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Parent coaching (ElevenLabs)
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Each coaching string becomes a clip the Coach plays in-app. Upload a human-recorded take OR generate it through ElevenLabs (once wired). Review each before it ships. All 18 skills × ~5 strings = roughly 576 clips total.
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Letter namesPreK0/8 strings approved
Explanation
·coaching:letter_naming.explanation.0
Letter names are the labels for each of the 26 letters — 'A' is 'ay', 'B' is 'bee'. This is different from letter sounds (that comes next).
Why it matters
·coaching:letter_naming.whyItMatters.0
Kids who reliably name all 26 letters by the end of Pre-K enter kindergarten ready to map sounds onto those letters. Slow naming in K predicts slower decoding later.
Struggle signals
·coaching:letter_naming.struggleSignals.0
Skips or hesitates on certain letters (b/d/p confusion is common and normal at this age).
·coaching:letter_naming.struggleSignals.1
Mixes up the name and the sound (says 'buh' when you point at B instead of 'bee').
·coaching:letter_naming.struggleSignals.2
Can name letters in alphabet order but not in random order.
What to say
·coaching:letter_naming.whatToSay.0
Point and ask: 'What's this letter's name?' Give them 3 seconds.
·coaching:letter_naming.whatToSay.1
If they're stuck, say the name slowly yourself, then point again and ask.
·coaching:letter_naming.whatToSay.2
For reversal mix-ups: 'b has its belly this way →. d has its belly this way ←.'
Letter soundsPreK0/8 strings approved
Explanation
·coaching:letter_sound_correspondence.explanation.0
Each letter has a name (like 'B') and a sound (like /b/ in 'bat'). This skill is knowing which sound goes with which letter.
Why it matters
·coaching:letter_sound_correspondence.whyItMatters.0
This is the foundation of decoding. Every word your child reads gets built by blending letter-sounds. Fragile letter-sound knowledge looks like guessing.
Struggle signals
·coaching:letter_sound_correspondence.struggleSignals.0
Gives the letter name instead of the sound ('bee' instead of /b/).
·coaching:letter_sound_correspondence.struggleSignals.1
Vowel sounds are the hardest — short 'a' vs short 'e' especially.
·coaching:letter_sound_correspondence.struggleSignals.2
Gets the sound right when letters are shown in order but misses them in random order.
What to say
·coaching:letter_sound_correspondence.whatToSay.0
Point and say: 'What sound does this letter make?'
·coaching:letter_sound_correspondence.whatToSay.1
If stuck: 'This letter says /b/ like ball. Now you say it.'
·coaching:letter_sound_correspondence.whatToSay.2
Practice 3 letters at a time, not all 26 in a row.
RhymingPreK0/8 strings approved
Explanation
·coaching:rhyming.explanation.0
Two words rhyme when they end with the same sound — 'cat' and 'bat' rhyme. Rhyming is the easiest form of hearing sounds in words.
Why it matters
·coaching:rhyming.whyItMatters.0
Kids who can't rhyme at the end of Pre-K are at higher risk for reading difficulty later. Rhyming is a warm-up for every other phonics skill.
Struggle signals
·coaching:rhyming.struggleSignals.0
Gives a word that starts the same instead of ends the same ('cat' → says 'car' instead of 'bat').
·coaching:rhyming.struggleSignals.1
Gives a word that's related by meaning ('dog' → says 'bone').
·coaching:rhyming.struggleSignals.2
Can identify rhymes when you give two options but can't generate their own.
What to say
·coaching:rhyming.whatToSay.0
Say two words and ask: 'Do these rhyme? Cat. Bat.'
·coaching:rhyming.whatToSay.1
If yes, celebrate. If no, say: 'Listen: caaat, baaat. They end the same.'
·coaching:rhyming.whatToSay.2
Build up to: 'Tell me a word that rhymes with cat.' Accept silly / nonsense words.
First sounds in wordsPreK0/8 strings approved
Explanation
·coaching:initial_sound_fluency.explanation.0
Hearing the very first sound in a spoken word — 'sun' starts with /s/. The child doesn't look at letters, just listens.
Why it matters
·coaching:initial_sound_fluency.whyItMatters.0
If a child can't hear the first sound, they can't start blending yet. This is the skill that unlocks decoding.
Struggle signals
·coaching:initial_sound_fluency.struggleSignals.0
Names a letter instead of a sound ('sun' → says 'S').
·coaching:initial_sound_fluency.struggleSignals.1
Says a whole syllable or the whole word.
·coaching:initial_sound_fluency.struggleSignals.2
Gets first sounds right on consonants but not vowels.
What to say
·coaching:initial_sound_fluency.whatToSay.0
Say a word slowly: 'Sssssun. What's the first sound?'
·coaching:initial_sound_fluency.whatToSay.1
If stuck, stretch the first sound longer: 'Sssssssss-un.'
·coaching:initial_sound_fluency.whatToSay.2
Then: 'The first sound is /s/. You try.'
Blending sounds into wordsK0/8 strings approved
Explanation
·coaching:phoneme_blending.explanation.0
The parent says three separate sounds — /k/ /a/ /t/ — and the child says the word: 'cat.' This is blending by ear, before any letters are on the page.
Why it matters
·coaching:phoneme_blending.whyItMatters.0
Reading is blending. Every time your child sounds out a new word, they're using this skill. Weak blending is the #1 cause of 'slow, halting' reading.
Struggle signals
·coaching:phoneme_blending.struggleSignals.0
Repeats the separate sounds but never pulls them together ('/k/ /a/ /t/… /k/ /a/ /t/').
·coaching:phoneme_blending.struggleSignals.1
Starts blending but swaps a sound ('/k/ /a/ /t/' → says 'cap').
·coaching:phoneme_blending.struggleSignals.2
Can blend 2-sound words but not 3-sound words.
What to say
·coaching:phoneme_blending.whatToSay.0
Say the sounds slowly: '/k/… /a/… /t/. What word?'
·coaching:phoneme_blending.whatToSay.1
If stuck, slide the sounds closer: '/k/-/a/-/t/' then 'kaaat.'
·coaching:phoneme_blending.whatToSay.2
Then: 'The word is cat. Let's do it again together.'
Breaking words into soundsK0/8 strings approved
Explanation
·coaching:phoneme_segmenting.explanation.0
The reverse of blending. The parent says 'cat,' the child says the separate sounds: /k/ /a/ /t/. Tapping one finger per sound is a classic trick.
Why it matters
·coaching:phoneme_segmenting.whyItMatters.0
Segmenting is what powers spelling. A child who can hear each sound in a word can write it; a child who can't will guess.
Struggle signals
·coaching:phoneme_segmenting.struggleSignals.0
Gives you syllables instead of phonemes ('cat' → says 'ca-t').
·coaching:phoneme_segmenting.struggleSignals.1
Gets the first and last sound but misses the middle vowel.
·coaching:phoneme_segmenting.struggleSignals.2
Adds extra sounds that aren't there ('pig' → says /p/ /i/ /n/ /g/).
What to say
·coaching:phoneme_segmenting.whatToSay.0
Say a word: 'Cat. Tap each sound with your finger.'
·coaching:phoneme_segmenting.whatToSay.1
If stuck, do it with them: '/k/ (tap) /a/ (tap) /t/ (tap). Three sounds.'
·coaching:phoneme_segmenting.whatToSay.2
Build up: start with 2-sound words (at, up, in) before 3-sound words.
Short 'a' soundK0/8 strings approved
Explanation
·coaching:short_a.explanation.0
The short 'a' is the /a/ in 'cat, bat, sat, map.' Not 'ay' (which is long a). Mouth stays open, jaw drops.
Why it matters
·coaching:short_a.whyItMatters.0
Short 'a' is the first vowel most curricula teach because it's so common in early words. A child who locks it in can suddenly read 50+ CVC words.
Struggle signals
·coaching:short_a.struggleSignals.0
Says the letter name 'ay' instead of the sound /a/.
·coaching:short_a.struggleSignals.1
Swaps short 'a' with short 'e' or short 'u' ('cat' → 'kit' or 'cut').
·coaching:short_a.struggleSignals.2
Gets the vowel right in isolation but loses it inside a word.
What to say
·coaching:short_a.whatToSay.0
'A says /a/ like apple.' Point to your open mouth.
·coaching:short_a.whatToSay.1
'Stretch it: aaaaa. Now say cat slowly: /k/-aaa-/t/.'
·coaching:short_a.whatToSay.2
If they say 'cut,' say: 'Drop your jaw more — /a/ not /u/.'
Short 'e' soundK0/8 strings approved
Explanation
·coaching:short_e.explanation.0
The short 'e' is the /e/ in 'red, bed, pen.' Mouth is less open than short 'a', lips pulled slightly wider.
Why it matters
·coaching:short_e.whyItMatters.0
Short 'e' is the trickiest short vowel because it sounds similar to short 'i' and short 'a' for many dialects. Locking it in reduces decoding errors on a huge word list.
Struggle signals
·coaching:short_e.struggleSignals.0
Swaps /e/ with /i/ ('bed' → 'bid') — common and worth gentle correction.
·coaching:short_e.struggleSignals.1
Swaps /e/ with /a/ ('pen' → 'pan').
·coaching:short_e.struggleSignals.2
Drops the vowel entirely in fast reading ('bed' → 'bd').
What to say
·coaching:short_e.whatToSay.0
'E says /e/ like egg.' Tap your chest.
·coaching:short_e.whatToSay.1
'Say /e/. Now say /i/. Feel the difference — /e/ is lower, /i/ is higher.'
·coaching:short_e.whatToSay.2
If swapping, use a minimal-pair drill: 'bed — bid. Which did I say?'
Short 'i' soundK0/8 strings approved
Explanation
·coaching:short_i.explanation.0
The short 'i' is the /i/ in 'sit, pig, big.' Mouth is nearly closed, corners pulled back, like the start of a smile.
Why it matters
·coaching:short_i.whyItMatters.0
Short 'i' is common in early decodable text. Kids who swap it with short 'e' will misread hundreds of words until it's stable.
Struggle signals
·coaching:short_i.struggleSignals.0
Swaps /i/ with /e/ ('sit' → 'set').
·coaching:short_i.struggleSignals.1
Says the letter name 'eye' instead of the short sound.
·coaching:short_i.struggleSignals.2
Gets the sound in isolation but drops it inside CVC words.
What to say
·coaching:short_i.whatToSay.0
'I says /i/ like itchy.'
·coaching:short_i.whatToSay.1
'Make a small smile. Say /i/.'
·coaching:short_i.whatToSay.2
Minimal pair drill: 'sit — set. Which one has /i/?'
Short 'o' soundK0/8 strings approved
Explanation
·coaching:short_o.explanation.0
The short 'o' is the /o/ in 'hot, dog, mop.' Mouth is round and open, like you're saying 'ah' at the doctor.
Why it matters
·coaching:short_o.whyItMatters.0
Short 'o' is reliable — it almost always sounds the same in early reading. A confident short 'o' unlocks a clean CVC word pool.
Struggle signals
·coaching:short_o.struggleSignals.0
Swaps /o/ with /u/ ('dog' → 'dug') — common, especially in some dialects.
·coaching:short_o.struggleSignals.1
Says the letter name 'oh' instead of the short sound.
·coaching:short_o.struggleSignals.2
Reads 'hot' correctly but reads 'hop' as 'hope' (long-vowel guess).
What to say
·coaching:short_o.whatToSay.0
'O says /o/ like octopus.'
·coaching:short_o.whatToSay.1
'Open your mouth round like you're surprised. Say /o/.'
·coaching:short_o.whatToSay.2
If they say 'dug' for 'dog,' say: 'Open your mouth more — /o/ not /u/.'
Short 'u' soundK0/8 strings approved
Explanation
·coaching:short_u.explanation.0
The short 'u' is the /u/ in 'cup, bus, sun.' Short, relaxed, kind of a grunt. Often the last short vowel kids master.
Why it matters
·coaching:short_u.whyItMatters.0
Once short 'u' is in, all five short vowels are in — and a huge pool of decodable words opens up. This is often the last stretch before confident CVC reading.
Struggle signals
·coaching:short_u.struggleSignals.0
Swaps /u/ with /a/ or /o/ ('cup' → 'cop').
·coaching:short_u.struggleSignals.1
Over-softens the sound into 'uh' — but that's fine, that's roughly what it is.
·coaching:short_u.struggleSignals.2
Drops the vowel entirely in quick reading.
What to say
·coaching:short_u.whatToSay.0
'U says /u/ like umbrella.'
·coaching:short_u.whatToSay.1
'Relax your jaw. Say /u/ like a little grunt.'
·coaching:short_u.whatToSay.2
Minimal pair drill: 'cup — cop. Which has /u/?'
CVC words (consonant-vowel-consonant)K0/8 strings approved
Explanation
·coaching:cvc.explanation.0
CVC words are 3-letter words with the pattern consonant-vowel-consonant: 'cat, pig, dog, run.' The vowel is almost always short.
Why it matters
·coaching:cvc.whyItMatters.0
CVC is the beachhead pattern — the first word shape most kids decode fluently. A confident CVC reader has the mechanics to attack CVCC, CCVC, and multisyllabic words next.
Struggle signals
·coaching:cvc.struggleSignals.0
Blends the first two sounds correctly then drops the final consonant ('cat' → 'ca').
·coaching:cvc.struggleSignals.1
Reads the whole word as a memorized sight word without looking at middle/end letters.
·coaching:cvc.struggleSignals.2
Gets 'cat' right but 'pat' wrong — signals they're memorizing, not decoding.
What to say
·coaching:cvc.whatToSay.0
'Point to each letter and say its sound. Then say them together fast.'
·coaching:cvc.whatToSay.1
If they stop after two sounds: 'You have /k/ /a/… what's the last one? Keep going.'
·coaching:cvc.whatToSay.2
'Good. Now do it faster, all as one word.'
'sh' soundK0/8 strings approved
Explanation
·coaching:digraph_sh.explanation.0
Two letters, one sound: 'sh' says /sh/ as in 'ship, shop, fish.' This is the child's first 'two letters, one sound' pattern — a big cognitive shift.
Why it matters
·coaching:digraph_sh.whyItMatters.0
Digraphs are the first real phonics 'rule' kids learn: letters don't always work solo. Once 'sh' clicks, 'ch' and 'th' follow quickly.
Struggle signals
·coaching:digraph_sh.struggleSignals.0
Sounds out both letters separately ('ship' → '/s/ /h/ /i/ /p/').
·coaching:digraph_sh.struggleSignals.1
Confuses /sh/ with /ch/ ('ship' → 'chip').
·coaching:digraph_sh.struggleSignals.2
Gets 'sh' at the start of words but misses it at the end ('fish').
What to say
·coaching:digraph_sh.whatToSay.0
'When you see s and h together, they make one sound: /sh/.'
·coaching:digraph_sh.whatToSay.1
'Put your finger to your lips like shhh — that's the sound.'
·coaching:digraph_sh.whatToSay.2
'/sh/-/i/-/p/. Ship. Your turn.'
'ch' soundK0/8 strings approved
Explanation
·coaching:digraph_ch.explanation.0
'ch' says /ch/ as in 'chip, chop, much.' Same 'two letters, one sound' pattern as 'sh.'
Why it matters
·coaching:digraph_ch.whyItMatters.0
'ch' shows up in a lot of kid-familiar words (lunch, church, chocolate). Locking it in gives a noticeable fluency boost.
Struggle signals
·coaching:digraph_ch.struggleSignals.0
Confuses /ch/ with /sh/ ('chip' → 'ship').
·coaching:digraph_ch.struggleSignals.1
Sounds out both letters ('chip' → '/k/ /h/').
·coaching:digraph_ch.struggleSignals.2
Gets 'ch' at the start but not at the end ('much' → 'muh').
What to say
·coaching:digraph_ch.whatToSay.0
'c and h together say /ch/ — like a train: ch-ch-ch-ch.'
·coaching:digraph_ch.whatToSay.1
Demonstrate the tongue behind your teeth, then a small puff of air.
·coaching:digraph_ch.whatToSay.2
'/ch/-/i/-/p/. Chip. You try.'
'th' soundK0/8 strings approved
Explanation
·coaching:digraph_th.explanation.0
'th' is actually two sounds that share spelling: the voiced 'th' (that, this) and the unvoiced 'th' (thin, thumb). For early reading, treat them as the same rule — the distinction is fine-tuning later.
Why it matters
·coaching:digraph_th.whyItMatters.0
'th' is everywhere in early reading (the, this, that, with). If it's shaky, high-frequency words suffer.
Struggle signals
·coaching:digraph_th.struggleSignals.0
Swaps /th/ with /t/ or /f/ ('thin' → 'tin' or 'fin') — this can be dialect, not error.
·coaching:digraph_th.struggleSignals.1
Sounds out the t and h separately.
·coaching:digraph_th.struggleSignals.2
Gets 'th' at the start but misses it at the end.
What to say
·coaching:digraph_th.whatToSay.0
't and h together say /th/. Put your tongue between your teeth and blow.'
·coaching:digraph_th.whatToSay.1
Model it yourself — show your tongue briefly between your teeth.
·coaching:digraph_th.whatToSay.2
For dialect-based /f/ swap: note the child is hearing their own speech accurately. Coach the reading, don't correct the speech.
Beginning blends (bl, st, tr, etc.)G10/8 strings approved
Explanation
·coaching:initial_blends.explanation.0
Two consonants at the start of a word where you can HEAR both sounds, unlike digraphs: 'stop' = /s/ + /t/, 'flag' = /f/ + /l/. Kids often want to drop one.
Why it matters
·coaching:initial_blends.whyItMatters.0
Blends unlock a huge vocabulary of early-reader words. Missed blends are the #1 fluency drag in first grade.
Struggle signals
·coaching:initial_blends.struggleSignals.0
Drops one of the two consonants ('stop' → 'sop' or 'top').
·coaching:initial_blends.struggleSignals.1
Adds a vowel between them ('stop' → 'setop').
·coaching:initial_blends.struggleSignals.2
Gets the blend at the start but loses it in longer words.
What to say
·coaching:initial_blends.whatToSay.0
'Two letters, two sounds — say them both quickly, one after the other.'
·coaching:initial_blends.whatToSay.1
'/s/ + /t/ = /st/. Now add /o/ /p/. Stop.'
·coaching:initial_blends.whatToSay.2
If dropping a letter: point to the letter they skipped and say: 'This one too.'
Silent e with 'a' (make, cake, gate)G10/8 strings approved
Explanation
·coaching:long_a_silent_e.explanation.0
When an 'e' sits at the end of a word, it doesn't make a sound — instead, it makes the vowel in the middle say its LONG name. 'mad' becomes 'made.' Most curricula call this 'magic e' or 'silent e.'
Why it matters
·coaching:long_a_silent_e.whyItMatters.0
Silent e is the child's first spelling rule that changes another letter. Mastering it is a leap from phonics-by-memorization to phonics-as-system.
Struggle signals
·coaching:long_a_silent_e.struggleSignals.0
Reads the short-vowel version ('made' → 'mad').
·coaching:long_a_silent_e.struggleSignals.1
Pronounces the silent e ('cake' → 'cak-ee').
·coaching:long_a_silent_e.struggleSignals.2
Only applies the rule sometimes — inconsistent.
What to say
·coaching:long_a_silent_e.whatToSay.0
'See the e at the end? It's silent. But it changes the middle vowel — a says its long name, ay.'
·coaching:long_a_silent_e.whatToSay.1
'Read it two ways: mad (short). Now add silent e. Made (long).'
·coaching:long_a_silent_e.whatToSay.2
'Silent e is bossy. It tells a to say its name.'
Vowel teams 'ee' and 'ea' (bee, eat)G10/8 strings approved
Explanation
·coaching:vowel_team_ee_ea.explanation.0
Two vowels together often make one long sound. 'ee' and 'ea' both usually say /ē/ — 'bee, see, eat, read.' The saying is 'when two vowels go walking, the first one does the talking' (mostly true, not always).
Why it matters
·coaching:vowel_team_ee_ea.whyItMatters.0
Vowel teams are where most G1 kids hit a wall. The first vowel team to master is 'ee' because it's totally reliable. 'ea' is nearly-reliable.
Struggle signals
·coaching:vowel_team_ee_ea.struggleSignals.0
Pronounces both vowels separately ('bee' → 'bee-ee').
·coaching:vowel_team_ee_ea.struggleSignals.1
Says the short vowel sound of the first letter ('bee' → 'beh').
·coaching:vowel_team_ee_ea.struggleSignals.2
Gets 'ee' reliably but fumbles 'ea' because of exceptions (head, bread).
What to say
·coaching:vowel_team_ee_ea.whatToSay.0
'When you see two vowels together, they usually make one long sound.'
·coaching:vowel_team_ee_ea.whatToSay.1
'ee and ea both say /ē/ — like the word eat.'
·coaching:vowel_team_ee_ea.whatToSay.2
For 'ea' exceptions: 'This one's tricky — ea says /e/ here, like in head. We have to learn this one.'
'ar' (car, star, park)G10/8 strings approved
Explanation
·coaching:r_controlled_ar.explanation.0
When 'r' follows a vowel, the r takes over and changes the vowel sound. 'ar' says /ar/ — not 'a' + 'r.' Same rule for 'er,' 'ir,' 'or,' 'ur.'
Why it matters
·coaching:r_controlled_ar.whyItMatters.0
R-controlled vowels are in a huge number of common words (star, car, bark, park, far, arm, hard). If shaky, a lot of texts feel harder than they should.
Struggle signals
·coaching:r_controlled_ar.struggleSignals.0
Pronounces the vowel and the r separately ('car' → 'ca-er').
·coaching:r_controlled_ar.struggleSignals.1
Uses the short-vowel sound ('car' → 'cat' sound).
·coaching:r_controlled_ar.struggleSignals.2
Gets 'ar' but confuses it with 'or.'
What to say
·coaching:r_controlled_ar.whatToSay.0
'The r changes the vowel. ar says /ar/ — like a pirate: aargh!'
·coaching:r_controlled_ar.whatToSay.1
'Point to the ar, say /ar/. Then add the rest.'
·coaching:r_controlled_ar.whatToSay.2
'car. Not ca + r. One smooth sound.'
Blending syllables into wordsPreK0/8 strings approved
Explanation
·coaching:syllable_blending.explanation.0
You say a word in chunks — 'pen… cil' — and the child pushes the chunks together to say 'pencil.' These chunks are syllables (beats), not single sounds.
Why it matters
·coaching:syllable_blending.whyItMatters.0
Hearing and joining syllables is a gentle warm-up for blending single sounds later. It's done by ear, with no letters on the page yet.
Struggle signals
·coaching:syllable_blending.struggleSignals.0
Repeats the chunks back but never joins them ('pen… cil… pen… cil').
·coaching:syllable_blending.struggleSignals.1
Joins the wrong way and changes the word ('cup… cake' → 'cake cup').
·coaching:syllable_blending.struggleSignals.2
Can join two-beat words but gets lost on three-beat words.
What to say
·coaching:syllable_blending.whatToSay.0
Say the chunks with a small pause: 'pen… cil. What word?'
·coaching:syllable_blending.whatToSay.1
If stuck, push the chunks closer together: 'pen-cil… pencil.'
·coaching:syllable_blending.whatToSay.2
Clap once per chunk so they can feel the beats: 'pen (clap) cil (clap).'
Breaking words into syllablesPreK0/8 strings approved
Explanation
·coaching:syllable_segmenting.explanation.0
The reverse of syllable blending. You say a whole word — 'rabbit' — and the child breaks it into beats: 'rab… bit.' Clapping or chin-drops help count the beats.
Why it matters
·coaching:syllable_segmenting.whyItMatters.0
Counting syllables helps a child handle longer words later by reading them one chunk at a time instead of guessing at the whole thing.
Struggle signals
·coaching:syllable_segmenting.struggleSignals.0
Breaks a word into single sounds instead of beats ('rabbit' → /r/ /a/ /b/…).
·coaching:syllable_segmenting.struggleSignals.1
Misses a middle beat in longer words ('banana' → 'ba-na').
·coaching:syllable_segmenting.struggleSignals.2
Counts beats correctly for short words but loses count past two beats.
What to say
·coaching:syllable_segmenting.whatToSay.0
'Say rabbit. Now clap it: rab (clap) bit (clap). How many beats?'
·coaching:syllable_segmenting.whatToSay.1
If stuck, put a hand under their chin — each chin-drop is one beat.
·coaching:syllable_segmenting.whatToSay.2
Start with two-beat words (table, pencil) before three-beat words (banana).
Onset and rime (c + at = cat)PreK0/8 strings approved
Explanation
·coaching:onset_rime.explanation.0
A one-syllable word splits into two parts by ear: the onset (the first sound, /k/ in 'cat') and the rime (the rest, '-at'). The child blends 'c' + 'at' to say 'cat.' This is a middle step between syllables and single sounds.
Why it matters
·coaching:onset_rime.whyItMatters.0
Onset-rime makes word families click — once a child owns '-at,' they can read cat, hat, bat, sat by swapping only the first sound. It's a fast bridge into blending.
Struggle signals
·coaching:onset_rime.struggleSignals.0
Repeats the two parts but doesn't join them ('/k/… at… /k/… at').
·coaching:onset_rime.struggleSignals.1
Splits in the wrong place ('cat' → 'ca' + 't').
·coaching:onset_rime.struggleSignals.2
Blends onset + rime by ear but can't yet generate a new word in the family.
What to say
·coaching:onset_rime.whatToSay.0
'Listen: /k/… at. Push them together. What word?'
·coaching:onset_rime.whatToSay.1
If stuck, slide them closer: '/k/-at… cat.'
·coaching:onset_rime.whatToSay.2
Build the family: 'Keep -at and change the first sound: /h/-at, /b/-at.'
Last sounds in wordsPreK0/8 strings approved
Explanation
·coaching:final_sound_fluency.explanation.0
Hearing the very last sound in a spoken word — 'dog' ends with /g/. The child only listens; no letters yet. This is harder than hearing first sounds because the ending fades.
Why it matters
·coaching:final_sound_fluency.whyItMatters.0
Catching the final sound is what keeps a child from dropping word endings when they start reading ('cat' read as 'ca'). It also powers spelling the ends of words.
Struggle signals
·coaching:final_sound_fluency.struggleSignals.0
Gives the first sound instead of the last ('dog' → /d/).
·coaching:final_sound_fluency.struggleSignals.1
Names a letter instead of a sound ('dog' → 'G').
·coaching:final_sound_fluency.struggleSignals.2
Catches final sounds you can stretch (/s/, /m/) but misses quick stops (/t/, /p/, /k/).
What to say
·coaching:final_sound_fluency.whatToSay.0
Say the word slowly and lean on the end: 'doggg. What's the LAST sound?'
·coaching:final_sound_fluency.whatToSay.1
If stuck, whisper just the ending: 'dog… /g/.'
·coaching:final_sound_fluency.whatToSay.2
Then: 'The last sound is /g/. Now you try with the next word.'
Swapping one sound for anotherK0/8 strings approved
Explanation
·coaching:phoneme_substitution.explanation.0
The child keeps a word but swaps one sound: 'Say cat. Now change /k/ to /h/.' → 'hat.' All by ear, no letters. This is the most advanced sound-play skill.
Why it matters
·coaching:phoneme_substitution.whyItMatters.0
Swapping sounds proves a child can hold a word in mind AND manipulate it — the same mental move behind flexible decoding and spelling. It's a strong sign sound awareness is solid.
Struggle signals
·coaching:phoneme_substitution.struggleSignals.0
Changes the whole word instead of one sound ('cat' → 'hat' → says 'dog').
·coaching:phoneme_substitution.struggleSignals.1
Swaps the wrong position (changes the end when you asked for the start).
·coaching:phoneme_substitution.struggleSignals.2
Can swap the first sound but middle-vowel swaps are much harder ('cat' → 'cut').
What to say
·coaching:phoneme_substitution.whatToSay.0
'Say cat. Now instead of /k/, start with /h/. What word?'
·coaching:phoneme_substitution.whatToSay.1
If stuck, say both yourself slowly: 'cat… hat. Only the first sound changed.'
·coaching:phoneme_substitution.whatToSay.2
Start with first-sound swaps; save middle-vowel swaps for last.
Silent e with 'i' (bike, time, ride)G10/8 strings approved
Explanation
·coaching:long_i_silent_e.explanation.0
A silent 'e' at the end makes the middle 'i' say its long name — its own letter name 'I.' 'rid' becomes 'ride,' 'bit' becomes 'bite.'
Why it matters
·coaching:long_i_silent_e.whyItMatters.0
Once a child learns silent e works for every vowel, not just 'a,' decoding becomes a system instead of a list of words to memorize.
Struggle signals
·coaching:long_i_silent_e.struggleSignals.0
Reads the short-vowel version ('ride' → 'rid').
·coaching:long_i_silent_e.struggleSignals.1
Pronounces the silent e ('time' → 'tim-ee').
·coaching:long_i_silent_e.struggleSignals.2
Applies the rule for 'a' words but forgets it works for 'i' too.
What to say
·coaching:long_i_silent_e.whatToSay.0
'The e is silent, but it's bossy — it makes i say its name, /ī/.'
·coaching:long_i_silent_e.whatToSay.1
'Read it two ways: rid (short). Add silent e. Ride (long).'
·coaching:long_i_silent_e.whatToSay.2
'i says its own name here, like the word eye.'
Silent e with 'o' (home, note, bone)G10/8 strings approved
Explanation
·coaching:long_o_silent_e.explanation.0
A silent 'e' at the end makes the middle 'o' say its long name 'O.' 'hop' becomes 'hope,' 'not' becomes 'note.'
Why it matters
·coaching:long_o_silent_e.whyItMatters.0
Silent-e 'o' words are common and easy to misread as their short-vowel twins. Locking the rule in clears up a lot of 'almost right' guesses.
Struggle signals
·coaching:long_o_silent_e.struggleSignals.0
Reads the short-vowel version ('hope' → 'hop').
·coaching:long_o_silent_e.struggleSignals.1
Pronounces the silent e ('note' → 'not-ee').
·coaching:long_o_silent_e.struggleSignals.2
Applies the rule inconsistently from one word to the next.
What to say
·coaching:long_o_silent_e.whatToSay.0
'Silent e makes o say its name, /ō/.'
·coaching:long_o_silent_e.whatToSay.1
'Read it two ways: hop (short). Add silent e. Hope (long).'
·coaching:long_o_silent_e.whatToSay.2
'o says its own name here, like the word oh.'
Silent e with 'u' (cube, cute, tune)G10/8 strings approved
Explanation
·coaching:long_u_silent_e.explanation.0
A silent 'e' at the end makes the middle 'u' say its long sound. Note: long u has two flavors — /yoo/ as in 'cute' and /oo/ as in 'tune.' Both are fine; the e is doing the same job.
Why it matters
·coaching:long_u_silent_e.whyItMatters.0
Long-u silent-e words complete the silent-e set for all five vowels. After this, a child can apply one rule across every vowel.
Struggle signals
·coaching:long_u_silent_e.struggleSignals.0
Reads the short-vowel version ('cute' → 'cut').
·coaching:long_u_silent_e.struggleSignals.1
Pronounces the silent e ('tune' → 'tun-ee').
·coaching:long_u_silent_e.struggleSignals.2
Gets thrown by the two long-u flavors (/yoo/ vs /oo/) — both are correct.
What to say
·coaching:long_u_silent_e.whatToSay.0
'Silent e makes u say its long sound.'
·coaching:long_u_silent_e.whatToSay.1
'Read it two ways: cut (short). Add silent e. Cute (long).'
·coaching:long_u_silent_e.whatToSay.2
If they wobble on the two flavors: 'cute sounds like you, tune sounds like oo — both are right.'
Vowel teams 'ai' and 'ay' (rain, play)G10/8 strings approved
Explanation
·coaching:vowel_team_ai_ay.explanation.0
'ai' and 'ay' both usually say long /ā/. A handy pattern: 'ai' shows up in the middle of a word (rain, train) and 'ay' shows up at the end (play, day).
Why it matters
·coaching:vowel_team_ai_ay.whyItMatters.0
These are two of the most reliable long-a spellings. Knowing where each one lives (middle vs end) helps with both reading and spelling.
Struggle signals
·coaching:vowel_team_ai_ay.struggleSignals.0
Pronounces both vowels separately ('rain' → 'ra-in').
·coaching:vowel_team_ai_ay.struggleSignals.1
Uses the short-a sound ('rain' → 'ran').
·coaching:vowel_team_ai_ay.struggleSignals.2
Reads 'ai' fine but hesitates on 'ay' at the end of a word.
What to say
·coaching:vowel_team_ai_ay.whatToSay.0
'These two letters team up to say long /ā/ — like the letter name A.'
·coaching:vowel_team_ai_ay.whatToSay.1
'ai and ay both say /ā/. rain, play.'
·coaching:vowel_team_ai_ay.whatToSay.2
'ai hides in the middle, ay waves goodbye at the end.'
Vowel teams 'oa' and 'ow' (boat, snow)G10/8 strings approved
Explanation
·coaching:vowel_team_oa_ow.explanation.0
'oa' and 'ow' can both say long /ō/ — 'boat, road, snow, grow.' Heads-up: 'ow' is a two-job spelling (it also says /ow/ as in 'cow'), so we learn the long-o words first.
Why it matters
·coaching:vowel_team_oa_ow.whyItMatters.0
Long-o teams round out the long-vowel spellings. Teaching the reliable /ō/ version of 'ow' first keeps the two-job letter from causing confusion.
Struggle signals
·coaching:vowel_team_oa_ow.struggleSignals.0
Pronounces both vowels separately ('boat' → 'bo-at').
·coaching:vowel_team_oa_ow.struggleSignals.1
Uses the short-o sound ('boat' → 'bot').
·coaching:vowel_team_oa_ow.struggleSignals.2
Mixes up the two 'ow' jobs ('snow' read with the 'cow' sound).
What to say
·coaching:vowel_team_oa_ow.whatToSay.0
'These letters team up to say long /ō/ — like the word oh.'
·coaching:vowel_team_oa_ow.whatToSay.1
'oa and ow both say /ō/ here. boat, snow.'
·coaching:vowel_team_oa_ow.whatToSay.2
For the two-job 'ow': 'Try /ō/ first. If it's not a word, try /ow/ like cow.'
Vowel teams 'ou' and 'ow' (out, cow)G20/8 strings approved
Explanation
·coaching:vowel_team_ou_ow.explanation.0
Here 'ou' and 'ow' make the /ow/ sound — the 'ouch!' sound — as in 'out, loud, cow, down.' This is the OTHER job of 'ow' (the first was long /ō/ in snow).
Why it matters
·coaching:vowel_team_ou_ow.whyItMatters.0
The /ow/ sound is in tons of everyday words. Knowing 'ow' has two jobs — long /ō/ in snow and /ow/ in cow — stops a common reading mix-up cold.
Struggle signals
·coaching:vowel_team_ou_ow.struggleSignals.0
Pronounces both vowels separately ('out' → 'o-ut').
·coaching:vowel_team_ou_ow.struggleSignals.1
Reads 'ow' with the long-o sound when it should be /ow/ ('cow' → 'coe').
·coaching:vowel_team_ou_ow.struggleSignals.2
Gets 'ou' but freezes on 'ow' because it has two jobs.
What to say
·coaching:vowel_team_ou_ow.whatToSay.0
'ou and ow can say /ow/ — the ouch sound.'
·coaching:vowel_team_ou_ow.whatToSay.1
'out, loud, cow, down — feel your mouth open and your chin drop.'
·coaching:vowel_team_ou_ow.whatToSay.2
For two-job 'ow': 'Try /ow/ like cow. If it's not a word, try /ō/ like snow.'
Vowel team 'oo' (moon and book)G10/8 strings approved
Explanation
·coaching:vowel_team_oo.explanation.0
'oo' has two jobs: the long /oo/ in 'moon, food, zoo' and the short /oo/ in 'book, look, foot.' Same two letters, two sounds — the child tries one, then the other.
Why it matters
·coaching:vowel_team_oo.whyItMatters.0
'oo' words are everywhere in early reading. Teaching the child to flex between the two sounds builds the habit of self-correcting when the first try isn't a real word.
Struggle signals
·coaching:vowel_team_oo.struggleSignals.0
Locks onto one sound and forces it on every 'oo' word ('book' → 'boo-k').
·coaching:vowel_team_oo.struggleSignals.1
Doesn't self-correct when the first try isn't a real word.
·coaching:vowel_team_oo.struggleSignals.2
Pronounces both o's separately ('moon' → 'mo-on').
What to say
·coaching:vowel_team_oo.whatToSay.0
'oo has two sounds: /oo/ like moon, and /oo/ like book. Try one, then the other.'
·coaching:vowel_team_oo.whatToSay.1
'If moon-sound doesn't make a real word, switch to the book-sound.'
·coaching:vowel_team_oo.whatToSay.2
Sort a few together: 'moon-words here, book-words there.'
'er', 'ir', 'ur' (her, bird, turn)G10/8 strings approved
Explanation
·coaching:r_controlled_er_ir_ur.explanation.0
Three different spellings — 'er, ir, ur' — all make the SAME sound, /er/, as in 'her, bird, turn.' The r takes over the vowel. The child can't always hear which spelling to use, but reading them is reliable.
Why it matters
·coaching:r_controlled_er_ir_ur.whyItMatters.0
Because three spellings share one sound, these show up constantly (her, girl, fur, first, turn). Reading them is easy once the child knows all three look-alikes say /er/.
Struggle signals
·coaching:r_controlled_er_ir_ur.struggleSignals.0
Pronounces the vowel and the r separately ('bird' → 'bi-rd').
·coaching:r_controlled_er_ir_ur.struggleSignals.1
Uses the short-vowel sound ('her' → 'heh-r').
·coaching:r_controlled_er_ir_ur.struggleSignals.2
Reads one spelling fine but treats 'ir' and 'ur' as new each time.
What to say
·coaching:r_controlled_er_ir_ur.whatToSay.0
'er, ir, and ur all say the same thing: /er/. The r is the boss.'
·coaching:r_controlled_er_ir_ur.whatToSay.1
'Point to the er, say /er/, then add the rest. her.'
·coaching:r_controlled_er_ir_ur.whatToSay.2
'These three look different but sound the same — like teammates.'
'or' (corn, fork, storm)G10/8 strings approved
Explanation
·coaching:r_controlled_or.explanation.0
When 'r' follows 'o,' the r changes the vowel into /or/ — as in 'corn, fork, for, storm.' It's one smooth sound, not 'o' + 'r.'
Why it matters
·coaching:r_controlled_or.whyItMatters.0
'or' is in lots of common words (for, born, more, short). It also contrasts with 'ar,' so locking it in helps the child tell the r-controlled vowels apart.
Struggle signals
·coaching:r_controlled_or.struggleSignals.0
Pronounces the vowel and the r separately ('corn' → 'co-rn').
·coaching:r_controlled_or.struggleSignals.1
Confuses 'or' with 'ar' ('corn' → 'carn').
·coaching:r_controlled_or.struggleSignals.2
Uses the short-o sound ('fork' → 'fock').
What to say
·coaching:r_controlled_or.whatToSay.0
'The r changes the o. or says /or/ — like an oar in a boat.'
·coaching:r_controlled_or.whatToSay.1
'Point to the or, say /or/, then add the rest. corn.'
·coaching:r_controlled_or.whatToSay.2
Contrast it: 'car has /ar/. corn has /or/. Hear the difference?'
'oi' and 'oy' (coin, toy)G20/8 strings approved
Explanation
·coaching:diphthong_oi_oy.explanation.0
'oi' and 'oy' both say /oy/ — the sound in 'coin, boil, toy, joy.' It's a gliding sound: your mouth slides from one shape to another. 'oi' lives in the middle of words, 'oy' at the end.
Why it matters
·coaching:diphthong_oi_oy.whyItMatters.0
These are reliable once a child knows the middle-vs-end pattern. Hearing the glide also builds the ear for the other gliding vowel sound (au/aw).
Struggle signals
·coaching:diphthong_oi_oy.struggleSignals.0
Pronounces both letters separately ('coin' → 'co-in').
·coaching:diphthong_oi_oy.struggleSignals.1
Flattens the glide into a single vowel ('toy' → 'tah').
·coaching:diphthong_oi_oy.struggleSignals.2
Reads 'oi' but hesitates on 'oy' at the end of a word.
What to say
·coaching:diphthong_oi_oy.whatToSay.0
'oi and oy both say /oy/ — like the word oh-boy squished together.'
·coaching:diphthong_oi_oy.whatToSay.1
'Feel your mouth slide: /oy/. coin, toy.'
·coaching:diphthong_oi_oy.whatToSay.2
'oi hides in the middle, oy waves goodbye at the end.'
'au' and 'aw' (haul, paw)G20/8 strings approved
Explanation
·coaching:diphthong_au_aw.explanation.0
'au' and 'aw' both say /aw/ — the sound in 'haul, sauce, paw, draw.' It's an open, drawn-out vowel. 'au' usually sits in the middle of words, 'aw' usually at the end.
Why it matters
·coaching:diphthong_au_aw.whyItMatters.0
These spellings round out the vowel-team set. The middle-vs-end pattern (au inside, aw at the end) helps with both reading and spelling.
Struggle signals
·coaching:diphthong_au_aw.struggleSignals.0
Pronounces both letters separately ('haul' → 'ha-ul').
·coaching:diphthong_au_aw.struggleSignals.1
Uses the short-a sound ('paw' → 'pa').
·coaching:diphthong_au_aw.struggleSignals.2
Reads 'au' but hesitates on 'aw' at the end of a word.
What to say
·coaching:diphthong_au_aw.whatToSay.0
'au and aw both say /aw/ — like you saw something: awww.'
·coaching:diphthong_au_aw.whatToSay.1
'Open your mouth and hold it: /aw/. haul, paw.'
·coaching:diphthong_au_aw.whatToSay.2
'au hides in the middle, aw waves goodbye at the end.'
The schwa (the lazy 'uh' vowel)G20/8 strings approved
Explanation
·coaching:schwa.explanation.0
In longer words, the unstressed vowel often relaxes into a quiet 'uh' — the schwa. The 'a' in 'about,' the 'o' in 'lemon,' the 'e' in 'open.' Any vowel can do it. It's not lazy reading; it's how English really sounds.
Why it matters
·coaching:schwa.whyItMatters.0
Schwa is why sounding a long word out letter-perfect sometimes sounds 'off.' Knowing the unstressed vowel softens to 'uh' helps a child read multisyllable words that sound natural.
Struggle signals
·coaching:schwa.struggleSignals.0
Over-pronounces the weak vowel ('about' → 'ay-bout' with a hard a).
·coaching:schwa.struggleSignals.1
Stresses every syllable equally, so the word sounds robotic.
·coaching:schwa.struggleSignals.2
Decodes each part correctly but the word still doesn't 'sound like a word.'
What to say
·coaching:schwa.whatToSay.0
'In big words, one vowel gets lazy and just says uh. about → uh-bout.'
·coaching:schwa.whatToSay.1
'Read it your perfect way, then say it the relaxed way — which sounds like a real word?'
·coaching:schwa.whatToSay.2
'Find the strong part of the word and let the rest go soft.'
Ending blends (-nd, -st, -mp, etc.)G10/8 strings approved
Explanation
·coaching:final_blends.explanation.0
Two consonants at the END of a word where you can hear both sounds: 'hand' = /n/ + /d/, 'jump' = /m/ + /p/. Like beginning blends, but at the end — and endings are easy to drop.
Why it matters
·coaching:final_blends.whyItMatters.0
Final blends are where a lot of words 'lose their tails' — 'hand' read as 'han.' Catching both ending sounds sharpens both reading and spelling.
Struggle signals
·coaching:final_blends.struggleSignals.0
Drops the last consonant ('hand' → 'han', 'jump' → 'jum').
·coaching:final_blends.struggleSignals.1
Swaps the two sounds ('desk' → 'deks').
·coaching:final_blends.struggleSignals.2
Reads the blend at the start of words but loses it at the end.
What to say
·coaching:final_blends.whatToSay.0
'Two letters at the end, two sounds. Say them both. han… /d/. Hand.'
·coaching:final_blends.whatToSay.1
If they drop the end: point to the last letter and say 'This one makes a sound too.'
·coaching:final_blends.whatToSay.2
'Stretch the ending: haaa-n-d. Hear all three parts?'
CVCC words (hand, jump, fast)G10/8 strings approved
Explanation
·coaching:cvcc.explanation.0
Four-letter words with the pattern consonant-vowel-consonant-consonant: 'hand, jump, fast, milk.' The two consonants at the end form a blend the child must keep together.
Why it matters
·coaching:cvcc.whyItMatters.0
CVCC is the next step up from CVC. It trains the child to hold a short vowel AND land both ending consonants — key for reading real, everyday words.
Struggle signals
·coaching:cvcc.struggleSignals.0
Drops the final consonant ('hand' → 'han').
·coaching:cvcc.struggleSignals.1
Reads the first three letters then stops ('jump' → 'jum').
·coaching:cvcc.struggleSignals.2
Changes the short vowel under the extra workload ('fast' → 'fest').
What to say
·coaching:cvcc.whatToSay.0
'Sound each letter, then push them together. /h/ /a/ /n/ /d/. Hand.'
·coaching:cvcc.whatToSay.1
If the end drops: 'You have han… keep going, one more sound: /d/.'
·coaching:cvcc.whatToSay.2
'Watch the middle vowel stays short while you finish the word.'
CCVC words (stop, frog, plan)G10/8 strings approved
Explanation
·coaching:ccvc.explanation.0
Four-letter words with two consonants at the START: 'stop, frog, plan, swim.' The two opening consonants form a blend where both sounds are heard.
Why it matters
·coaching:ccvc.whyItMatters.0
CCVC trains the child to launch a word with a blend instead of a single sound. It's a common word shape in first-grade decodable text.
Struggle signals
·coaching:ccvc.struggleSignals.0
Drops one of the opening consonants ('stop' → 'top' or 'sop').
·coaching:ccvc.struggleSignals.1
Slips a vowel between the two consonants ('frog' → 'ferog').
·coaching:ccvc.struggleSignals.2
Reads the blend but then loses the short vowel.
What to say
·coaching:ccvc.whatToSay.0
'Two consonants to start — say both quickly. /s/ /t/ /o/ /p/. Stop.'
·coaching:ccvc.whatToSay.1
If one drops: point to the skipped letter and say 'This one too, right away.'
·coaching:ccvc.whatToSay.2
'No vowel sneaks in between — /st/, not /set/.'
CCVCC words (stomp, blend, crust)G20/8 strings approved
Explanation
·coaching:ccvcc.explanation.0
Five-letter words with a blend at BOTH ends: 'stomp, blend, crust, frost.' The child holds an opening blend, a short vowel, and a closing blend all in one word.
Why it matters
·coaching:ccvcc.whyItMatters.0
CCVCC is the most demanding single-syllable shape. A child who reads these cleanly has fully solid blending and is ready for multisyllable words.
Struggle signals
·coaching:ccvcc.struggleSignals.0
Drops a consonant at one of the ends ('stomp' → 'stop' or 'somp').
·coaching:ccvcc.struggleSignals.1
Loses the short vowel under the heavy load ('blend' → 'blnd').
·coaching:ccvcc.struggleSignals.2
Reads the start cleanly but rushes and clips the ending blend.
What to say
·coaching:ccvcc.whatToSay.0
'Two sounds to start, two to finish. Take it slow. /s/ /t/ /o/ /m/ /p/. Stomp.'
·coaching:ccvcc.whatToSay.1
'Tap each letter as you say its sound, then push them all together.'
·coaching:ccvcc.whatToSay.2
If an end drops: 'One more sound at the end — finish the word.'
'wh' sound (when, what, white)K0/8 strings approved
Explanation
·coaching:digraph_wh.explanation.0
'wh' usually sounds just like /w/ in most American speech — 'when, what, white, wheel.' (A few speakers add a tiny puff of air, but /w/ is fine.) Two letters, one sound.
Why it matters
·coaching:digraph_wh.whyItMatters.0
'wh' starts a pile of high-frequency question words — when, what, where, which, why. Reading it smoothly helps with the words kids meet on every page.
Struggle signals
·coaching:digraph_wh.struggleSignals.0
Sounds out both letters ('when' → '/w/ /h/ /e/ /n/').
·coaching:digraph_wh.struggleSignals.1
Confuses 'wh' with 'w' words and stalls deciding which it is.
·coaching:digraph_wh.struggleSignals.2
Reads 'wh' at the start but gets thrown when the next letter is also tricky.
What to say
·coaching:digraph_wh.whatToSay.0
'w and h together say /w/. when, what.'
·coaching:digraph_wh.whatToSay.1
'Round your lips like you're about to whistle: /w/.'
·coaching:digraph_wh.whatToSay.2
'/wh/-/e/-/n/. When. Your turn.'
'ph' sound (phone, graph)G20/8 strings approved
Explanation
·coaching:digraph_ph.explanation.0
'ph' is a surprise team — two letters that say /f/, the same sound as the letter f. 'phone, graph, dolphin, photo.' It comes from Greek roots.
Why it matters
·coaching:digraph_ph.whyItMatters.0
'ph' breaks the child's expectation that f-sounds are spelled 'f.' Knowing this pattern unlocks a set of science and everyday words (phone, photo, graph, elephant).
Struggle signals
·coaching:digraph_ph.struggleSignals.0
Sounds out both letters ('phone' → '/p/ /h/').
·coaching:digraph_ph.struggleSignals.1
Tries the /p/ sound for the p in 'ph.'
·coaching:digraph_ph.struggleSignals.2
Reads 'ph' at the start of a word but misses it in the middle ('dolphin').
What to say
·coaching:digraph_ph.whatToSay.0
'p and h together fool you — they say /f/. phone, like fone.'
·coaching:digraph_ph.whatToSay.1
'Bite your bottom lip gently and blow: /f/.'
·coaching:digraph_ph.whatToSay.2
'/f/-/ō/-/n/. Phone. You try.'
'ck' sound (duck, sock, kick)K0/8 strings approved
Explanation
·coaching:digraph_ck.explanation.0
'ck' is two letters that make one /k/ sound at the END of a word, right after a short vowel: 'duck, sock, kick, back.' It never starts a word.
Why it matters
·coaching:digraph_ck.whyItMatters.0
'ck' is a spelling rule as much as a reading one — short vowel + /k/ at the end is almost always 'ck.' Recognizing it stops the child from sounding out two separate letters.
Struggle signals
·coaching:digraph_ck.struggleSignals.0
Sounds out both letters ('duck' → '/d/ /u/ /k/ /k/').
·coaching:digraph_ck.struggleSignals.1
Adds an extra sound for the c and the k.
·coaching:digraph_ck.struggleSignals.2
Reads it fine but tries to use 'ck' at the start of a word when spelling.
What to say
·coaching:digraph_ck.whatToSay.0
'c and k together say one sound: /k/. duck.'
·coaching:digraph_ck.whatToSay.1
'It always comes at the end, after a short vowel.'
·coaching:digraph_ck.whatToSay.2
'/d/-/u/-/k/. Duck. Your turn.'
'tch' sound (catch, match, witch)G20/8 strings approved
Explanation
·coaching:trigraph_tch.explanation.0
'tch' is three letters that make one /ch/ sound — 'catch, match, witch, kitchen.' It shows up at the end of a word right after a short vowel. (After a long vowel or consonant, plain 'ch' is used: reach, lunch.)
Why it matters
·coaching:trigraph_tch.whyItMatters.0
'tch' is mostly a spelling rule, but reading it as one /ch/ sound keeps the child from stumbling over the extra t. It pairs naturally with the 'ch' digraph they already know.
Struggle signals
·coaching:trigraph_tch.struggleSignals.0
Sounds out the t separately ('catch' → 'cat-ch').
·coaching:trigraph_tch.struggleSignals.1
Reads it as /ch/ but adds a /t/ in front.
·coaching:trigraph_tch.struggleSignals.2
Confuses when to expect 'tch' vs plain 'ch.'
What to say
·coaching:trigraph_tch.whatToSay.0
'Those three letters say one sound — /ch/. catch.'
·coaching:trigraph_tch.whatToSay.1
'The t is silent. It just says, after a short vowel, use tch.'
·coaching:trigraph_tch.whatToSay.2
'/k/-/a/-/ch/. Catch. You try.'
'dge' sound (bridge, edge, badge)G20/8 strings approved
Explanation
·coaching:trigraph_dge.explanation.0
'dge' is three letters that make one /j/ sound — 'bridge, edge, badge, judge.' It comes at the end of a word right after a short vowel. (After a long vowel or consonant, plain 'ge' is used: cage, large.)
Why it matters
·coaching:trigraph_dge.whyItMatters.0
'dge' is the short-vowel partner to soft-g endings. Reading it as a single /j/ keeps the child from getting tangled in the d-g-e cluster.
Struggle signals
·coaching:trigraph_dge.struggleSignals.0
Sounds out the d separately ('bridge' → 'brid-ge').
·coaching:trigraph_dge.struggleSignals.1
Uses the hard /g/ instead of /j/ ('badge' → 'bagg').
·coaching:trigraph_dge.struggleSignals.2
Confuses when to expect 'dge' vs plain 'ge.'
What to say
·coaching:trigraph_dge.whatToSay.0
'Those three letters say one sound — /j/. bridge.'
·coaching:trigraph_dge.whatToSay.1
'The d is silent. After a short vowel, the /j/ sound is spelled dge.'
·coaching:trigraph_dge.whatToSay.2
'/b/-/r/-/i/-/j/. Bridge. Your turn.'
Soft c (city, ice, cent)G20/8 strings approved
Explanation
·coaching:soft_c.explanation.0
Usually 'c' says /k/ (cat, cup). But when 'c' is followed by e, i, or y, it softens to /s/ — 'city, ice, cent, cycle.' The vowel after the c is the clue.
Why it matters
·coaching:soft_c.whyItMatters.0
Soft c explains why some c-words sound like /s/. Spotting the e/i/y clue lets a child decode them on the first try instead of guessing.
Struggle signals
·coaching:soft_c.struggleSignals.0
Uses the hard /k/ everywhere ('city' → 'kitty').
·coaching:soft_c.struggleSignals.1
Doesn't notice the e/i/y signal after the c.
·coaching:soft_c.struggleSignals.2
Reads soft c at the start but misses it in the middle of a word.
What to say
·coaching:soft_c.whatToSay.0
'When c is followed by e, i, or y, it goes soft and says /s/.'
·coaching:soft_c.whatToSay.1
'Look at the letter after the c. city — that's an i, so c says /s/.'
·coaching:soft_c.whatToSay.2
'Try /s/ first when you see ce, ci, or cy.'
Soft g (gem, giant, cage)G20/8 strings approved
Explanation
·coaching:soft_g.explanation.0
Usually 'g' says /g/ (go, gum). But when 'g' is followed by e, i, or y, it often softens to /j/ — 'gem, giant, gym, cage.' The vowel after the g is the clue. (A few words break the rule, like 'get' and 'girl.')
Why it matters
·coaching:soft_g.whyItMatters.0
Soft g explains the /j/ sound in many common words. The e/i/y clue gives the child a first-try strategy, and the rare exceptions teach flexible self-correction.
Struggle signals
·coaching:soft_g.struggleSignals.0
Uses the hard /g/ everywhere ('gem' → 'ghem').
·coaching:soft_g.struggleSignals.1
Doesn't notice the e/i/y signal after the g.
·coaching:soft_g.struggleSignals.2
Trips on exceptions like 'get' and 'girl' (these keep the hard /g/).
What to say
·coaching:soft_g.whatToSay.0
'When g is followed by e, i, or y, it often goes soft and says /j/.'
·coaching:soft_g.whatToSay.1
'Look at the letter after the g. gem — that's an e, so g says /j/.'
·coaching:soft_g.whatToSay.2
For exceptions: 'A few words like get and girl keep the hard /g/ — try /j/ first, then switch if it's not a word.'
Silent letters (knee, lamb, write)G20/8 strings approved
Explanation
·coaching:silent_letters.explanation.0
Some words have letters you write but don't say — the k in 'knee,' the b in 'lamb,' the w in 'write,' the gh in 'night.' The silent letter is part of the spelling but not the sound.
Why it matters
·coaching:silent_letters.whyItMatters.0
Silent letters trip kids who expect every letter to make a sound. Learning the common silent-letter teams (kn, mb, wr, gh) lets a child read them confidently and spell them correctly.
Struggle signals
·coaching:silent_letters.struggleSignals.0
Tries to pronounce the silent letter ('knee' → 'kuh-nee').
·coaching:silent_letters.struggleSignals.1
Stops and stalls when a word starts with a silent letter.
·coaching:silent_letters.struggleSignals.2
Reads the word but spells it without the silent letter later.
What to say
·coaching:silent_letters.whatToSay.0
'Some letters are sneaky-quiet. The k in knee is silent — we just say /n/.'
·coaching:silent_letters.whatToSay.1
'Cover the silent letter with your finger and read what's left: nee… knee.'
·coaching:silent_letters.whatToSay.2
'Common quiet teams: kn says /n/, wr says /r/, mb ends with /m/.'
Double consonants (bell, miss, puff)G10/8 strings approved
Explanation
·coaching:double_consonants.explanation.0
Two of the same consonant at the end of a short word make just ONE sound — 'bell, miss, puff, buzz.' The double letters don't mean two sounds; they're a spelling signal that the vowel before them is short.
Why it matters
·coaching:double_consonants.whyItMatters.0
Double consonants are part of the 'floss' spelling rule (ff, ll, ss, zz). Reading them as one sound keeps decoding smooth, and the pattern helps lock in short vowels.
Struggle signals
·coaching:double_consonants.struggleSignals.0
Tries to say both letters ('bell' → 'bel-luh').
·coaching:double_consonants.struggleSignals.1
Stretches the sound oddly because of the two letters.
·coaching:double_consonants.struggleSignals.2
Reads them fine but drops one when spelling.
What to say
·coaching:double_consonants.whatToSay.0
'Two of the same letter at the end make one sound. bell → just /l/.'
·coaching:double_consonants.whatToSay.1
'The double letters are a clue that the vowel stays short: bell, not beel.'
·coaching:double_consonants.whatToSay.2
'Short words love to end in double f, l, s, or z.'
Endings -s and -es (cats, boxes)G10/8 strings approved
Explanation
·coaching:inflectional_ending_s_es.explanation.0
Adding -s or -es to a word makes it mean 'more than one' or changes the verb (cat→cats, box→boxes, he runs). Heads-up: -s can sound like /s/ (cats) or /z/ (dogs), and -es adds a whole beat (box→box-es).
Why it matters
·coaching:inflectional_ending_s_es.whyItMatters.0
These tiny endings are on a huge share of words. Reading the base word plus the ending, instead of treating each form as brand new, makes longer words far less intimidating.
Struggle signals
·coaching:inflectional_ending_s_es.struggleSignals.0
Drops the ending and reads only the base ('cats' → 'cat').
·coaching:inflectional_ending_s_es.struggleSignals.1
Reads -es words without the extra beat ('boxes' → 'boxs').
·coaching:inflectional_ending_s_es.struggleSignals.2
Forces /s/ when the ending actually sounds like /z/ ('dogs' → 'dogss').
What to say
·coaching:inflectional_ending_s_es.whatToSay.0
'Cover the ending and read the base: cat. Now add the ending: cats.'
·coaching:inflectional_ending_s_es.whatToSay.1
'When you see -es, it usually adds a beat: box… box-es.'
·coaching:inflectional_ending_s_es.whatToSay.2
'Sometimes -s sounds like /z/. dogs sounds like dogz — and that's right.'
Ending -ed (jumped, played, wanted)G10/8 strings approved
Explanation
·coaching:inflectional_ending_ed.explanation.0
Adding -ed makes a verb past tense (jump→jumped). Surprise: -ed has THREE sounds — /t/ as in jumped, /d/ as in played, and /ed/ (an extra beat) as in wanted. The child tries one until it sounds like a real word.
Why it matters
·coaching:inflectional_ending_ed.whyItMatters.0
Past-tense -ed is everywhere in stories. Because one spelling has three sounds, it's a classic spot for stumbles — and a great place to practice flexible reading.
Struggle signals
·coaching:inflectional_ending_ed.struggleSignals.0
Always reads -ed as a separate beat ('jumped' → 'jump-ed').
·coaching:inflectional_ending_ed.struggleSignals.1
Drops the ending and reads the base only ('played' → 'play').
·coaching:inflectional_ending_ed.struggleSignals.2
Doesn't self-correct when the chosen sound isn't a real word.
What to say
·coaching:inflectional_ending_ed.whatToSay.0
'Read the base, then add -ed: jump… jumped.'
·coaching:inflectional_ending_ed.whatToSay.1
'-ed has three sounds: /t/, /d/, or /ed/. Try one — does it sound like a real word?'
·coaching:inflectional_ending_ed.whatToSay.2
'Only add a beat when the base ends in t or d, like want… wanted.'
Ending -ing (jumping, running)G10/8 strings approved
Explanation
·coaching:inflectional_ending_ing.explanation.0
Adding -ing shows an action is happening now (jump→jumping). Spelling tweaks come along: sometimes a consonant doubles (run→running) and sometimes a silent e drops (make→making).
Why it matters
·coaching:inflectional_ending_ing.whyItMatters.0
'-ing' is one of the most common endings in English. Reading the base plus -ing — and recognizing the doubling and e-drop tweaks — keeps longer words from looking unfamiliar.
Struggle signals
·coaching:inflectional_ending_ing.struggleSignals.0
Drops the ending and reads only the base ('jumping' → 'jump').
·coaching:inflectional_ending_ing.struggleSignals.1
Gets confused by doubled letters ('running' → 'run-ning' as two words).
·coaching:inflectional_ending_ing.struggleSignals.2
Doesn't recognize the base when a silent e was dropped ('making' → stumbles).
What to say
·coaching:inflectional_ending_ing.whatToSay.0
'Cover the -ing and read the base: jump. Now add it: jumping.'
·coaching:inflectional_ending_ing.whatToSay.1
'When you see a double letter before -ing, it's still one base word: run… running.'
·coaching:inflectional_ending_ing.whatToSay.2
'If the base lost its silent e, picture it back: mak(e)… making.'
Plurals (one dog, two dogs)G10/8 strings approved
Explanation
·coaching:plurals.explanation.0
Plurals mean 'more than one.' Most just add -s or -es (dog→dogs, box→boxes). Some change spelling (baby→babies, leaf→leaves) and a few are irregular (child→children, mouse→mice).
Why it matters
·coaching:plurals.whyItMatters.0
Plurals show up constantly. Reading the base and recognizing the plural ending — including the tricky y→ies and irregular forms — keeps a child from being stumped by familiar words in new shapes.
Struggle signals
·coaching:plurals.struggleSignals.0
Reads only the base and skips the ending ('dogs' → 'dog').
·coaching:plurals.struggleSignals.1
Stumbles on y→ies spellings ('babies' → 'bab-ees' or 'baby-s').
·coaching:plurals.struggleSignals.2
Tries to sound out irregular plurals letter by letter ('children').
What to say
·coaching:plurals.whatToSay.0
'Find the base word, then notice the plural ending: dog… dogs.'
·coaching:plurals.whatToSay.1
'When y changes to ies, the base is still there: baby… babies.'
·coaching:plurals.whatToSay.2
'Some plurals are surprises we just learn: child → children, mouse → mice.'
Contractions (can't, I'm, it's)G20/8 strings approved
Explanation
·coaching:contractions.explanation.0
A contraction squeezes two words into one and uses an apostrophe to mark the missing letters: 'do not' → 'don't,' 'I am' → 'I'm,' 'it is' → 'it's.' The apostrophe stands in for the letters that were taken out.
Why it matters
·coaching:contractions.whyItMatters.0
Contractions are everywhere in dialogue and everyday text. Knowing the two words hiding inside helps a child read them naturally and understand what they mean.
Struggle signals
·coaching:contractions.struggleSignals.0
Reads the contraction as a single unfamiliar word, ignoring the apostrophe.
·coaching:contractions.struggleSignals.1
Can't say which two words it stands for ('can't' → ?).
·coaching:contractions.struggleSignals.2
Confuses look-alikes by meaning ('its' vs 'it's').
What to say
·coaching:contractions.whatToSay.0
'The apostrophe shows letters were taken out. can't = can + not.'
·coaching:contractions.whatToSay.1
'Stretch it back into two words: I'm = I am. Now read it the short way.'
·coaching:contractions.whatToSay.2
'The apostrophe is like a little patch covering the missing letters.'
Compound words (sunset, cupcake)G10/8 strings approved
Explanation
·coaching:compound_words.explanation.0
A compound word is two smaller words joined into one: 'sun' + 'set' = 'sunset,' 'cup' + 'cake' = 'cupcake.' Each part keeps its own meaning, and together they make a new word.
Why it matters
·coaching:compound_words.whyItMatters.0
Compound words are an easy, confidence-building way to read longer words. Splitting a big word into two known words is a strategy the child will use for years.
Struggle signals
·coaching:compound_words.struggleSignals.0
Tries to sound out the whole long word letter by letter.
·coaching:compound_words.struggleSignals.1
Reads one part and skips or guesses the other ('cupcake' → 'cup').
·coaching:compound_words.struggleSignals.2
Doesn't notice that two known words are hiding inside.
What to say
·coaching:compound_words.whatToSay.0
'This big word is two little words. Cover half and read it: sun… set… sunset.'
·coaching:compound_words.whatToSay.1
'Slide your finger between the two words and read each one.'
·coaching:compound_words.whatToSay.2
'Put the two meanings together — what could a sunset be?'
Prefix un- (unhappy, undo)G20/8 strings approved
Explanation
·coaching:prefix_un.explanation.0
A prefix is a word part added to the FRONT of a base word that changes its meaning. 'un-' means 'not' or 'the opposite of' — 'unhappy' means not happy, 'undo' means do the opposite.
Why it matters
·coaching:prefix_un.whyItMatters.0
'un-' is one of the most common prefixes. Spotting it lets a child read the base word, add 'not,' and understand a longer word's meaning instantly.
Struggle signals
·coaching:prefix_un.struggleSignals.0
Sounds out the whole word instead of splitting off the prefix.
·coaching:prefix_un.struggleSignals.1
Reads 'un-' but doesn't connect it to the meaning 'not.'
·coaching:prefix_un.struggleSignals.2
Confuses 'un-' at the front with the letters un inside other words ('under').
What to say
·coaching:prefix_un.whatToSay.0
'un- at the front means not. Cover it and read the base: happy. Now add not: unhappy.'
·coaching:prefix_un.whatToSay.1
'un + tie = untie. What's the opposite of tie?'
·coaching:prefix_un.whatToSay.2
'Find the base word first, then the prefix tells you it means not-that.'
Prefix re- (redo, replay)G20/8 strings approved
Explanation
·coaching:prefix_re.explanation.0
The prefix 're-' usually means 'again' or 'back' — 'redo' means do again, 'replay' means play again, 'return' means turn back. It attaches to the front of a base word.
Why it matters
·coaching:prefix_re.whyItMatters.0
're-' is extremely common. Recognizing it helps a child read the base word and grasp that the action is happening again — a big meaning clue.
Struggle signals
·coaching:prefix_re.struggleSignals.0
Reads the whole word without splitting off 're-.'
·coaching:prefix_re.struggleSignals.1
Doesn't connect 're-' to the meaning 'again.'
·coaching:prefix_re.struggleSignals.2
Confuses 're-' at the front with the letters re inside other words ('red', 'ready').
What to say
·coaching:prefix_re.whatToSay.0
're- at the front usually means again. Cover it and read the base: do. Now: redo.'
·coaching:prefix_re.whatToSay.1
're + play = replay. To play it again.'
·coaching:prefix_re.whatToSay.2
'Read the base word first, then re- tells you it's happening again.'
Prefix pre- (preview, preheat)G30/8 strings approved
Explanation
·coaching:prefix_pre.explanation.0
The prefix 'pre-' means 'before' — 'preview' means see before, 'preheat' means heat before, 'pregame' means before the game. It sits at the front of a base word.
Why it matters
·coaching:prefix_pre.whyItMatters.0
'pre-' carries a clear meaning (before) that helps a child unlock longer words by meaning, not just sound. It's common in school and everyday vocabulary.
Struggle signals
·coaching:prefix_pre.struggleSignals.0
Sounds out the whole word instead of separating the prefix.
·coaching:prefix_pre.struggleSignals.1
Reads 'pre-' but doesn't link it to the meaning 'before.'
·coaching:prefix_pre.struggleSignals.2
Confuses 'pre-' at the front with the letters pre inside other words ('pretty', 'press').
What to say
·coaching:prefix_pre.whatToSay.0
'pre- at the front means before. Cover it and read the base: view. Now: preview.'
·coaching:prefix_pre.whatToSay.1
'pre + heat = preheat. To heat before.'
·coaching:prefix_pre.whatToSay.2
'Read the base, then pre- tells you it happens before.'
Prefix dis- (dislike, undo the meaning)G30/8 strings approved
Explanation
·coaching:prefix_dis.explanation.0
The prefix 'dis-' means 'not' or 'opposite of' — 'dislike' means not like, 'disagree' means not agree, 'disappear' means the opposite of appear. It attaches to the front of a base word.
Why it matters
·coaching:prefix_dis.whyItMatters.0
'dis-' is a meaning-rich prefix common in school texts. Spotting it helps a child read the base and flip its meaning to understand the whole word.
Struggle signals
·coaching:prefix_dis.struggleSignals.0
Reads the whole word without splitting off 'dis-.'
·coaching:prefix_dis.struggleSignals.1
Doesn't connect 'dis-' to the meaning 'not' or 'opposite.'
·coaching:prefix_dis.struggleSignals.2
Stumbles when the base word changes spelling slightly (disappear has one s, two p's).
What to say
·coaching:prefix_dis.whatToSay.0
'dis- at the front means not or opposite. Cover it and read the base: like. Now: dislike.'
·coaching:prefix_dis.whatToSay.1
'dis + agree = disagree. To not agree.'
·coaching:prefix_dis.whatToSay.2
'Read the base word, then dis- flips it to the opposite.'
Suffix -ly (slowly, quickly)G20/8 strings approved
Explanation
·coaching:suffix_ly.explanation.0
A suffix is a word part added to the END of a base word. '-ly' usually means 'in that way' and turns a describing word into a how-word: 'slow' → 'slowly,' 'quick' → 'quickly.'
Why it matters
·coaching:suffix_ly.whyItMatters.0
'-ly' is a very common ending. Recognizing it lets a child read the base word, add the ending, and understand that it describes HOW something happens.
Struggle signals
·coaching:suffix_ly.struggleSignals.0
Drops the ending and reads only the base ('slowly' → 'slow').
·coaching:suffix_ly.struggleSignals.1
Sounds the suffix out letter by letter instead of as a chunk.
·coaching:suffix_ly.struggleSignals.2
Doesn't link '-ly' to the meaning 'in that way.'
What to say
·coaching:suffix_ly.whatToSay.0
'Cover the -ly and read the base: slow. Now add it: slowly.'
·coaching:suffix_ly.whatToSay.1
'-ly means in that way. Slowly = in a slow way.'
·coaching:suffix_ly.whatToSay.2
'Read the base word first, then snap the -ly on the end.'
Suffix -ful (helpful, joyful)G20/8 strings approved
Explanation
·coaching:suffix_ful.explanation.0
The suffix '-ful' means 'full of' — 'helpful' means full of help, 'joyful' means full of joy. Note it's spelled with ONE l, even though the word 'full' has two.
Why it matters
·coaching:suffix_ful.whyItMatters.0
'-ful' is a clear meaning chunk that helps a child read and understand longer describing words. The one-l spelling is also a useful spelling rule.
Struggle signals
·coaching:suffix_ful.struggleSignals.0
Drops the ending and reads only the base ('helpful' → 'help').
·coaching:suffix_ful.struggleSignals.1
Tries to read -ful as the word 'full' with two l's.
·coaching:suffix_ful.struggleSignals.2
Doesn't connect '-ful' to the meaning 'full of.'
What to say
·coaching:suffix_ful.whatToSay.0
'Cover the -ful and read the base: help. Now add it: helpful.'
·coaching:suffix_ful.whatToSay.1
'-ful means full of. Joyful = full of joy.'
·coaching:suffix_ful.whatToSay.2
'Notice -ful has just one l at the end.'
Suffix -less (helpless, fearless)G20/8 strings approved
Explanation
·coaching:suffix_less.explanation.0
The suffix '-less' means 'without' — 'helpless' means without help, 'fearless' means without fear. It's the opposite of '-ful.'
Why it matters
·coaching:suffix_less.whyItMatters.0
'-less' pairs neatly with '-ful' as opposites (helpful vs helpless). Recognizing it gives a child both a reading chunk and a strong meaning clue.
Struggle signals
·coaching:suffix_less.struggleSignals.0
Drops the ending and reads only the base ('helpless' → 'help').
·coaching:suffix_less.struggleSignals.1
Sounds the suffix out letter by letter instead of as a chunk.
·coaching:suffix_less.struggleSignals.2
Doesn't connect '-less' to the meaning 'without.'
What to say
·coaching:suffix_less.whatToSay.0
'Cover the -less and read the base: help. Now add it: helpless.'
·coaching:suffix_less.whatToSay.1
'-less means without. Fearless = without fear.'
·coaching:suffix_less.whatToSay.2
'-ful and -less are opposites: full of vs without.'
Suffix -tion (action, station)G30/8 strings approved
Explanation
·coaching:suffix_tion.explanation.0
The suffix '-tion' is a chunk that says /shun/ — 'action, station, motion, nation.' It turns a verb into a naming word and almost always sounds the same, so the child can learn it as one piece.
Why it matters
·coaching:suffix_tion.whyItMatters.0
'-tion' appears at the end of a huge number of upper-grade words. Reading it as one reliable /shun/ chunk makes long words much easier to attack.
Struggle signals
·coaching:suffix_tion.struggleSignals.0
Tries to sound out t-i-o-n letter by letter.
·coaching:suffix_tion.struggleSignals.1
Reads -tion as /tee-on/ instead of /shun/.
·coaching:suffix_tion.struggleSignals.2
Decodes the base but stalls at the ending chunk.
What to say
·coaching:suffix_tion.whatToSay.0
'-tion is a team that says /shun/. Read the base, then snap on /shun/: ac… action.'
·coaching:suffix_tion.whatToSay.1
'When you see -tion at the end, your mouth says /shun/ every time.'
·coaching:suffix_tion.whatToSay.2
'Cover -tion, read what's left, then add /shun/.'
Greek and Latin roots (port, tele, graph)G30/8 strings approved
Explanation
·coaching:greek_latin_roots.explanation.0
Many longer English words are built from ancient Greek and Latin roots that carry meaning: 'port' means carry (transport, portable), 'tele' means far (telephone, television), 'graph' means write (autograph, paragraph).
Why it matters
·coaching:greek_latin_roots.whyItMatters.0
Once a child knows a few common roots, they can read AND figure out the meaning of brand-new big words by spotting the familiar part inside. This is a vocabulary superpower for upper grades.
Struggle signals
·coaching:greek_latin_roots.struggleSignals.0
Sounds out the whole long word with no strategy for the chunks.
·coaching:greek_latin_roots.struggleSignals.1
Reads the word but has no idea what it means.
·coaching:greek_latin_roots.struggleSignals.2
Doesn't notice a familiar root hiding inside an unfamiliar word.
What to say
·coaching:greek_latin_roots.whatToSay.0
'Look for a part you know inside the big word. telephone has tele — that means far.'
·coaching:greek_latin_roots.whatToSay.1
'port means carry. So transport means carry across. What might portable mean?'
·coaching:greek_latin_roots.whatToSay.2
'Break the word into meaning-chunks, not just sounds.'
Pre-K sight words (I, a, to, the)PreK0/8 strings approved
Explanation
·coaching:sight_words_prek.explanation.0
Sight words are common words a child learns to read instantly, on sight. The earliest set is tiny and high-frequency: 'I, a, to, the, is, see, go.' Some follow phonics rules; a few (like 'the') just have to be learned.
Why it matters
·coaching:sight_words_prek.whyItMatters.0
These words appear on nearly every page. Reading them automatically frees the child's brain to sound out the new words instead of getting stuck on the little glue words.
Struggle signals
·coaching:sight_words_prek.struggleSignals.0
Tries to sound out every letter of a word that should be instant ('the' → '/t/ /h/ /e/').
·coaching:sight_words_prek.struggleSignals.1
Reads the word in one book but not in another (not yet automatic).
·coaching:sight_words_prek.struggleSignals.2
Guesses a similar-looking word ('the' → 'they').
What to say
·coaching:sight_words_prek.whatToSay.0
'This is a word we just know by sight. It says the. Your turn: the.'
·coaching:sight_words_prek.whatToSay.1
'Most of it follows the rules; the tricky part we just remember.'
·coaching:sight_words_prek.whatToSay.2
Point to it on several pages: 'There it is again — the.'
Kindergarten sight words (you, said, was)K0/8 strings approved
Explanation
·coaching:sight_words_k.explanation.0
The kindergarten sight-word set grows to include words like 'you, said, was, are, they, have, for.' Several break the usual phonics rules, which is exactly why we learn them by sight.
Why it matters
·coaching:sight_words_k.whyItMatters.0
These high-frequency words make up a big chunk of every early book. Instant recognition keeps reading smooth and lets the child focus decoding energy on new words.
Struggle signals
·coaching:sight_words_k.struggleSignals.0
Sounds out a rule-breaker letter by letter ('said' → 'sa-id').
·coaching:sight_words_k.struggleSignals.1
Recognizes the word some days but not others.
·coaching:sight_words_k.struggleSignals.2
Swaps in a look-alike ('was' → 'saw', 'they' → 'the').
What to say
·coaching:sight_words_k.whatToSay.0
'This one breaks the rules, so we learn it by heart. It says said.'
·coaching:sight_words_k.whatToSay.1
'Look at the whole word as a picture: was. Now you say it.'
·coaching:sight_words_k.whatToSay.2
'Trace it with your finger while you say it: w-a-s, was.'
First-grade sight words (because, friend, they)G10/8 strings approved
Explanation
·coaching:sight_words_g1.explanation.0
First-grade sight words include longer high-frequency words like 'because, friend, would, could, there, were, your.' Many have tricky spellings the child memorizes as wholes while still decoding the regular parts.
Why it matters
·coaching:sight_words_g1.whyItMatters.0
These words are too common to sound out every time. Fast recognition keeps first-grade text flowing and supports comprehension by reducing stumbles.
Struggle signals
·coaching:sight_words_g1.struggleSignals.0
Stalls on the irregular middle of a long sight word ('because' → 'be-cause?').
·coaching:sight_words_g1.struggleSignals.1
Mixes up the look-alike set ('would / could / should').
·coaching:sight_words_g1.struggleSignals.2
Reads it correctly once but not consistently.
What to say
·coaching:sight_words_g1.whatToSay.0
'Some of this word we can sound out; the tricky part we just know. because.'
·coaching:sight_words_g1.whatToSay.1
'would, could, should all share the same ending — learn them as a family.'
·coaching:sight_words_g1.whatToSay.2
'Find the part you can read, then remember the rest.'
Second-grade sight words (people, again, where)G20/8 strings approved
Explanation
·coaching:sight_words_g2.explanation.0
Second-grade sight words include 'people, again, where, before, through, enough, every.' These appear constantly in stories and often have spellings that don't fully match their sounds.
Why it matters
·coaching:sight_words_g2.whyItMatters.0
By second grade, smooth reading depends on recognizing these words instantly so attention can go to meaning and to the harder new words on the page.
Struggle signals
·coaching:sight_words_g2.struggleSignals.0
Decodes the regular part but stalls on the irregular chunk ('through' → 'throw?').
·coaching:sight_words_g2.struggleSignals.1
Confuses similar-looking words ('where / were / there').
·coaching:sight_words_g2.struggleSignals.2
Reads the word slowly each time instead of automatically.
What to say
·coaching:sight_words_g2.whatToSay.0
'Read the part that follows the rules, then remember the surprise part: people.'
·coaching:sight_words_g2.whatToSay.1
'where, were, there look alike — let's read each one carefully.'
·coaching:sight_words_g2.whatToSay.2
'You've got this word — now let's make it fast and automatic.'
Third-grade sight words (different, thought, question)G30/8 strings approved
Explanation
·coaching:sight_words_g3.explanation.0
Third-grade sight words include longer, content-rich words like 'different, thought, question, important, probably, although.' Many are part decodable, part learn-by-heart.
Why it matters
·coaching:sight_words_g3.whyItMatters.0
At third grade, these high-frequency words carry a lot of meaning. Reading them quickly keeps comprehension strong, especially in the longer texts kids meet at this stage.
Struggle signals
·coaching:sight_words_g3.struggleSignals.0
Reads syllable by syllable very slowly on a word that should be automatic.
·coaching:sight_words_g3.struggleSignals.1
Stalls on the irregular chunk ('thought' → 'tho-ught?').
·coaching:sight_words_g3.struggleSignals.2
Recognizes the word in one context but not another.
What to say
·coaching:sight_words_g3.whatToSay.0
'Break it into chunks you know: dif-fer-ent. Now read it smooth: different.'
·coaching:sight_words_g3.whatToSay.1
'thought has a tricky ought — we learn that part by heart.'
·coaching:sight_words_g3.whatToSay.2
'You can read this — now let's make it quick so you can focus on the story.'
Repeated reading (read it again to get smooth)cross-tier0/8 strings approved
Explanation
·coaching:repeated_reading.explanation.0
Repeated reading means reading the SAME short passage a few times until it flows. The goal isn't more words — it's the same words getting smoother, faster, and more expressive each pass.
Why it matters
·coaching:repeated_reading.whyItMatters.0
Re-reading a passage two or three times reliably builds reading speed and confidence. The smoothness carries over to new texts, and the child hears their own progress.
Struggle signals
·coaching:repeated_reading.struggleSignals.0
Reads word-by-word in a flat, choppy way on the first pass (totally normal).
·coaching:repeated_reading.struggleSignals.1
Resists re-reading because 'I already read it.'
·coaching:repeated_reading.struggleSignals.2
Speeds up but starts skipping or guessing words.
What to say
·coaching:repeated_reading.whatToSay.0
'Let's read this little part again — each time it gets smoother.'
·coaching:repeated_reading.whatToSay.1
'First time we figure out the words. Second time we make it sound like talking.'
·coaching:repeated_reading.whatToSay.2
If they rush: 'Smooth, not fast. Let's keep every word.'
Phrased reading (reading in word-groups)cross-tier0/8 strings approved
Explanation
·coaching:phrased_reading.explanation.0
Phrased reading means grouping words into meaningful chunks instead of reading one word at a time — 'The big dog / ran to / the park,' not 'The… big… dog… ran…' Phrasing is what makes reading sound like talking.
Why it matters
·coaching:phrased_reading.whyItMatters.0
Reading in phrases is the bridge from accurate-but-choppy to smooth-and-meaningful. Good phrasing also boosts comprehension, because chunks of meaning land together.
Struggle signals
·coaching:phrased_reading.struggleSignals.0
Reads every word separately with a pause after each one.
·coaching:phrased_reading.struggleSignals.1
Stops at every space instead of at natural breaks.
·coaching:phrased_reading.struggleSignals.2
Reads accurately but in a robotic, list-like voice.
What to say
·coaching:phrased_reading.whatToSay.0
'Scoop the words that go together: the big dog… ran to the park.'
·coaching:phrased_reading.whatToSay.1
'Read it like you're telling me, not like a list.'
·coaching:phrased_reading.whatToSay.2
Point with a smooth sweep under each phrase: 'Let your voice glide across these words.'
Dialogue reading (reading with character voices)cross-tier0/8 strings approved
Explanation
·coaching:dialog_reading.explanation.0
Dialogue reading means noticing when a character is talking (the quotation marks) and reading those parts with feeling and expression — a louder voice, a question lilt, an excited tone.
Why it matters
·coaching:dialog_reading.whyItMatters.0
Reading dialogue with expression shows a child understands who's speaking and how they feel. It builds prosody — the music of reading — and makes stories come alive, which keeps kids reading.
Struggle signals
·coaching:dialog_reading.struggleSignals.0
Reads everything, including dialogue, in one flat voice.
·coaching:dialog_reading.struggleSignals.1
Doesn't notice the quotation marks signaling someone is talking.
·coaching:dialog_reading.struggleSignals.2
Misses the punctuation cues (? for a question, ! for excitement).
What to say
·coaching:dialog_reading.whatToSay.0
'See the quotation marks? Someone is talking. Read it like they would say it.'
·coaching:dialog_reading.whatToSay.1
'This ends with a ?, so your voice goes up at the end — like a real question.'
·coaching:dialog_reading.whatToSay.2
'How is this character feeling? Let your voice show it.'