Problem: Article: Write out the entire alphabet. Go through each letter, and state how it is pronounced. Ask the student to repeat after you. As you pronounce each letter, ask the student if they think it is a vowel or a consonant. A consonant is a letter formed by moving your lips, tongue, or teeth. All letters except a, e, i, o, and u are consonants. When sounding out consonants, ask the child to tell you what part of their mouth is moving. Vowels are letters that can be pronounced without moving your lips, tongue, and teeth. The vowels are a, e, i, o, u, and sometimes y. For very young students, you may want to break up the alphabet into smaller sections, so that they can learn these concepts one at a time. Practice letter sounds regularly and quiz your child so they can master each sound. Choose words that are spelled exactly as they are pronounced. These are called decodable words. When you begin, use words that only have one syllable. Good words to start out with are words that end in "-at" (cat, hat, mat, sat) or "-an" words (can, tan, man, fan). You can find entire lists of decodable words online. These will help teach phonics without confusing the student with any complex spelling rules. First, you should say the word normally. For example, you might say the word, "cup." Then you should stretch out the word to emphasize each sound (or phoneme) in the word. So you might say, "cuuuup. Cuh-uh-puh." Ask the student to repeat the word after you. Have them say it the same way that you did. Have the student try to tell you before you help them out. If they're uncertain, walk them through the alphabet again. Point to each letter, and ask them if that makes the right sound. Write down each letter as they spell it. If you are doing "cup," start with the first sound. Say, "Cuh, cuh. What makes the cuh sound?" If they guess "K," which makes a similar sound, gently correct them. Then move on to the next sounds. You might say, "Uh. What makes the uh sound?" or "Puh. What makes the puh sound?" When you are done, show the learner the word, and ask them to put all of the letters together again. Celebrate any success with your student. Tell them "Good job" or cheer for them when they're correct. Once they've mastered a difficult word, provide a small reward to keep them motivated. Once the learner can form basic, one syllable words, you might move onto longer words. Break up the word by syllable and have the student spell out each syllable. Then put all of them together, and spell the word together. For example, you might sound out "spider." Start by breaking it up into two syllables "Spi" and "Der." Have the child sound out each syllable before putting them back together. Other good decodable words include "candy," "volcano," "unicorn," and "pencil." Two vowels put together often create a different sound. Once the student has mastered basic phonemes, you can teach them how to spell with double vowels, but only focus on one at a time. To teach "ai," work through the words, "paint," "mail," and "rain." To teach "ou," you can use "house," "mouse," and "about." A double "e" or "o" makes the vowel long. For example, you pronounce a long "e" in "peek" and a long "o" in "door." There are a few different rules for using a silent "e" at the end of words. Teach these to a learner once they have mastered the other concepts of spelling. Some rules you may want to include are: An "e" at the end of a one syllable word makes the last vowel long. For example, if you add an "e" to "sat," it becomes "sate." Create a list of these words, and ask your student to sound out the difference between words with the "e" and words without the "e." "E" is also added to the end of words that end in "v" or "u." For example, there is an "e" at the end of "blue" and "sleeve." It is also used at the end of non-plural words that end in "s," such as "house."
Summary: State how each letter of the alphabet sounds. Create a list of simple words to work with. Say the word while emphasizing its sounds. Choose which letter creates the first sound. Break up longer words into segments. Demonstrate words with double vowels one at a time. Show them the rules with a silent "e".

Problem: Article: It's on the back of the router and may be labeled "Reset" or "Restore Factory Settings." The button is small and recessed to avoid accidental resets. The power light will begin to blink. The router will reboot and the power light will glow a solid green or white. The Netgear router will be restored to its factory settings. Follow the instructions in the documentation for your model to set up and configure your router.
Summary: Locate the "Reset" button. Insert a bent paper clip into the recess. Gently press and hold the button for about 7 seconds. Release the "Reset" button.

Problem: Article: Most fish are coated in a moist protective layer of mucus, and too much contact can damage that layer. Keeping your hands wet while you hold the fish will help avoid damage. If you are using gloves, wet your gloves in the water before handling the fish. Pulling the fish out of the water at all can stress and potentially injure it. If you plan on releasing the fish, the best bet for its survival is to keep it in the water while you unhook it. If you have to raise it above the water to unhook it, try to keep it as close to the water as possible. This will help you determine how long you can safely keep the fish out of the water where it can breathe. While it's not a perfect measurement, it can be a convenient way to keep track of time and ensure that you remember to return the fish to water before it suffocates. If you don't want to hold your breath, keep track of time and make sure the fish isn't out of the water for more than 90 seconds. Placing your fingers behind the gill plate, or the flaps on either side of the fish's head, will typically give you a secure grip. Be very careful not to touch or insert your fingers in the actual gills, which are delicate organs necessary for the fish's survival. Smaller fish, such as crappie, bluegill, or tilapia, can usually be held with one hand. If the fish is big enough that it can be held with 2 hands, it's best to do so. This will keep the weight of the fish from damaging its bones or internal organs. Holding a large fish with 1 hand can put dangerous amounts of pressure on its jaw or gill plate. Keep 1 hand behind the gill plate and the other under its belly. Most largemouth bass, catfish, and carp are best held with both hands. It is very important to keep the fish's body straight to avoid bending its jaw or spine at an unnatural angle. For this reason, it is best not to move the fish around too much when handling it. It's also considered safer to keep the fish horizontal, since a vertical position is unnatural for most fish and could cause damage to internal organs. The fish's body should not be at more than a 10 angle to its head at any time. Many fish have dorsal fins, or fins on their backs, that can cut into your hand if you're not prepared. If you are holding a small fish with 1 hand, slide your hand from the front of the fish to the back to smooth the dorsal fin down under your palm so that you can safely grip the sides of the fish.
Summary:
Get your hands wet before handling the fish. Keep the fish underwater if possible. Hold your breath while you have the fish out of the water. Hold the fish horizontally with your hand behind the gill plate. Support larger fish with both hands. Keep the fish's body in a straight horizontal line. Avoid touching the sharp edges of the dorsal fins.