1) This reminds me of junior high back in the Chicago suburbs when some classmates pretended my name was ‘too hard’ & relentlessly teased me as ‘Shoehead,’ ‘Shitvo,’ & ‘Shamu’ for almost 2 years until my social studies teacher Mr. C decided to absolutely GO OFF on them:

@KaylaAncrum 2) In class one day, to everyone’s utter astonishment, he stopped his lecture & said ‘I think some of you are having trouble pronouncing Shuvo’s name. It’s easy to say shoo-VOH, but your behaviour inspires me to give you new names now. Let’s point out a few examples.’
@KaylaAncrum 3) Mr. C turned to a red-haired jerk who often led the bullying and said ‘If you don’t shape up, you’ll be known as Carrot Head in my class, since you’re uglier than Carrot Top and you’re certainly bigheaded and arrogant.’

His face turned redder than his hair.
@KaylaAncrum 4) He then then turned to a classmate named Edie & said to her ‘I won’t call you Edie anymore, I’ll call you Dedie, as in DD, since that’s the grade you get in my class & it’s short for Dum-Dum, which is what you proved to be.’

I actually felt bad for her she was so mortified.
@KaylaAncrum 5) Then he turned to another kid whose last name was McCracken & said ‘You will be known as McChicken, since you’re a coward, & based on your performance it seems the most you can ever aspire to be is a fast food server, so wipe that smug grin off your face, cluck cluck.’

!!
@KaylaAncrum 6) He actually said ‘cluck cluck’ in front of the whole class!!

Then he said ‘If you don’t like these names, & I have many more for the rest of you, then learn to pronounce Shuvo’s name properly. I had better never hear another version of it ever again.’

I was shocked.
@KaylaAncrum 7) I never heard my name mispronounced or teased again for the rest of the year.

A few months later, at our junior high graduation, Mr C. retired.

He came to me & my parents to say ‘I just want you to know that I’d been waiting to tell off kids in this school for a long time.’
@KaylaAncrum 8) ‘I came over from Britain,’ he continued, ‘settled here to become a teacher, & had to shorten my name to Mr. C, because they couldn’t be bothered to pronounce my damned last name. I even had to change my accent for them to understand me. I’ve seen kids bullied for years.’
@KaylaAncrum 9) ‘The administration always capitulates & does half-hearted measures when it’s this sort of thing. Mispronouncing names or ethnic teasing is always minimised. I saw you tolerating it quietly just as I have all these years & I felt compelled to say something before I retired.’
@KaylaAncrum 10) ‘I hope it helped to know that I’ve noticed, & tried to stop it before. I had to put my foot down because with you it was truly beyond belief. I only wish I could’ve done more over the years. You’re a good man, Charlie Brown.’

He shook my hand, patted my shoulder, & left.
@KaylaAncrum 11) That’s the last thing he ever said to me, & the last time I saw him. But it has stuck with me, almost 35 years later. All those moments & words are laser-burned into my memory.

I still try to be a good man, like Charlie Brown. And thanks, Mr. C. You were a good man, too. 🙏🏽

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An appallingly tardy response to such an important element of reading - apologies. The growing recognition of fluency as the crucial developmental area for primary education is certainly encouraging helping us move away from the obsession with reading comprehension tests.


It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.

Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).

Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.

Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
Okay, #MAEdu, let's talk FY22 and the Student Opportunity Act: https://t.co/o1tgppGy4K


First up:

The FIRST year, Governor Baker?

This is the second year of SOA implementation: you're missing one.


So, are we going to do this in six years, or are we just going to kick the can ANOTHER year on kids?

Remember, school funding is builds on prior years.

We never get that missing funding back.


Also: what are the base numbers being used?

Is the Governor dropping enrollment, even though we all know that was an artificial drop?


There's a decent chance that a WHOLE bunch of those kindergartner and preschoolers are going to be back this fall if we manage to get kids into buildings, PLUS we'll have the USUAL enrollment of preK and K!

...and less funding than usual?

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