1) Decoding- tools that help children turn the written word into the oral language. One idea is to sing songs about the rules of the English language.
When students know the rules they will be less frustrated when they are sounding out a word. Like. . .
Silent "E" Tune of London Bridge
When an "e" is at the end of a word with her friend.
When an "e" is at the end she is silent.
Lar-in-gi-tis took her voice. She can't speak. Has no choice.
Lar-in-gi-tis took her voice. She is silent.
So the first vowel says it's name. What a shame! Say's ITS name.
Lar-in-gi-tis is to blame. "e" is silent!

Or

The sounds of "C"
When a C, C, C, is followed by a, o, or u it's the
kk- kk- sound it will say. When a
C C C is followed by a, o, or u it says
kk- kk- kk every day.
When a C, C, C, is followed by i, e, or y it's the
ss- ss- sound it will say. When a
C C C is followed by i, e, or y it says
ss- ss- ss every day.
 
 

2)  Decoding
Make flash cards of four or five different word groups, with 5-10 cards in each group.  For example, a word group may be "long i with spelling of 'igh'."  Have students in groups of two review each card, pronunciation and spelling.  In whole class group, or in large groups, play around the world with all the words mixed up.  First student stands next to the second student and the word is shown.  The first student who can correctly say the word moves on, the person who does not sits down at the seat where they are.  The person who got the word goes to the next student to compete for a new word.  The object is to see how far each student can get "around the world."