Where do you find chunks and syllabication?-the game
----- Original Message ----- From: "Lisa Szyska" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]>; "Mosaic: A Reading Comprehension Strategies Listserv" <mosaic@literacyworkshop.org> Sent: Friday, October 06, 2006 8:54 AM Subject: Re: [MOSAIC] strategies for figuring out unfamiliar words > 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) > > --- [EMAIL PROTECTED] 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. > > <[EMAIL PROTECTED]> 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" [EMAIL PROTECTED]> > > 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 > > >_______________________________________________ > > >Mosaic mailing list > > >Mosaic@literacyworkshop.org > > >To unsubscribe or modify your membership please go > > to http://literacyworkshop.org/mailman/options/ > > mosaic_literacyworkshop.org. > > > > > >Search the MOSAIC archives at > > http://snipurl.com/MosaicArchive. > > > > > > > > > > > > > > >--------------------------------- > > > All-new Yahoo! 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