What ABOUT READING?

This week I have outlined a more specific theme. Having done some in-depth reading assessment on the class I have been able to regroup children to ensure that they are on the most appropriate reading material. The tool we use is called a “Running record” and it involves listening to children read while monitoring what they actually say and do especially when they encounter unknown words. We note what strategies they use and how fluent they are. We also see whether or not the phrasing of what they read and intonation are appropriate to the text. Foe instance, if a child ignores punctuation cues like full-stops, commas and speech marks, it may well mean that they are “reading” the words but have lost understanding of the text. There is further information relating to helping your child solve unknown words, on the next page.



How’s your child at reading?
Recently Room 4 children were tested for reading levels. It shows, as is usually the case, that we have a wide range of reading abilities in the class. Fortunately we have most children reading around or above their chronological age.
The reading process has two major components. The first, and arguably most important, is to be able to understand both the obvious and implied meanings the author is attempting to convey. The second component is decoding the text.
Through discussions in the reading groups and questions as part of activity sheets we endeavour to promote reading comprehension. When it comes to decoding ability I have noted a trend especially amongst those that are weaker readers—they seem to lack a range of strategies to decode the unknown words. When encountering an unknown word they seem to be able to utilise a single strategy to decode it—something they call “sounding it out” or “stretching the word”. This may have been what some of us were taught when we were at school— and sometimes it can be more of a hindrance than a help. While it may seem to work with little words like “hat” or “up” it fails when you try words with silent letters like “lamb” or double vowels like “ceiling” or “journal”.
Reading research has shown that there are alternative strategies employed by successful readers. I have outlined the way I would like the children to use when they encounter unfamiliar words. This week we will be practicing these, especially the 1st one. I would suggest that you or your child save this newsletter and use the chart below as a reminder of an appropriate method of improving decoding skills.


MY WHAT-NOW READING CHART
When I am reading and come to a word I don’t know I can......

1.) Say the sound at the start of the word and read on UNTIL I come to a comma or fullstop.

2.) Re-run the sentence 3 times.

3.) Try words that fit in and make sense.

4.) Try looking for and saying groups of letters from in the word. (i.e. Look for little words in the big words.)

5.) Look at the picture for clues.

When I have found a word that starts the same way, fits in, and makes sense, I can check that the word has the right letters to be the word I think it is.

Try this out.......
it works!!



Have a great week,

Peter Corlett