[MOSAIC] strategies for figuring out unfamiliar words

[Lisa Szyska]

I love that one too!  Also the games Chunks and
Syllabification (sp?) are good ones too.  My students
and kids I've tutored have really enjoyed those as
well. :o)

--- ljackson at gwtc.net wrote:

> One suggestion I made to parents was to purchase and
> play UpWords with their kids.  It really encourages
> chunking and word 
> within word analysis, plus it is fun.
> 
> On Fri, 6 Oct 2006 05:24 , Carol P.
> <iammamapie at yahoo.com> sent:
> 
> >I am new with the reading .  Can you give me a good
> site that would explain the
> >  decoding and Chunking method . Please !!     
> Thanks so much
> >   My daughter is struggling with reading and this
> would help me so much.
> >  To better help her !!          Carol P.
> >
> >"GRISTINA, KRISTIN" KLIGUORI at MAIL.NBTSCHOOLS.ORG>
> wrote:
> >  
> >When figuring out unfamiliar words, I think there
> are different problems to consider. 
> >
> >1. They can't pronounce the word but they know the
> word and the meaning.
> >2. They can pronounce the word but they don't know
> what it means.
> >3. They can't pronounce the word AND they don't
> have any idea what it means.
> >
> >The decoding and chunking is only good to use if
> they don't know how to say the word. But a deeper
> issue with older 
> readers is that they don't know the word meanings. I
> have the kids (2nd grade and up) use post-its to
> mark when they come 
> to a word that they don't know the meaning (whether
> they can say it or not).
> >
> >Then, they make a T-chart that says "Words I don't
> know" and "I can infer..." They write down the page
> number where they 
> found the word(s) and they use many of the same
> fix-up strategies that you wrote in your email in
> terms of re-reading, 
> thinking about the story, finding another word that
> fits or makes sense in that unknown word's place...
> >
> >After the chapter or the reading is done for the
> session (this is usually in guided reading groups)
> the kids share their words 
> and their strategies for making good inferences
> about what those words mean. I usually find one or
> two kids who have done 
> this well as I'm listening to them read throughout
> the GR session and have them share first and do a
> lot of praise of their 
> good use of the steps and the strategy.When they are
> off base, we discuss it and I usually give them the
> real meaning of the 
> word and show them how that would have fit in by
> using the same strategies.
> >
> >This often doesn't help with pronunciation, but I
> think that just the same, it's vocabulary building.
> And it's okay if we tell 
> them how to say some difficult words if and when the
> chunking and all that doesn't work. I find that for
> some kids, that 
> chunking just doesn't work!
> >
> >I'd love to hear other ideas and strategies as
> well!
> >Kristin
> >NJ
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> 
> 
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