Word Recognition Strategies

1. Word Recognition Strategies Chapter 5

2. 3 ways to learn words • Whole word-Look Say • Structural analysis-Visual patterns and endings. • Context analysis-What is the meaning in that sentence. • Word recognition should be automatic. This helps with fluency.

3. Sight Vocabulary • Having a large sight word vocabulary helps unlock new words. • Words are recognized instantly, analysis is minimal. • Attention then is given to meaning • Many high frequency words should be learned as units, because they are used so often in reading.

4. Irregular words • Should be learned as whole units: laugh, cough, might, right, light, could, should, would • Teach whole words as a preview to guided reading. Teach the meanings as well. • Students learn these words in experience stories, in read aloud predictable books, in narrative writings, labels on items, in picture dictionaries that they make and use.

5. Position words • These are learned as whole words: • In, on, above, around, through, across, beside, among, under • Use worksheets with pictures and directions: Put a purple circle around the tree. • Student need varied practice on words such as there and their, where, were.

6. Scrambled Sentences • A good way to remember whole words. • Write a sentence, copy it, cut it up and have students put it back in order. • Use sentence strips with beginning words and finish the sentence with many different endings. • I like to . . . take my dog for a walk • play at the playground, swim in the pool

7. Phonics • Important aspect of beginning reading. • Primary grade teachers value and use this approach. • Must be effective in promoting independent readers. Must be used in context with meaning.

8. Sequence of phonics skills • Discriminate speech sounds in words. • Use written letters to represent the sounds. • Identify the consonant in beginning and ending positions. • Learn short vowels • Blend the consonants; br, bl, sp, etc.

9. Sequence of phonics skills • Long vowels • 2 vowels diagraphs together are long, e at the end makes a long vowel. • Vowel diagraphs oo, ew, and diphthongs oi, oy; ou ow • R controlled vowels: ar, er, or • Final y take long e or long I sound

10. Direct teaching of phonics • Analytic phonics- Take a word and break it down into sounds. Most widely used. Inductive-examples of the pattern are given. Deductive-next time they see the word pattern they will know the sounds. • Synthetic phonics- Beginning sounds, syllables, then words. Take word parts and combine them to make a words.