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Challenging Situation | Strategy or Step to Try | Page |
|---|---|---|
Where do I start when fixing phonemic awareness? | Step 1 Assessment in Pre-reading | 16 |
The student splits syllables differently than the instructor would. Example:
Teacher: Say sister but don’t say sis.
Student: ster (You expected ter.) | Medal, Metal, Meddle, Mettle in Step 2 Syllables in Pre-reading | 18 |
The student spells syllables incorrectly, such as spelling comin for common. | The Rabbit’s Habits in Step 2 Syllables in Pre-reading | 20 |
The student is struggling with tier 1 and tier 2 phonics and does not know how to sound out words. | Step 3 Articulation in Pre-reading | 22 |
The student struggles with phonemic awareness lessons. | Step 4 Phonemes in Pre-reading | 26 |
The student can pronounce the sounds in words one at a time but cannot blend the sounds into words. | Step 5 Blending in Pre-reading | 29 |
The student can’t grasp how a letter, which is a marking on a page, can “make a sound.” | Step 6 Sound Effects in Pre-reading | 37 |
Reading words with “r” and “l” in them is hard. | The River Level in Step 7 Consonants in Pre-Reading | 39 |
Misspelling tr and dr, such as chree for tree and jress for dress, is common. | Trumpet and Drum in Step 7 Consonants in Pre-Reading | 41 |
The student does not realize that “s” can also represent the /z/ sound. | A Visit From My Busy Cousin in Step 7 Consonants in Pre-Reading | 41 |
During reading, the student adds letters that are not there. | The Camp Cap in Step 7 Consonants in Pre-Reading | 43 |
Misspelling words with “ng” and “nk” is common. | The Boxing Ring and Ice Rink in Step 7 Consonants in Pre-Reading | 43 |
The student mispronounces words ending with “ed.” | A Thing of the Past in Step 7 Consonants in Pre-Reading | 45 |
The student spells consonant blends that do not exist, such as “sd,” “sb,” and “sg.” | Sdop Sbending Money on Sgoops of Ice Cream | 47 |
What are all the less frequent consonants? | Tricky Consonant Letter Strings in Step 7 Consonants in Pre-Reading | 47 |
How do I explain “qu”? | Halloween Queen in Step 7 Consonants in Pre-Reading | 48 |
The student spells “c,” “k,” or “ck” at random. | Spelling the /k/ sound | 49 |
How do I explain all the sounds for the letter Y? | Y Not? in Step 8 Vowels in Pre-Reading | 52 |
What is an easy, fun way to teach short vowels? | Box Vowels and The Race in Closed Syllables | 54 |
The student cannot differentiate between short /e/ and short /i/. | Echo and Itchy in Closed Syllables | 61 |
How do I teach schwa? | A Bonnet and a Ribbon in Closed Syllables | 64 |
The student puts the stress on the wrong syllable. | Summon the Dog in Closed Syllables | 65 |
What is an easy, fun way to show students the sequence involved in decoding big words? | The Treasure Chest in Closed Syllable Rules | 79 |
The student confuses short /e/ with silent e in the middle of a word. | Lifetime and Valentine in Silent e Syllables | 87 |
How do I explain soft c and g? | Silent e Holding Down Two Jobs in Silent e Syllables | 87 |
The student misreads words with o-n-e in them, such as done, gone, and tone. | Not Just ONE in Silent e Syllables | 89 |
The student mispronounces silent e endings such as age, ice, ace, ine, ite, ive, and ate. (enrage, cottage) | Silent e Syllable Endings in Silent e Syllables | 89 |
Where do I find examples of words with vowel combinations? | Vowel Team Syllables | 91 |
How do I explain vowels affected by the letter r? | Vowel + r Syllables | 118 |
The student reads humbled as hum, bled (as in my nose bled.) | Consonant + le Syllables | 126 |
The student can’t tell if the vowel is pronounced short or long. | The Pilot Can Pivot in Open Syllables | 129 |
The student only knows two sounds for the letter i. | When i says E in Open Syllables | 135 |
How do I make the six syllable types less abstract? | Drawers in Your Brain in Open Syllables | 135 |
How do I learn what the prefixes and suffixes are and what they mean? | Adding Prefixes and Suffixes | 138 |
What’s a good way to teach words that aren’t very phonetic? | High Frequency Words | 144 |
How do I teach words that look similar, like very, every, and ever? | Eye-Benders | 161 |
My student decodes words but does not recognize them as real words because their vocabulary is so limited. | Vocabulary | 174 |
My students cannot read large numbers in texts, such as 25 708. (25,708 in the U.S.A.) | Reading Numbers | 176 |
How can I learn more about how the brain reads? | Check These Out | 187 |
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