Reading - Rosie

I asked Rosie to read her school reader book out loud for me. When she picked up the book the first word was “is”.


She looked at me and said “I don’t know how to read that” but I suspected she could.

So I asked her to sound the word out. What were the letters? What sound did they make? So she finally just said, “Is it…” and continued to read.

The words that she struggled with were “garden” “teachers” and “fence’”. Though she could not identify what they were she knew the sounds that two letters made together “ga” and “ar” and was able to step through each of the words herself.

With regards to not knowing what garden is, she only sounded out “ga” and then I believe she looked at the picture of a garden and decided the word was garden.

Through out the book when she stopped reading I asked her questions about the book such as “why is the baby safe” which she was able to answer. It showed that she was reading and understanding the meaning of the book. Rosie was able to identify questions not related to what she was reading such as “What are they playing with” or “why can’t the cars get in there” which showed a deeper understanding of the text and relating the pictures to the story.

According to the Young Children’s literacy Development table (Tompkins, 2010) I believe she would fit into the Beginning Stage. She showed the ability to identify letter names and sounds, and was able to decode the words by using start, middle and ending sounds. She was able to self correct when she made a mistake, but there was a few times she missed one or two words and didn’t pick that up.

 
 

 
 Please note I have uploaded Rosie's reading to the RMIT Blog as I couldn't do it on this one.