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Decoding Encoding TIPS

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Valeria Valor
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5 views3 pages

Decoding Encoding TIPS

Uploaded by

Valeria Valor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Decoding Tips

If your student…
Chant the vowel key words as a reminder of •Apple, apple, /a/ /a/ /a/
Struggles to the sound before reading the word. •Eddie, Eddie, /e/, /e/, /e/
remember •Igloo, igloo, /i/, /i/, /i/;
vowel sounds •Otter, otter, /o/, /o/, /o/
•Upstairs, Upstairs, /u/, /u/, /u/.
a, e, i, o, u, s, f, l, m, n, z, and r can be stretched.
•Stretch the sounds that can be stretched.

•Point to all sounds twice before blending the


sounds together to read the word.
/nnnn/ /a/ /p/. /nnnnnn/ /aaaa/ /p/. nap
• Separate the n.
“Chunk” the word: Break the word up by
Struggles • Sound out the ending of the word first (ap):
covering part of the word and blending the
when blending other part first. • “/aaaaa/ /p/. Ap.”
the sounds • Go back and uncover the n: /nnnnnn/ /ap/, nap.
You can chunk CVC words in 2 ways:
together
• Separate the first sound. (See right) • Separate the p.
• Sound out the beginning (na):
• Separate the last sound. (See right)
“/nnnn/ /aaaa/, na.”
For blends, break up like this:
• Start again: /naaaaaaa/ /p/, naaaaap., nap.
• Beginning Blends: sn-ap (see right)
• Touch and say the blend: /f/ /l/
• End Blends: las-t (/l/ /a/ /s/, “las”.
•Blend the sounds: “fl”
“lasssssst.”)
•Start again and finish the word: fl-aaaaaash.
Tell them to “Touch and Say”:
Inserts •Make the sound only when your finger is
sounds that touching the letter.
are not there •Guide your student to touch each letter as
or omits they say the sound.
sounds: •Repeat, stretching sounds that can be
stretched.
Encoding Tips
You can practice encoding in two ways:
1. Using Letter Tiles 2. Writing with pencil or dry erase marker

Teacher says the word and student Teacher says the word and student writes
builds the word using the letter tiles. the word on paper or white board.

Whichever method you choose, follow these steps:


1. Teacher says the word clearly and normally.

2. Student will repeat the word.

3. Stretch it: “Stretch” each sound that can be stretched. ssssaaaaat


(All vowels, s, r, l, m, n, z, and f are all continuous sounds.)
4. “Tap it out”: Segment the word using your fingers: /s/ /a/ /t/
/s/ /a/ /t/ (Tap a finger for every sound.)
5. Build or write the word. s a t
For more support, break the word up together: “What’s the first sat
sound?” /ssss/ (Pause for students to write s.) Say the word again and
tap it out again together, stopping at the second sound. “sat. /ssss/ / /s/ s
aaaa/” Wait for them write the letter a. Say the word again and tap it /s/ /a/ sa
out one last time. “sat. /sss/ /aaa/ /t/” Pause while students write t. /s/ /a/ /t/ sat
6. Check the word. Use a pointer finger to touch under each
letter as they make the sound. Blend the word to make sure sat
the word is correct.
Sentence Dictation
Once students are doing well with encoding words, they will will be ready for phrase and sentence
dictation. Dictation is guided spelling practice. The purpose of dictation is to check and improve
students’ understanding of phonics. The goal is to apply these phonics skills to student writing.

Teacher: Say the sentence or phrase. “Pam can shop.”

Student: Repeat the sentence or phrase. “Pam can shop.”


“Pam can shop.”
Repeat again, counting the words.

•Ask, “What is the first word?” Students say first word. “Pam”
•“Can we sound out this word?” “Yes”
•Use steps from Encoding Tips to write first word. (Stretch the “Paaaam.”
sounds, finger spell, then writing the letters that correspond with /p/ /a/ /m/
each sound.) Pam
Repeat the sentence. Reread what is written then say the “Pam can shop.”
second word. “Pam can.”
“can”
Use steps from Encoding Tips to write second word. /c/ /a/ /n/
“Pam can shop.”
Repeat the sentence. Reread what is written (pointing to written
Pam can
words) and say the next word.
“ Pam can shop.”
/sh/ /o/ /p/
Use steps from Encoding Words to write third word.
Pam can shop.

NOTE: Writing a phrase or sentence is much more difficult because students must decode each word while using working memory to hold the sentence
in their minds. If your student struggles with remembering the sentence, try using small sticky notes or Bingo chips as a visual for each word. Say the
sentence together, laying out one of the objects for each word. The student points to each object as they repeat the words in the sentence or phrase.

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