free reading in reception age child

[racmac]

DS is 5 and has just finished the reading bands in school. Teachers have suggested he brings in his own books to read.

He has just started horrid henry - any other suggestions that dont have too much in the way of older topics?

I should add that he just didn't see the point in writing things down to please someone who was there and could therefore talk to him.

You can see his point!

I was reading fairly early, certainly before school, but am terrible at spelling...

Mrz and Blackeyedsusan,

I wonder if u both have a more logical, scientific bend of mind?
Such people generally seemed to find English spelling inconsistencies harder to cope with. - My son and husband both fit into that mould.

Somebody just sent me this:

Press Release: New book, Endorsed by Temple Grandin & Reid
Lyon, Reveals a Connection Between the Literacy Crisis and
Math and Science Students

The new book, "Uncovering the Logic of English: A
Common-Sense Solution to America's Literacy Crisis"
demonstrates how current reading methods are ineffective for
teaching the nation's future engineers and scientists. These
logically minded students need to be taught systematically
and provided consistent rules. Author Denise Eide unveils
the hidden logic which explains 98% of English words and
powerfully demonstrates how this knowledge should be as
foundational to the U.S. education system as 1+1=2.

www.americanbankingnews.com/2011/04/12/new-book-endorsed-by-temple-grandin-reid-lyon-reveals-a-connection-between-the-literacy-crisis-and-math-and-science-students/

This sounds great in theory, but the problem is that English spelling rules are not consistent - englishspellingproblems.blogspot.com . Half of all words disobey the main spelling patterns in some way.

Since I studied phonics my spelling ability has improved greatly Masha. I think because I was such an early reader no one ever taught me how and they assumed because I could read the words I would also know how to spell them (which I often could work out by writing them down and seeing if they looked correct ).

My mother could never understand why my spelling was poor when I read so much. I think it is a fairly simple explanation- I don't really see the words, it is like going to the cinema-always has been.

Since I studied phonics my spelling ability has improved greatly .
Mrz
Many teachers now think that phonics can have the opposite effect. They find that quite a few older children keep on spelling phonically - 'rite, frend, tuch' and such.

They think this is because children are now getting much more phonics in the early years.

Win some. Lose some.

I think that you are referring to one rather dodgy piece of so-called research? How interesting that the spelling of a few 10-11 year olds was given as an example of poor spelling because of phonics, when serious phonics was only promoted through the Rose Report of 2006. Even then, the majority of LA advisers, and College lecturers clung to the old disreputable Whole Language approach while advising student teachers/teachers how to teach phonics!

Why not look at the research findings of the Educational Psychologist, Martin Turner, to see just how terrible was the spelling during the 70s, 80s, 90s.

Why not campaign for student teachers to be given appropriate training in synthetic phonics?

Masha I can only comment from personal experience and know I am a much better at spelling. As a teacher I can say the staff in my school firmly believe the improvement in reading and spelling is due to the impact of phonics teaching across the whole school (R-Y6).

Half of all words disobey the main spelling patterns in some way.

Oh dear. It's those naughty old words at it again

Quick someone move them off the sunbeams onto the grey cloud!

Mrz - I'm still full of foreboding at your list of what's expected of a 5 year-old. Is this really what the DfE expects of 5 year olds, and expects teachers to 'kill' enjoyment for higher order skills?

"can 5 year olds for example ...
evaluate writers' purposes and viewpoints, and the overall effect of the text on the reader

explain and comment on writers' use of language, including vocabulary, grammatical and literary features.

identify and comment on the structure and organisation of texts
hmm

Across a range of reading
comments identify similarities and differences between texts, or versions, with some explanation, e.g. narrative conventions in traditional tales or stories from
different cultures, ballads, newspaper reports
some explanation of how the contexts in which texts are written and read contribute to meaning, e.g. how historical context influenced adverts or war reports from different times/places; or how a novel relates to main purpose clearly identified, often through general overview, e.g. ?the writer is strongly against war and wants to persuade the reader to agree?
viewpoint in texts clearly identified, with some, often limited, explanation,
e.g. ?at the end he knows he?s done wrong and makes the snake sound
attractive and mysterious? general awareness of effect on the
reader, with some, often limited, explanation, e.g. ?you?d be persuaded
to sign up because 25p a week
doesn?t seem that various features of writer?s use of language identified, with
some explanation, e.g. ?when it gets to the climax they speak in short sentences and quickly which makes it more tense? comments show some
awareness of the effect of writer?s language choices, e.g. ??inked up? is a good way of describing how the blackberries go a bluey black colour as they ripen?
comments on structural choices show some general awareness of author?s craft, e.g. ?it tells you all things burglars can do to your house and then the last section explains how the alarm protects you?
various features relating to organisation at text level, including form, are clearly identified, with some explanation, e.g. ?each section starts with a question as if he?s answering the crowd? comments develop explanation of inferred meanings drawing on evidence across the text, e.g. ?you know her dad was lying because earlier she saw him take the letter?
comments make inferences and deductions based on textual evidence, e.g. in
drawing conclusions about a character?s feelings on the basis of their speech and actions
most relevant points clearly identified, including those selected from different places in the text comments generally supported by relevant textual reference or quotation, even when points made are not always accurate
which are my expectations from a free reader"

allchildrenreading it isn't a list for 5 year olds but it is a list for "free readers"

and I wouldn't expect any 5 year old to fit the criteria

Mrz - thanks for the clarification - I'm still mightily relieved that my dc weren't subjected to such a list for "free readers" before they were set free to choose/devour books for themselves.

There is nothing to stop children devouring/choosing books at any stage for pleasure allchildrenreading (even beginner non readers) but for the purpose of teaching reading I believe there has to purpose/guidance and the idea that a 4/5 year old has nothing to learn in the classroom just seems a cop out by the teacher.