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?
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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!
