From the 1/2 Classrooms

Over the last two weeks, our Grade 1/2 students have been learning all about 'Just Right' books!

’Just Right’ Cycling

Students likened cycling to finding a book that is 'Just Right' for them.  Our Grade 1/2s discovered that they need to select books that don't make them work too hard and provide enough of a challenge that, like a comfortable bike ride, they feel encouraged to use their muscles enough that they are staying fit, able to ride longer and enjoy the journey!

Selecting books

Our students were encouraged to select their own ‘Just Right' readers from our Grade 1/2 Library.  Students were asked to select a book and to list interesting words and to describe their favourite part of the book.  We encourage our students to continue selecting books that are comfortable for them. 

Supporting your child at home with reading at home

• Encourage your child to read a wide range of genres (fantasy, humour, sci-fi, information, etc.)
• If they have found an author they like, encourage them to find more books by them
• Support them when selecting a book at the library
• If you're a lover of books, share your love of reading with them

Helping your child work out difficult words

When your child begins to read to you, they will often have difficulty with long or tricky words. The following strategies will help them develop self-correcting skills and assist with their understanding of the text. 

It is important to give your child time to work out difficult words themselves, because children can often self-correct if given the time. They read more slowly than we do and need the time to work it out. 

Let the child persist a little, prompt by giving a hint such as “what is the first sound in that word?” 

• Let’s look at the word. What letter (or letters) does the word start with? What sound does that letter (or letters) make? 
• What letters are in the middle of the word? What sound do these letters make? 
• What letter (or letters) does the word end with? What sound does that letter (or letters) make? 
• Can we put those sounds together to work out a word? 
• Look at the picture. What object can you see in the picture that might start with that letter? 
• What do you think this word might mean? What is another way of saying that? 

If the above prompts are not working, you can simply say: “The word is…”. 

An important aspect of learning to read is praising children’s repeated attempts. Praise can be specific, for example, “Well done on re-reading that sentence, you worked out that word by yourself” or general praise such as “You are trying really hard, well done.” 

Another good strategy is to ask your child how they worked out the word. This helps reinforce reading strategies they learn from you and from school. 

Book Chat

Discussing the content and meaning of books is an important part of reading. Chat about the book before, during and after reading, and encourage your child to share their ideas and to ask questions about the book. Making links across the text by asking guiding questions encourages children to think about what they are reading. 

Here are some questions you can ask before, during and after reading the book: 

• Look at the cover. What do you think this book might be about? 
• How does the place the book is set in make you feel?
• How would you describe the character at the beginning of the story? 
• What is happening in the pictures? 
• What do you think is going to happen next? 
• Why might a character have done this? What would you do in the same situation? 
• Who was your favourite character in the story? Why did you like that character? 
• What was your favourite part of the book?
• Can you try to retell the story to me in your own words?

Thank you for your support when encouraging a love of reading at home!

Kind regards, 

Maryanne Cozzio, Llaaneath Poor, Karin Tsiandikos-Huf and Paula Paziotis