|Find comprehensive phonological awareness resources HERE.|
|For syllable resources go HERE.|
|For Orton-Gillingham based word lists and sentences, go HERE.|
|Decodable passages for beginning readers|
|Decodable morphology passages for older readers|
|GO HERE TO FIND A WIDE RANGE OF DECODABLE PASSAGES.|
- More importantly, teaching a children to become metacognitive, (thinking about their thinking) when it comes to decoding in reading will serve them well in a variety of ways. Modeling the above decoding strategies to show a child how you can think your way through your reading to solve unknown words is a key first step. Then, transfer the task gradually onto them with less scaffolding from you. Finally, make it a healthy reading habit by asking children to utilize the decoding strategies independently. The gradual release of responsibility is developmentally appropriate and emotional sound teaching practice.
Remember it this way with your students:
- I do it. You watch.
- We do it. We watch each other and try it together.
- You do it. I watch.
By filling our students’ reading toolboxes with…
- a number of different decoding strategies for tackling unknown words,
- explicitly teaching children how to use them, and
- providing abundant opportunities for practice,
our students can confidently tackle reading tasks without resorting to relying on guessing or skipping words, which are quite honestly strategies I call flimsy. They don’t hold up over time or get used incorrectly at best.
I tell my students that a strategy is a plan to do something WELL. Guessing or skipping words is not a plan for reading well. Let’s empower our kids with efficient strategies that work, so when you ask them the all important question, “What do you do when you come to a word you don’t know?” they can communicate exactly what to do.
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