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Take a sneak peak into topics in the troubleshooting chart.

 

Tier 3 solutions to problems when tiers 1 and 2 solutions aren’t enough:

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  • Blending the sounds into words

  • Sounding out words

  • The sequence for decoding big words

  • Phonemic awareness

  • An engaging way to teach short vowels

  • Differentiating between short /e/ and short /i/

  • Schwa

  • Making the 6 syllable types less abstract

  • Prefixes and suffixes 

  • Teaching high frequency words that aren’t very phonetic

  • Teaching words that look similar, like ‘very’, ‘every’, and ‘ever’

  • How to tell when the vowel is pronounced short or long

  • How the brain reads

  • ​Less frequent consonants

  • Explaining ‘qu’

  • Spelling ‘c’, ‘k’, or ‘ck’ 

  • All the sounds for the letter Y

  • Building vocabulary 

  • Reading large numbers in texts, such as 25 708

  • Syllable deletion

  • Spelling syllables such as ‘common’, not ‘comin’ 

  • Grasping how a letter can ‘make a sound’

  • Reading words with ‘r’ and ‘l’ in them

  • Spelling tr and dr, not chree for ‘tree’ and jress for ‘dress’

  • ‘s’ representing the /z/ sound 

  • Not adding letters that aren’t there 

  • Spelling words with ‘ng’ and ‘nk’ 

  • Pronouncing words ending with ‘ed’

  • Spelling consonant blends.

  • Putting the stress on the right syllable

  • Short /e/ versus silent e in the middle of a word 

  • Soft c and g

  • Reading words with o-n-e in them, such as ‘done’, ‘gone’, and ‘tone’.

  • Pronouncing silent e endings such as age, ice, ace, ine, ite, ive, and ate (enrage versus cottage)

  • Lists of words with vowel combinations

  • Vowels affected by the letter r

  • Reading consonant + le syllables

  • 3 sounds for the letter i

Copyright 2023 Sherrie Rain

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