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Take Notes

 

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The Introductory Challenge asked you to think about how to help Luca decode a challenging new word: echolocation. Applying what you know about structural analysis, follow the steps below.

Step 1: Try to decode echolocation using phonetic clues. Then, try decoding it using structural analysis.

Step 2: Earlier in the unit, we modeled how to decode the word unreachable. Write a similar explanation for how to decode echolocation that you could use with Luca.

Step 3: If you’re completing this module with others in a small group, discuss your work with members of the group. If you’re working alone:

TAKE NOTES:

Think about your explanation. Is it missing anything?

Does it talk about how to break the word down into its component parts?

Does it mention compound words?

Summary

As we’ve seen in the last two units, there are two main strategies for decoding: phonetic decoding and structural analysis. Both strategies operate together to make decoding easier. These skills enable readers to figure out words they don’t recognize in print. And the goal is to build the total number of words that students recognize automatically so they won’t need to decode them.

Decoding takes a long time and reading would be frustrating if we had to decode every single word. Fortunately, decoding in our early years as readers helps us increase the number of sight words in our vocabulary later on. Sight words are words we don’t have to decode; we just know them. Sight words help build reading fluency. The more sight words a reader knows, the easier reading becomes. Sometimes it is useful to intentionally teach heart words that occur frequently and that may have irregular spellings.

Module: Helping Students Read

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