The book your child brings home each night is an integral component of our reading program. Their book was selected so your child can practice and enjoy reading. The book taken home should be an easy level for your child.
We ask that you spend 15-20 minutes reading and talking about the book. Your child should be reading the book with fluency and phrasing. This means that they will not be regularly stopping on unknown words and will be reading the punctuation within the book (i.e. stopping at full stops, pausing at commas, etc.). If your child is stopping on many unknown words, please let us know so an appropriate level of text can be found. The easy level of text is most important, as we want the home reading experience to be as positive as possible for you and your child. Praise your child regularly as they read.
Your child’s home reader is one to three levels below the level of the book they are using in the classroom during a guided reading session. The classroom book is used by the teacher to give explicit instruction in reading during guided reading groups. Home reading enables your child to practice and consolidate their learning. This practice is most important in ensuring that your child continues to gather reading strategies. Revisiting a particular book over a couple of nights can be very beneficial in developing reading confidence and consolidating reading strategies. Children will not move up a reading level until they can read a wide range of text types and genres with fluency and phrasing, decode words they are reading and comprehend the text they are reading, answering literal, inferential and response questions.
When your child has read to you, consider a few of the following:
· Ask a few simple questions based on the characters in the text or the setting of the book.
· Focus on an illustration and ask your child to retell what is happening within the illustration. Ask your child – what happened before this? and what happened after this?
· Ask your child to retell the story.
· Encourage your child to talk about any similar experiences that are relevant to the book.
· Ask your child to locate words that begin or end with a particular sound.
· Identify words that are repeated throughout the book.
In the earlier levels of text, the illustrations are highly supportive of the words within the book. Encourage your child to use the illustrations to help them read – please don’t ask your child to read the book with the illustrations covered. As levels become more challenging, illustrations become less supportive.
We are sure that with the support of levelled books, home reading will be a positive and enjoyable experience.
The team at Virginia Primary