Focus Question: How do we decode unknown words in text?
Give each student a bag of letter tiles pre-selected for the words you want them to spell. For purposes of this lesson, the letters b, m, t, a, and s were chosen. Say, “Find the letter tile for the letter that says /b/.” Display a letter tile b on the board. Say, “Find the tile for the letter that says /a/ and put it next to the b.” Demonstrate by putting a letter tile a on the board. Say, “Place the tile for the letter that says /t/ next to the a.” Put a letter tile t on the board. Help students sound out each letter (/b/…/a/…/t/) and then blend them together to say the word bat. Write the word bat on chart paper.
Use a similar process for the following words: mat, sat, tab, and bam. You can also have students switch out letters. For example, say, “In the word bat, change the b to m. What is the new word?” (mat) Write each new word on chart paper.
Ask students to look at the words on the chart paper as you read through the list. Ask, “Do you see any patterns in these words?” (They all have the sound /a/ in the middle; some of them end with the letters at.)
Now, ask students to identify words on the list. Say, for example, “Who would like to volunteer to come up to the chart paper and point to the word sat?” If the student chooses the correct word, ask how s/he knew the word is sat. Have students come up and point to each word as you say it. Allow students the time to articulate how they recognize a word, leading them to say that they looked at the beginning, middle, and ending sounds and then stretched it out.
If students choose incorrect words, lead them to identify the beginning, middle, and ending sounds and then stretch out the word.
Part 1
Say, “Today we are going to use our decoding skills to figure out words we don’t know or can’t read in a story. Sometimes when we use decoding skills, we check our guess by looking at the context clues, or other words in a sentence, and at the illustrations.”
Ask, “Why is it important for us to figure out words we can’t read?” (because it helps us understand the story better)
Gather students around you or make sure they can see the text displayed on a screen or whiteboard. Introduce the book Hop on Pop by Dr. Seuss. Explain that this book will help students practice using decoding skills to read words they may not know.
Say, “Follow along with me as I begin reading the book. First I will model for you how to decode words in a text. Then I will let you try.”
Begin reading Hop on Pop to students. Model the following technique for decoding a word, such as pup:
- Hold up your right hand in a closed fist. Identify the beginning sound (/p/) and extend your thumb. (You are sounding out words from left to right; that is why you use your right hand and start at the thumb.)
- Then identify the middle sound (/u/) and extend your index finger on the right hand (so your thumb and index finger are now extended).
- Finally, identify the ending sound (/p/) and extend your middle finger.
- Repeat the sounds in the word, wriggling each finger that corresponds with the sound placement. Then create a closed fist and say the word.
- Finally, check your guess by rereading the sentence “Pup is up” and looking at the context and the illustration.
Continue to model the decoding strategy for several pages. Then, begin to release responsibility to students by asking them to decode a word. Read a sentence and point to a word. Say, “I’m stuck on this word. Can you use your decoding skills to help me?” Allow students to apply their decoding skills and use context and illustrations to support their guess. Have them work with a partner, and then have several pairs report their answers. Have students come to consensus; then reread the sentence and put in the word students identified. Have them recheck accuracy by looking at context clues and illustrations.
Continue this process throughout the book, reading as much as desired until students demonstrate an understanding of the skills and strategies being used.
Part 2
Determine student grouping in advance. Place students with a partner or in a small group of 3–4 students, according to reading ability. Students should be with others of similar reading ability so they can demonstrate and apply their knowledge of decoding skills and strategies.
Give each group of students a decodable text that best meets their reading level. Say, “Remember the skills and strategies we used to figure out difficult words in Hop On Pop? What were they?” (looked for beginning sounds, middle sounds, ending sounds; stretched out the word; blended the sounds to say the word; used the other words around the difficult word [context] and the illustrations to check the guess)
Say, “You are going to use those same skills and strategies now with your partner or small group. I will give you a book to read together. When you come across a difficult word, I want you to use the strategies to figure out the word and read the text.”
After you have distributed books, say, “Each person may take a turn reading. When you come across a word you don’t know, you may ask your partners to remind you of the strategies to use to decode that word. Partners cannot just tell you the word. You all must apply the skills and strategies. I will walk around the room to check on you and see how you are doing.”
Allow students to do a picture walk and silently read the text. Then have them read aloud, supporting each other with the use of the skills and strategies. As you walk around the room, make observations about students’ use of decoding skills and strategies.
Extension:
- For students who need additional support, choose several words from a story you have read in class. Have students use letter tiles to practice identifying sounds, stretching and blending words. Then have them find the words in the story. Help them read the words in context.
- For students who are ready to move beyond the standard, provide more difficult text or text that has less support in the illustrations. Have students decode words and explain the strategy they used.
