The teacher in this clip demonstrates how to get the children interested in books and stories and gets the children starting to use their phonics to work out what it says. You’ll also notice that she picks up on some of the children’s misconceptions.
Year 1 – aged 5-6
In this year 1 clip, you’ll see that the teacher is starting to get the children talking in more depth about the story and what they have read. Children in year 1 will still be relying on their phonics to decode words that they come across; this is a key strategy in helping the children read the words out loud.
Year 2 – aged 6-7
You’ll see from this teacher how the fluency of reading is starting to develop and how this, in turn, is feeding into the children’s writing ability. They also talk about how they need to add expression to their voice. The teacher really helps them with this.
Year 3 – aged 7-8
You can see how, in this video, children are initially reading to themselves but then asked by their teacher to explain what they think the sentence means. This is a crucial step in being able to comprehend the text. This would be an excellent strategy to use at home and one that would encourage the children to think to themselves when they are reading. That voice in your head…we all have one, it’s not just me!!
Year 4- aged 8-9
To be added shortly
Year 5- aged 9-10
You’ll see the teacher here encouraging the child to discuss the words that they know they don’t know, by skimming through before they start. It is vital that our children are encountering words that they do not yet know- this will help their vocabulary grow. Their writing will boom as a result.
You’ll also have noticed that this boy initially said that he did know all of the words- when the teacher then started investigating this, he found ‘forester’ that he then write down.
Year 6- aged 10-11
Children will now be building up their fluency and should be able to talk, in depth, about what they have read. They should be reading a variety of books, that will each develop different skills. They will be able to talk about how the author is controlling what they think as a reader and explain why they think they might be doing that. This level of skill, however, will only come from discussions about the book with an adult.
You’ll see how the teacher interject at regular intervals to questions the children and challenge their understanding.