Hi Everyone!
Welcome to Tuesday's edition of the Strategy of the Day!
Decoding Strategy of the Day: Look for Chunks You Know!
We use the term "chunks" in school a lot! Chunks are 2 or 3 letters that blend together to make a sound. Chunks can be made entirely of consonants (some examples: "br", "ch", "sh", "fl"); entirely of vowels (some examples: "oo", "ea", "ou"); or a combination of the two (some examples: "ed", "ing", "ack"). Many chunks are also small words hiding in big words (some examples: "in", "an", "at", "and"). At school, we "chant the chunk charts" each day. We practice saying the letters in the various chunks, along with the chunk's sound, over and over and over and over and over.....and over again! The kids become very familiar with these chunks over the course of the year.
The strategy in action:
When your child is reading a book and comes to a tricky word, you can prompt him/her by asking, "Do you see any chunks?" or by saying, "Look for chunks you know." If YOU see the chunk before your child does, wait to see if he/she notices it. If your child needs help to locate the chunk, you can use your fingers to frame it, or you can cover up the rest of the word to isolate the chunk. (Chunks can be found at the beginning, in the middle, or at the end of words.) If you notice the chunk is a little word inside a bigger word, you can say, "I see a small word hiding in this big word."
Learning to read can be challenging! Remember to praise your child's effort. Slow and steady wins the race.
See you tomorrow for another Strategy of the Day!
Welcome to Tuesday's edition of the Strategy of the Day!
Decoding Strategy of the Day: Look for Chunks You Know!
We use the term "chunks" in school a lot! Chunks are 2 or 3 letters that blend together to make a sound. Chunks can be made entirely of consonants (some examples: "br", "ch", "sh", "fl"); entirely of vowels (some examples: "oo", "ea", "ou"); or a combination of the two (some examples: "ed", "ing", "ack"). Many chunks are also small words hiding in big words (some examples: "in", "an", "at", "and"). At school, we "chant the chunk charts" each day. We practice saying the letters in the various chunks, along with the chunk's sound, over and over and over and over and over.....and over again! The kids become very familiar with these chunks over the course of the year.
The strategy in action:
When your child is reading a book and comes to a tricky word, you can prompt him/her by asking, "Do you see any chunks?" or by saying, "Look for chunks you know." If YOU see the chunk before your child does, wait to see if he/she notices it. If your child needs help to locate the chunk, you can use your fingers to frame it, or you can cover up the rest of the word to isolate the chunk. (Chunks can be found at the beginning, in the middle, or at the end of words.) If you notice the chunk is a little word inside a bigger word, you can say, "I see a small word hiding in this big word."
Learning to read can be challenging! Remember to praise your child's effort. Slow and steady wins the race.
See you tomorrow for another Strategy of the Day!
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