As it turns out, the key was not in studying the part with the <r(r)>; they key was in figuring out what the <y> is (and is not) in each of the families.
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Note that I didn't have to decide when or how to introduce the IPA. The opportunity to introduce it and its relationship to understanding English spelling arose organically from our syntactic study.
"There is no discernable temporal pattern that marks a word as no longer a loanword. It's a specious sugestion, and, most importantly, it won't help anyone spell plurals of < o >-final words any better."
"The LEX Grapheme Deck has separate <q> and <qu> cards. But there is no <q> grapheme in English, nor in Latin, nor in French."
This kind of error arises from mistaken thinking about orthography.