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broomrider broomrider is offline
Joined: Sep 2008
Posts: 5,114
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broomrider's Avatar
Joined: Sep 2008
Posts: 5,114
Senior Member
sometimes, but not always
Old 02-20-2019, 05:45 PM
Clip to ScrapBook #3

students get the impression that saying sounds is reading. They don't understand that that phonics is 1/3 of the ways to translate black squiggles on the page to ideas.

You might be able to help focus them on making meaning by doing a "picture walk"--exploring the pictures on each page before beginning to read, looking for information about the story and what words to expect. You can say something like use the first sound to help get your mouth ready for a word that makes sense. If they are sounding out every word and losing all sense of the sentence, you can say now that you know the words, say the whole thing to know more about the story. Things like that can help them focus on reading as making meaning.

the third element is grammar, because word order helps eliminate some choices. For instance, if the student reads she is eating ...the next word would be a noun or adjective, not a verb. You might ask does that sound right? If the word doesn't fit the context you can ask does that make sense?

I often ask student to use the sounds at the beginning and ending of the word along with the ideas we've developed through the picture walk to figure out what would make sense. If the story says she rode a h...s I'd expect meaning to lead to horse rather then house.

Kids need all three cueing systems: sound-symbol (phonics), meaning (semantics), and grammar (syntax) to get to the ideas on the page.

You might also work on some basic sight words that appear often in your stories. I certainly hope they are not trying to sound out "the" they could gargle to death. If words like the, to, for, in, out, be, etc. aren't know they can really slow down comprehension and overtax auditory memory. I have put some of the basic words into spelling lists as extra credit so they will be practiced at home. (do you still have spelling at your school/district?) (Sight) Word walls and reviewing the words on them are wonderful for
developing and keeping recognition. I used to dictate sentences using only work wall words once we had about twenty or so up there, it's good to have a few nouns and verbs for the purpose. "I can be good." "He is big." "The cat was (and throw in a rhyming word with a different on-set) fat." CVC words can be helpful on a word wall. Add some words used often in writing: love, mom, dad, fun, etc.
If they spell it wrong in writing--hey, that's a word wall word, if you don't have it in your head, copy it.
If they copy enough, they remember it. :-)
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