenient ways.  Play Google interactive crossword puzzle at http://www.google.com/logos/2013/crossword/crossword13.html

My favorite!

Screen Shot 2015-02-19 at 11.02.42 AM

Teach spelling and reading with math vocabulary.

1 V01/a_e/ halves K
2 V01/a/ add K
3 V01/a/ add < add(ition) = addition K
4 V01/a/ addend 1st
5 V01/a/ after K
6 V01/a/ after + noon = afternoon K
7 V01/a/ algebra 1st
8 V01/a/ analog clock K
9 V01/a/ angle 1st
10 V01/a/ attribute 1st
11 V01/a/ back K
12 V01/a/ balance scale K
13 V01/a/ calendar K
14 V01/a/ capacity K
15 V01/a/ category K
16 V01/a/ character(istic)(s) = characteristics K
17 V01/a/ class(ify) = classify K
18 V01/a/ fact family < famil(-)(ies) = fact families K
19 V01/a/ fraction(al) = fractional part 1st
20 V01/a/ fraction(s) = fractions K
21 V01/a/ gram K
22 V01/a/ half circle K
23 V01/a/ half hour 1st
24 V01/a/ half of K
25 V01/a/ half past 1st
26 V01/a/ January = 1st month K
27 V01/a/ last K
28 V01/a/ mathematics (“math”) 1st
29 V01/a/ pattern 1st
30 V01/a/ random K
31 V01/a/ Saturday K
32 V01/a/ tally chart 1st
33 V01/a/ transform(ation) = transformation 1st
34 V01/a/ translate < transla(–)(tion) = translation 1st
35 V02/i/ differ K
36 V02/i/ differ(ence) = difference 1st
37 V02/i/ differ(ent) = different K
38 V02/i/ differ(s) = differs K
39 V02/i/ digit 1st
40 V02/i/ digit(al) = digital K
41 V02/i/ digital clock K
42 V02/i/ dissimilar = (dis)similar K
43 V02/i/ division K
44 V02/i/ fifteen = 15 K
45 V02/i/ fifth = 5th K
46 V02/i/ fifty = 50 K
47 V02/i/ flip(s) = flips K
48 V02/i/ grid K
49 V02/i/ impossible = (im)possible 1st
50 V02/i/ in + side = inside K
51 V02/i/ in common K
52 V02/i/ in front of K
53 V02/i/ inch 1st
54 V02/i/ irregular = (ir)regular 1st
55 V02/i/ iterate K
56 V02/i/ middle K
57 V02/i/ mint K
58 V02/i/ minuend 1st
59 V02/i/ minute :: 60 minute(s) per hour 1st
60 V02/i/ minute hand K
61 V02/i/ mirror image 1st
62 V02/i/ nickel = 5¢ K
63 V02/i/ picture graph K
64 V02/i/ similar K
65 V02/i/ six = 6 K
66 V02/i/ six(th) = 6th K
67 V02/i/ sixteen = 16 K
68 V02/i/ sixty = 60 K
69 V02/i/ spring K
70 V02/i/ stick figure K
71 V02/i/ thick K
72 V02/i/ thin K
73 V02/i/ width 1st
74 V02/i/ winter K
75 V02/y/ cylinder 1st
76 V02/y/ pyramid 1st
77 V02/y/ symbol K
78 V02/y/ symmetry K
79 V03/o/ bottom K
80 V03/o/ clock K
81 V03/o/ clock + wise = clockwise 1st
82 V03/o/ column K
83 V03/o/ combine < combin(-)(ation) = combination K
84 V03/o/ common K
85 V03/o/ common edge K
86 V03/o/ dollar K
87 V03/o/ dollar symbol = $ 1st
88 V03/o/ long(er) = longer K
89 V03/o/ long(est) = longest K
90 V03/o/ octagon 1st
91 V03/o/ October = 10th month K
92 V03/o/ odd K
93 V03/o/ odd number 1st
94 V03/o/ off K
95 V03/o/ on K
96 V03/o/ operate < opera(–)(tion) = operation 1st
97 V03/o/ possible combination(s) = combinations K
98 V03/o/ probable < probab(–)(ility) = probability K
99 V03/o/ rhombus K
100 V03/o/ solid figure 1st
101 V03/o/ top K
102 V03/o/ volume K
103 V04/a/ abbreviate < abbrevia(–)(tion) = abbreviation K
104 V04/a/ above K
105 V04/a/ adjacent K
106 V04/a/ alarm K
107 V04/a/ alike = (a)like K
108 V04/a/ array K
109 V04/a/ Associative Property of Addition K
110 V04/e/ degree 1st
111 V04/e/ the same K
112 V04/e/ the same time K
113 V04/e/ the same weight K
114 V04/o_e/ none K
115 V04/o_e/ one = 1 K
116 V04/o_e/ one hundred = 100 K
117 V04/o/ color by number K
118 V04/o/ combine K
119 V04/o/ Commutative Property of Addition K
120 V04/o/ compare K
121 V04/o/ compose < compos(-)(ite) = composite shape K
122 V04/o/ dozen = 12 K
123 V04/o/ Monday K
124 V04/o/ money K
125 V04/o/ month :: 12 month(s) per year K
126 V04/o/ nothing K
127 V04/u/ number K
128 V04/u/ number line K
129 V04/u/ number sentence 1st
130 V04/u/ number series 1st
131 V04/u/ plus K
132 V04/u/ subtract K
133 V04/u/ subtract < subtrat(-)(tion) = subtraction 1st
134 V04/u/ subtrahend 1st
135 V04/u/ sum K
136 V04/u/ summer K
137 V04/u/ Sunday K
138 V04/u/ under K
139 V04/u/ unlikely = (un)likely event 1st
140 V05/a/ many K
141 V05/ah/ Fahrenheit K
142 V05/e_e/ edge K
143 V05/e_e/ twelve = 12 K
144 V05/e/ Celsius K
145 V05/e/ cent symbol = ¢ 1st
146 V05/e/ centimeter 1st
147 V05/e/ check mark K
148 V05/e/ decimal point   . K
149 V05/e/ ellipse K
150 V05/e/ error K
151 V05/e/ estimate 1st
152 V05/e/ experiment K
153 V05/e/ express(ion) = expression K
154 V05/e/ February = 2nd month K
155 V05/e/ hexagon 1st
156 V05/e/ left K
157 V05/e/ length 1st
158 V05/e/ less K
159 V05/e/ less than   < 1st
160 V05/e/ less time K
161 V05/e/ next K
162 V05/e/ penny = $0.01 = 1¢ K
163 V05/e/ pentagon 1st
164 V05/e/ rectangle K
165 V05/e/ second :: 60 second(s) per minute 1st
166 V05/e/ second = 2nd K
167 V05/e/ September = 9th month K
168 V05/e/ set K
169 V05/e/ seven K
170 V05/e/ seven(th) = 7th K
171 V05/e/ seventeen = 17 K
172 V05/e/ seventy = 70 K
173 V05/e/ temperature 1st
174 V05/e/ ten = 10 K
175 V05/e/ ten(th) = 10th K
176 V05/e/ twenty = 20 K
177 V05/e/ Venn Diagram 1st
178 V05/e/ Wednesday K
179 V05/e/ yes/no question K
180 V05/e/ yesterday K
181 V05/ea/ head(s) = heads K
182 V05/ea/ heavier than 1st
183 V05/ea/ heavy < heav(-)(i)(er) = heavier K
184 V06/a_e/ change K
185 V06/a_e/ face K
186 V06/a_e/ maze K
187 V06/a_e/ range K
188 V06/a_e/ same K
189 V06/a_e/ same length K
190 V06/a_e/ scale K
191 V06/a_e/ shade < shad(-)(ed) = shaded K
192 V06/a_e/ shape K
193 V06/a_e/ square K
194 V06/a_e/ state K
195 V06/a_e/ take away K
196 V06/a_e/ trace K
197 V06/a/ April = 4th month K
198 V06/a/ data K
199 V06/ai/ pair K
200 V06/ai/ tail(s) = tails K
201 V06/aigh/ straight K
202 V06/ay/ day :: 7 day(s) per week K
203 V06/ay/ May = 5th month K
204 V06/ay/ pay K
205 V06/ay/ ray 1st
206 V06/ea/ great(er) = greater than 1st
207 V06/ea/ great(est)   = greatest value K
208 V06/eigh/ eight < eigh(-)(th) = eighth = 8th K
209 V06/eigh/ eight = 8 K
210 V06/eigh/ weigh K
211 V06/eigh/ weight K
212 V07/eigh/ height 1st
213 V07/i_e/ dice K
214 V07/i_e/ dime = 10¢ K
215 V07/i_e/ five = 5 K
216 V07/i_e/ likely event 1st
217 V07/i_e/ line 1st
218 V07/i_e/ line segment 1st
219 V07/i_e/ line(s) = lines of symmetry K
220 V07/i_e/ nine < nin(-)(th) = ninth = 9th K
221 V07/i_e/ nine = 9 K
222 V07/i_e/ nineteen = 19 K
223 V07/i_e/ ninety = 90 K
224 V07/i_e/ price tag K
225 V07/i_e/ side 1st
226 V07/i_e/ slide(s) = slides K
227 V07/i_e/ time K
228 V07/i_e/ dime = 10¢ K
229 V07/i_e/ line graph 1st
230 V07/i/ diagonal K
231 V07/i/ diamond K
232 V07/i/ direct < direc(-)(tion)(s) = directions K
233 V07/i/ Friday K
234 V07/i/ minus K
235 V07/i/ ninth = 9th K
236 V07/i/ triangle = (tri)angle K
237 V07/ia/ trial K
238 V07/ie/ pie chart K
239 V07/igh/ high(er) = higher K
240 V07/igh/ high(est) = highest K
241 V07/igh/ light(er) = lighter than K
242 V07/igh/ night K
243 V07/igh/ right K
244 V08/a/ quarter coin = 25¢ K
245 V08/o_e/ close(d) = closed figure/shape 1st
246 V08/o_e/ cone 1st
247 V08/o_e/ mode K
248 V08/o_e/ more K
249 V08/o_e/ more time K
250 V08/o_e/ whole 1st
251 V08/o/ colon : K
252 V08/o/ corner 1st
253 V08/o/ forty = 40 K
254 V08/o/ forward K
255 V08/o/ horizontal K
256 V08/o/ morning K
257 V08/o/ most K
258 V08/o/ most-to-least 1st
259 V08/o/ November = 11th month K
260 V08/o/ o’clock K
261 V08/o/ open figure/shape 1st
262 V08/o/ ordinal K
263 V08/o/ ordinal number 1st
264 V08/o/ oval K
265 V08/o/ over K
266 V08/o/ over + lap(p)(ing) = overlapping K
267 V08/o/ rotate < rota(–)(tion) = rotation 1st
268 V08/o/ short K
269 V08/o/ short(er) = shorter K
279 V08/o/ short(est) = shortest K
271 V08/o/ total K
272 V08/ou/ four = 4 K
273 V08/ou/ fourteen = 14 K
274 V08/ou/ fourth = 4th K
275 V08/ou/ fourth of 1st
276 V08/ou/ fourth(s) = fourths 1st
277 V08/ow/ low(er) = lower K
278 V08/ow/ low(est) = lowest K
279 V08/ow/ row K
280 V09/o/ today K
281 V09/o/ tomorrow K
282 V09/o/ two = 2 K
283 V09/u_e/ June = 6th month K
284 V09/u/ July = 7th month K
285 V09/u/ numeral 1st
286 V09/u/ numerate < numerat(-)(or) = numerator 1st
287 V09/ue/ clue K
288 V09/ue/ Tuesday K
289 V09~C39/ew/ few K
290 V09~C39/ew/ few(er) = fewer K
291 V09~C39/ew/ few(est) = fewest K
292 V09~C39/u_e/ cube K
293 V09~C39/u/ unique 1st
294 V10/e_e/ sphere 1st
295 V10/e/ before K
296 V10/e/ behind K
297 V10/e/ belong(s) = belongs K
298 V10/e/ below K
299 V10/e/ between K
300 V10/e/ December = 12th month K
301 V10/e/ decompose = (de)compose K
302 V10/e/ degree K
303 V10/e/ denominator = nominate < (de)nominat(-)(or) = denominator 1st
304 V10/e/ eleven = 11 K
305 V10/e/ equal = K
306 V10/e/ equal shares K
307 V10/e/ equal(s) = equals K
308 V10/e/ equate < equa(–)(tion) = equation 1st
309 V10/e/ even K
310 V10/e/ even number 1st
311 V10/e/ evening K
312 V10/e/ geometry < geometr(-)(ic) = geometric solid 1st
313 V10/e/ reflect < reflec(-)(tion) = reflection 1st
314 V10/e/ regroup = (re)group 1st
315 V10/e/ represent 1st
316 V10/e/ sequence K
317 V10/e/ series of events 1st
318 V10/e/ zero = 0 K
319 V10/ea/ least K
320 V10/ea/ least value 1st
321 V10/ea/ least-to-greatest 1st
322 V10/ea/ season(s) = seasons K
323 V10/ea/ year(s) = years K
324 V10/ee/ three = 3 K
325 V10/ee/ week :: about 4 week(s) per month K
326 V10/i/ liter 1st
327 V11/a_e/ large K
328 V11/a_e/ large < larg(-)(est) = largest K
329 V11/a/ bar graph K
330 V11/a/ cardinal K
331 V11/a/ fall K
332 V11/a/ March = 3rd month K
333 V11/a/ quality < quali(–)(tative) = qualitative K
334 V11/a/ quantity < quanti(–)(tative) = quantitative K
335 V11/a/ small K
336 V11/a/ small(est) = smallest K
337 V11/a/ tall(er) = taller K
338 V11/a/ watch K
339 V11/au/ August = 8th month K
340 V12/ou_e/ route K
341 V13/hou/ hour :: 24 hour(s) per day K
342 V13/hou/ hour hand K
343 V13/ou/ count K
344 V13/ou/ count back K
345 V13/ou/ count on K
346 V13/ou/ count(ing) = counting up K
347 V13/ou/ out + side = outside K
348 V13/ou/ pound K
349 V14/oi/ coin(s) = coins K
350 V15/er/ certain event 1st
351 V15/er/ vertex 1st
352 V15/er/ vertical K
353 V15/ir/ circle K
354 V15/ir/ first = 1st K
355 V15/ir/ third = 3rd K
356 V15/ir/ thirteen = 13 K
357 V15/ir/ thirty = 30 K
358 V15/ur_e/ curve K
359 V15/ur/ Thursday K
360 V15/ur/ turn(s) = turns K

Taught, then Self-Taught

IMPLICIT BIAS (Stanford School of Medicine definition):  A positive or negative mental attitude towards something which a person holds at an unconscious level.

WordsAhead intends to disrupt institutional wisdom by influencing parents, tutors and educators to teach speech sounds – rather than ABCs or any alphabet-based notion – as the default infrastructure for both spoken and written language.

WA wants to create an implicit bias favoring sound-parsing (phonemic awareness) but avoid muddling its focus with commingled phonics jargon (Long-A, Short-A, B-Sound, Hard-C, Soft-C, etc.).  WA uses *new* names for English speech sounds, V01-C39.

EXPLICIT BIAS is an attitude a person is consciously aware of.

*CloudSpelling* is an example of explicitly biased sound-based instruction.  WA urges ubiquitous opportunities for vocabulary instruction – including pronunciation and spelling – ahead of all formal so-called “content” instruction so that students can be completely primed to meet teacher expectations.  WA waits for demonstrable evidence that learners are actually being taught to spell-out speech sound units, not to sound-out ABCs.

Tools for this new paradigm have not yet been built because research and development remains incomplete.  Ironically, research and development remains incomplete because tools for this new approach are not yet built.

Nonetheless, biases will be automatically fostered from very early ages.  Our brains are naturally hard-wired to hear first, read second, but formal curriculum changes the flow.  Many brains obviously compensate around distortions or blatant misinformation to simply carry on.

In her January 26, 2015 article for The New Yorker [The Cobweb: Can the Internet be Archived?], Jill Lepore explores many organizational and ethical issues related to internet information.  WA alleges that relevance is the linchpin to successful learning.  Deep language analysis is a righteous intrusion if it means that every person’s underpinnings for both granular and global language study can be explicitly correct.

Time being, many people are functionally deaf and remain unsure about how language actually works.  Sounds are sounds, period. Spoken language may or may not get letter-representations, period.  But all vocabulary can be heard, said, spelled and read… exclamation mark!

Doing research in a paper archive is to

doing research in a Web archive as

going to a fish market is to

being thrown in the middle of the ocean;

the important thing they have in common is that both involve fish.

One’s study of any particular lesson (whether in a classroom or virtually on an electronic device) will be more focused than simply living one’s day-to-day life surrounded by swimming speech sounds.  One must become confident to catch any cluster of relevant sound-fish and enjoy a delicious and nutritious word-meal with friends!

Let’s do the good work!

A small group of people can make the future happen faster!!

Ansari: Usher in a new era of private suborbital spaceflight

Archon Genomics:  Sequence 100 whole human genomes (cancelled because the competition was not incentivizing the technological changes)

Global Learning:  Empower children to take control of their own learning

Google Lunar:  Develop a robot that can successfully land on the moon’s surface, travel at least 500 meters and then, transmit images back to Earth.

Nokia Sensing:  Affordable, personalized healthcare

Northrop Grumman Lunar Lander:  Advance repeated rocket travel to the moon.

Progressive Insurance Automotive:  New generation of super fuel-efficient vehicles.

Qualcomm Tricorder

Wendy Schmidt Ocean Health:  Improve understanding of how CO2 emissions are affecting ocean acidification.

Open-source sustainable abundance time…

Get It?!

Consumers won’t really know what they want until they get it.  Anticipation.  Optimism.  Idealism.  Truth.  Power.  Voice.  Learning.

V01/a/ anticipation

V02/i/ it

V02/i/ will not

V03/o/ optimism

V04/u/ until

V04/a/ what

V04/o/ consumers = consumer(s)

V05/e/ get

V06/ey/ they

V07/i/ idealism = ideal(ism)

V08/o/ won’t = will not

V08/ow/ know

V09/u/ truth

V10/ea/ really = real(l)(y)

V11/a/ want

V12/oo/ goodness = good(ness)

V13/ow/ power

V14/oi_e/ voice

V15/ear/ learning

Do *CloudSpelling* Now!

V01/a/ Abstractions will become concrete

V01/a/ Clarify sound-letter confusions

V01/a/ “Granularity” (smallest sound-units) and “Singularity”

V01/a/ Manifest Bloom’s Taxonomy

V01/a/ Master sound-sequencing

V01/a/ Mastery, one word at a time

V01/a/ Practice makes permanent

V01/a/ Transcend English inconsistencies

 

V02/i/ If not YOU, then who?

V02/i/ If you have ears, please listen!

V02/i/ Improve your own understanding

V02/i/ Input. Code. Store. Access.

V02/i/ Springboard to other activities

V02/i/ This learning is self-perpetuating

V02/i_e/ Give correct and direct instruction

 

V03/o/ Conscientious word study

V03/o/ Consonants are C16-C39

V03/o/ Noninstitutionalized, noncommercial, nonprofit

 

V04/a/ Accomplish your language goals

V04/o/ Consolidate language foundations

 

V05/e/ Effective with any literature

V05/e/ Embrace life-long learning

V05/e/ Empower your learners

V05/e/ Engage learners of all ages

V05/e/ Examine relative complexities

V05/e/ Examine sound-sorted word lists

V05/e/ Extreme phoneme segmentation

V05/e/ Extreme phonetic analysis

V05/e/ Extreme speech sound awareness

V05/e/ Extreme word analysis

V05/e/ Get an “ear” for English sounds

V05/e/ Get and give a sound foundation

V05/e/ Get clarity for proper teaching

V05/e/ Get ready ahead-of-time

V05/e/ Get smart with WA

V05/e/ Segment words by sound

 

V06/a_e/ Make remediation unnecessary

V06/a/ AKA “Equational Literacy” E = V + C   E – C = V

V06/ai/ Brain-friendly lessons

V06/ay/ Way to grow confident readers

 

V07/i/ Identify individual phonemes

V07/i/ Mindfully focus on word-structure

V07/i/ Primal sounds vs. ABCs

 

V08/o_e/ Code speech sounds (encode/decode)

V08/o_e/ More precise.  More versatile.

V08/o/ Don’t major on the minors!

V08/o/ No skipping.  No guessing.

V08/o/ Phonemes vs. Graphemes

V08/o/ Phonemes will trump graphemes

V08/o/ Phonemic analysis for beginners

V08/o/ Phonemic awareness is not accidental

V08/o/ Phonemic processing is crucial

V08/o/ Profound instructional implications

V08/o/ Pronounce and spell speech sounds

V08/o/ Provide proper direction

 

V09/oo_e/ Choose your own literature

V09/ew/ Newer research, newer pedagogy

 

V10/-/ V01 through C39

V10/e/ Become consciously aware of speech sounds

V10/e/ Decide for yourself

V10/e/ Demystify alphabetic complexities

V10/e/ Precise sound-spellings

V10/e/ Prerequisite, not optional

V10/e/ Prerequisite to language success

V10/e/ Reliably predict achievement

V10/ea/ Easier sooner, harder later

V10/ea/ Easily drill 39 English speech sounds

V10/ea/ Clear-headed approach for all ages

V10/ea/ Hear and see speech sounds

V10/ea/ Hear every sound in spoken words

V10/ea/ Speak-to-spell for explicit recall

V10/ea/ Teach to the smallest factor

 

V11/a/ Articulations, not fonts

V11/au/ Auditory/visual input-to-memory

 

V12/oo/ Good for auditory/visual memory

 

V13/ou/ Sound knowledge equals sound instruction

V13/ou/ Sounds are heard, said, seen, read

V13/ow/ Vowels are V01-V15

 

V14/oy/ Boys and girls need WA

 

V15/ear/ Learn sound-letter correspondences

V15/ear/ Learn speech sounds and their spellings

V15/ear/ Learn to process speech sounds with…

V15/or/ WordsAhead.com!!

[These are AdWords phrases]

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