FREE! You get 31 years of experience teaching phonics reading

Alphachirpy says:          3 pages of “TIPS”                                                                         

“Found only in the ORIGINAL ALPHA-PHONICS”

You get a special supplement to Alpha-Phonics in each copy that  gives you the benefit of 31 years of experience we have had in answering thousands of emails and phone calls from users. We call these pages our “TIPS” for obtaining even better results with Alpha-Phonics.

We have condensed the most important and most often heard questions we have had from potential and actual users of Alpha-Phonics into our list of “TIPS.”

Alpha-PhonicsThis means you get the benefit of the issues Moms (And some Dads, too) have asked us about over more than three decades of experience with Alpha-Phonics.  We have listed everything from:

“How do I get my daughter to blend the individual phonics sounds together,”

to:

“What do I do after I finish teaching my Son everything in Alpha-Phonics?”

Of course Alphachirpy did not talk to all of these parents. The author and the publishers really spoke or emailed with most of them.  But Alphachirpy wants you to know about this feature in the 2017 Alpha-Phonics found nowhere else.  One parent told us the TIPs alone appeared to be worth the price of the program.

We hope you will keep this in mind as you decide on what phonics reading instruction program you choose to use.

Alphachirpy says it is time for him to go find some worms for lunch.

Click here for more Alpha-Phonics information

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Alphachirpy asks: Hey, Remember Common Core?

 Common Core update from:

THE NATIONAL REVIEW

Hey, Remember Common Core?
By Jim Geraghty — August 2, 2017

Alpha-Phonics

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Video: Mom Teaching Daughter to Read (2.18 mins)

Alphachirpy says:

This Mom has taught 8 children

to read with

(one $ 21.95 copy of )

Alpha-Phonics

 

You can do it too!!

 

Note: In the video  the Mom says “Alpha-Phonics is now spiral bound.”
Alpha-Phonics is NOT spiral bound.
Alpha-Phonics is now “perfect bound.”

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WANT TO IMPROVE YOUR SPELLING?

YOU CAN HELP ANYONE, INCLUDING YOURSELF

Here are the 16 KEY spelling rules*

They are simple and easy to learn…

  1. When a word or  syllable has one vowel it usually has a short sound
  2. When S is surrounded by vowels it usually says Z: nose, rose, as
  3. The letter C before E, I and Y sometimes sounds like S [cell, cent, civil]
  4. The letter G before E, I and Y sometimes sounds like J [gem, gist, gym]
  5. Words ending in s, x, z and ch form the plural by adding es
  6. When a word ends in a  consonant, we double the consonant and add  (ing), (er) and (ed)
  7. If an A is followed by D, W, R, LL or LT in the same syllable, it often has the (aw) sound
  8. If there are two vowels in a word or syllable, the first vowel is long and the second vowel is silent
  9. The letter I comes before E except after C or when sounded like A as in neighbor or weigh
  10. If there is only one vowel in a word or syllable and the vowel comes at the end, the vowel  usually has a long sound
  11. If Y comes at the end of a two or more syllable word, Y has the sound of long E if the syllable is not accented: puppy, wavy, soapy
  12. If Y comes at the end of a two or more syllable word, Y has the sound of long I if the syllable is accented: reply, apply, terrify
  13. If words end with the suffix ing, er, or ed, the first vowel in the syllable is usually short if it comes before two consonants: getting, lifted, drummer
  14. If words end with the suffix ing, er or ed, the first vowel is usually long if it comes before a single consonant: zoning, skated, wiser
  15. At the end of a word X says (ks): ox, mix, lax
  16. At the beginning of a word X says

* Do not be intimidated .  These rules cover most of what you will need to teach.

 Sixteen rules are not very many.

The Alpha-Phonics and How To Tutor Phonics Companion Workbook (seen above) has these rules and lots of practice exercises to be used with the Alpha-Phonics reading instruction book and the reading section of How To Tutor

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Wash St Students no longer req’d to take biology test to graduate

Washington State high school students will no longer be required to take a biology test to graduate.  A law first applicable to the Class of 2017 was eliminated

boy confused and pulling hair reading test question paper clipart

by Gov. Jay Inslee signing a new law dropping the requirement.

It seems about 3,300 members of the 2017 class failed the test.

“The New legislation is intended to give more flexibility in meeting graduation requirements”according to the Longview Daily News. (Emphasis added)

(As seen in The Idaho Statesman, July 10, 2017)

It appears if students can’t pass a test, you simply abandon it.

One and done!

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DIGITAL DELIGHT OF THE DAY:

Did you know that the mailing address of Facebook is:

# 1 HACKER WAY

Menlo Park California 94022??

 

 

So beware!

 

 

 

 

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ON CLASSROOM SIZE

Alphachirpy asks:                                          

Alphachirpy asks:

 DOES CLASSROOM SIZE MATTER?

                                                                       RESEARCH YIELDS

SURPRISES!

One would intuitively think reducing the number of students in a school classroom would result in better results like higher grades and achievement.

Studies do not, however, bear this out. And, unfortunately, the studies are few in number.

The largest recent study took place between 1985 and 1989 in Tennessee, about 28 years ago.  It involves some 1,200 teachers and almost 12,000 students, led by Jeremy Finn of the University of Buffalo. (It was knows as Project Star: Student Teacher Achievement Ratio)

RESULTS: An inconclusive mixed bag.

Public School advocates assume smaller classes would result in improving the achievement of students.

“If we throw more money at the problem (hiring more teachers) we surely will make thigs better, right?” “Each student will get more quality time with their teacher, so will do better, right?”

Well, no.

The Tennessee study found, most importantly, that teachers with fewer students do not automatically change their teaching methods just because they have more time to spend with a student.

 Other studies have signaled similar results.

Another conclusion from Project Star (Tough not based on statistical data) was that students tend to behave better, and participate more, in a smaller class. Reason: They cannot hide in the back of a small class of students.

What happened during the Great Depression period when many money strapped school districts had to fire teachers, enlarge class size, and consolidate districts into fewer districts and even close schools altogether? The data over those years showed that overall achievement levels remained about the same; they did not decline.

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In a time of universal deceit, telling the truth becomes a revolutionary act

 

 

These words are attributed to George Orwell.  They are not from his famous (Or infamous, depending what side you are on) book 1984.  We searched to discover there is disagreement among experts as to where he wrote it.  Whether he even did write the words it seems almost a truism that the sentence describes the world of America in 2017.  Do you agree?

 

Chirpy says: Yes!

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My child has trouble putting the sounds together

Chirpy Bird says: We recently had a facebook email question from Rebecca.  She  said her 5 year old daughter was having trouble putting together the sounds to be able to say a word like sat.  She recognized s-a-t but couldn’t seem to blend the individual letters into one word: sat. We thought our reply to Rebecca could be helpful to other Moms in teaching their children whether using Alpha-Phonics or any other phonics program.  Here is our reply:

Dear Rebecca,

Thank you for using Alpha-Phonics.

I think you will find it a very easy program to use.

The question you write is frequently asked.

The answer is you should try to finish one lesson before going on to the next one.

The solution to your daughter’s sounding out slowly is usually solved by a little extra practice.  One tip we have found is for you to place your finger below the word, like sat.  Slowly move the finger from left to right and have her sound out the individual sounds as you move your finger.  Practice each new word a few times that way, increasing the speed of your finger movement a little each time.  Pretty soon she will be putting (blending) the sounds together and s-a-t will become sat to her.

There may be some times when you might want to move ahead to the next lesson even if she has not totally mastered the current lesson.  That is ok. Especially this is the case when you have a lesson with a fairly long list of words.  You can work back and forth a little, between the current lesson and the new one.

The most important advice I can give you is to be patient.  Children all have different speeds of learning the sounds as you go.*  Some pick the idea up almost instantly and others take longer.  If your daughter needs more time that does not mean there is anything wrong with her.  Often a parent will tell us that their child seemed to learn very slowly and, all of a sudden, then seem to take off like lightening.  

 If  each time  you will look over the next lesson in the back of the book and read through it, then turn to the corresponding lesson for the student  in the front of the book and pretend you are the student, and try it yourself, you will be all set to show it to your student.  Each lesson usually takes only a few minutes.

Also, please be sure, if you have not already done so, read through the 3 pages of “Tips” found beginning on page 169. They condense the most often asked questions we have had in our over 30 years of helping parents use Alpha-Phonics. 

Please always feel free to contact us if you ever have any other questions.

 We know you will both do very well with the program,

 

–Peter Watt for The Paradigm Co., Inc.

 

 

 

 

 

 

 

 

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Wittgenstein (part 2)

THE WITTGENSTEIN CONSPIRACY   (part 2)

We previously wrote that we believe the work of Ludwig Wittgenstein was taken by certain factions of the intelligentsia to be the cornerstone for their effort to weaken, if not demolish, the long-time standards of morality of Western culture.

We have wrapped our thesis in the statement:

WORDS DO NOT HAVE FIXED MEANINGS

Who is Wittgenstein?

He is a German who migrated to England in his early academic life and studied in prestigious British universities.  Ultimately he came to be called by many in academia the greatest philosopher of the 20th Century.    He died in 1951.  His most noted book (He wrote only two, but many, many papers), Philosophical Investigations, was published by two  English academics posthumously in 1952.  But most of us have never heard of Ludwig Wittgenstein.

Why is this?

Not being from the academy I do not know a definitive answer to that question.  I believe, however, his thoughts permeate the thinking of elite scholars.  Our particular theme is that only a few words of his, which may have been grouped together by Wittgenstein purposely or accidentally, have been taken seriously by many professors, teachers and even politicians – that is to say leaders in the formulation of current  thought – and utilizing them to the extreme point of literally altering our Western civilization.

Wittgenstein did not himself write the precise words: words to not have fixed meanings. That is our characterization of what he wrote.

Example of what he did write:  In the Macmillan Company edition of the book on page 11 we find he wrote:

“How many kinds of sentences are there?  ….There are countless kinds: countless kinds of use of what we call ‘symbols’, ’words’, ‘sentences’. And this multiplicity is not something fixed, given once for all….”

Our dear readers may quickly criticize us as cherry picking from the text to make our point.  We will build our case with other excerpts that add strength to our thesis.  But for now it really does not matter because what we propose has been used to create the almost mystical belief that nothing written or said need be taken as solid in meaning because we must be made to believe our rules of society are made of soft putty to be molded into whatever the speaker desires them to be or whatever the hearer wants them to mean.

To be continued

peter6 Video File

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