Using FoCUS to Help Young Readers Decode Words

Focus On The Unknown Word

FoCUS

Focus, Clues, Use Sounds

© 2001 MP Myers

with parts adapted from: Lipson, M.Y., & Wixson, K.K. (1991). Assessment and instruction of reading disability: An interactive approach. NY: HarperCollins.

While learning to read difficult words, I often heard, “Sound it out.” While this isn’t necessarily a bad strategy, it isn't a very effective one. This week we spent a lot of time learning FoCUS. I have used this with many students and find it to be a valuable tool when helping children with decoding words. I encourage you to use it with your children at home. The steps are as follows:

Focus

Look more closely at the word. Spell the word

Look at the beginning letter(s) of the word; look at the ending letter(s) of the word.

What sound is represented by that letter (those letters)

Reread the sentence

What would make sense in this sentence that begins with a ___and ends with a ____?

Use knowledge of pictures and captions.

Reread. Read ahead. Read aloud.

2. Clues

Do you recognize any parts of the word?

Look at isolated syllables

Look for word patterns that look familiar, for example:

og- log, jog, dog

it- sit, fit, bit

ean- bean, lean, mean

ash- bash, mash, rash

3. Use Sounds

Try to sound out the parts of the word that look familiar (Use fingers to cover up parts of the word to help you isolate sounds).

What’s the beginning sound? What’s the ending sound?
Try the long vowel sound, the vowel sound that says its name.

Try the short vowel sound.

Blend the sounds. Does it sound right?

Read the sentence again in context, silently and aloud.

Does it make sense?

____________________________

What does this look like? Children are often using their fingers to point, underline and cover up parts of the word as they are doing a thorough analysis of the word. We will continue to work on this in class and as we start working in small groups, students will get further instruction in this area. Good luck!

Choosing Books

Independent reading time is most effective when students are reading books at their independent reading levels or books that are "just-right." It's also important that students are reading self-selected books of their choice. However, not all students have the ability to choose books that are appropriate. It's important that children are taught how to develop strategies for selecting appropriate books.

We started discussing how to choose a "Just-Right" book. We brainstormed a lot of reasons about why we choose books. The kids came up with things such as, books that have fairies on the cover, lots of pictures and books about science. Some of the kids also told us that they will look at the cover, open it up, read some of the words to see if the words make sense and if they are interested in reading more. WOW! Very impressive!

While I don't expect first graders to have a valid reason for every book they read, I do believe that it's important to introduce how to choose books appropriately. With explicit teaching in this area, it is my hope that students will be enabled to make better, engaging choices when they pick a book.

I have a tool that we have started learning and will include this information at Back to School Night. Hope to see you there!