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These checklists may be helpful in assessing your students’ decoding skills.
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Emphasize the importance of checking a word’s context to see if their guessed meaning makes sense. So we focus on context clues and whatever meaning clues the word itself might contain.”īe sure your students understand that many prefixes and suffixes have more than one meaning, as in inactive and inroad, and that even when they know the correct meaning of an affix, they might still come up with an incorrect definition. “But they’re now dealing with harder words, and even when they’ve pronounced a word correctly, they might not know what it means. “By fourth grade, most of my students are already skilled at letter=sound associations,” she says. In Julia Carriosa’s fourth grade class, word skill instruction focuses on structural analysis, the process of using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of unfamiliar words.
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Good! That word is his, and it begins with h. “Does anyone see another word that begins with h? Keesha, come and point to the word. “Yes, and what letter does hat begin with?” Kathy asks. “It’s in the picture,” one student answers. “Who can tell me the next word?” Four voices shout, “Hat!” Pointing to each word, she reads, “…and he pulled the rabbit out of his…” She pauses and asks, Kathy Chen sits with a Big Book propped on one knee and seven of her first graders clustered on the floor in front of her.