need advice primary/key s 1 reading books?

[mam29]

Do schools read different reading schemes/books?

As trying to do extra reading over hols as daughter struggles with it.

she seems fixated on levels.

we gave all school books back -cant remember who published them,

from what the ta says theres 10levels and shes going onto level 4
but then she mentiones boxes to im assuming they the boxes that certain level books are kept in as she says classmates on box 20 but ta says 10levels.

unsure how many books each level.

someone mentioned the biff books shes not had them yet.
but people in other class have.

do schools use a variety of different books or keep to same scheme.

we went to libary and got some books large print by leapfrog-says specially designed to fit the requirements of national literacy strategy -real books for beginning readers.

But shes finding them very easy.

ideally need something at similar level to shes on at school.

Dont want it too easy as wont progress.
but dont want it too difficult as might demotivate her.

We also joining website her teacher suggested called phonics play.

shes going into year and got 1b writing, reading and maths so working bit extra over summer as its bothering her.

As shes so fixated with levels and what levels everyone else is on in her class i been saying to her lets just enjoy the story and forget about the levels.

we joined the libary reading challenge called story lab she has to read 2books a week she took out 10last sat.

want to make it fun and not pushy.

try looking at the free ebooks at OxfordOwl and at MN Learning area

If she's reading well focus on developing understanding especially the ability to go beyond literal understanding... reading between the lines using her own knowledge and experience.

The boy was playing football and broke the window ...How do you think he broke the window? (with the football - the sentence doesn't tell you directly but it is a sensible assumption)

thanks mrz

we have been writing a story today short one and noticed few things.

On the weekly spellings we get given as homework she gets most of them with practice to the point I thourght she was quite good at spelling.

but shes struggling with silent sounds.

so words like

pile she spelt pyle.

walking-she spelt as working

she couldent spell station.

from that what gaps do you think in phonics need to be adressed?

teacher keeps going on about blending and decoding.

i say to her when shes reading split long word into 2 and sound it out.

but when she sounds out and writes the word its all wrong.

shes got in quite a muddle with some words today.

its her short story.
im telling her how to spelling everything sounding it out for her to write.

I guess reading -writing fairly linked and 1 would struggle without the other.
yet when i read most of her school books and books got from libary last week theres very few words she struggled to read she seemed to get most of them which made me think her readings improving.

should i go through the sounds book again?

I would check to see if she knows the sound /or/ can be written as
if not I would spend some time working on words with representing /or/
I would also see if she knows that sometimes the vowel spelling is split ... I recently did the Sounds-Write training and a very simple but effective idea was to write (or other split vowel spellings) on a piece of paper and ask the child to cut them apart. It has really had an immediate impact on our Y1 children who were having problems with this.

In reading (and spelling) I would split words into syllables and build them syllable by syllable.

For single syllable words draw a line for each sound (not letter) and ask her to write the sounds ... you might have to over emphasis the sounds at first. If she uses the wrong spelling ask if she knows another way to write the sound or simply tell her ...in this word we write that sound ** but get her to do the sounding out first.

With my son many years ago, also with strugglers whom I helped voluntarily and my grandson, I have found that trying to keep learning to read fun is hugely important.

I also found that making a note of the words that tripped them up in a particular book, then going over them individually a few times, then letting them read the book again worked wonders. They can see the difference a bit practice with tricky words makes.

And despite Maizie's claim that there are no tricky words, I also found that words which tripped them up were invariably ones with tricky letters, such as 'one, you, through'.

Oddly enough Masha as a reception teacher having taught hundreds of children to read I have never found you or one to be a problem for these young beginner readers

But I remember u saying on tes primary after one reading assessment that if one more child read 'said' as 'sad', u would have a nervous breakdown.

Then you have false memories masha

Mrz
Any hints for DD who often needs a reminder of the rule two vowels go walking

She (YR) frequently pauses before such words maybe like peace but can read split vowels easily like pace.
If I gently remind her of the two vowels rule she reads it straight off.
Does this just come with time?

(paranoid as know she needs glasses for short sight)

I would just continue to remind her that the two letters are the spelling for one sound. Sometimes revealing the word sound by sound when you know it is an issue as a short term measure but in reception I would be happy that she can do it with a small prompt.

The rule about when two vowels go awalking, the first one does the talking is often useless:
does, shoe, out, group, double, thief...

The rule about when two vowels go awalking, the first one does the talking is often useless:

Just for once, I agree with you, masha