How often does your child read aloud at school

[Dirtyfloorshappychildren]

So I must be the worlds worst mum, but it's just come to my attention that in the past year my Y3 child has read aloud her reading book in school once (on the day she started at the school). I only realised because my Y1 child suddenly stopped reading aloud in class and I noticed a linked decrease in her speed of attainment of new words and interest in reading generally.
AIBU to assume that the children were reading aloud their book in school at least once a week?

Do they read aloud at home?

More than what you probably think.

I help out as volunteer reader in school. It's noted in book.

However each morning there is group reading that goes on and other reading that's not noted in home School reading log.

I teach y1. My class read their reading books aloud once or twice a week but are reading aloud in class much more regularly using a range of resources

Every day at school and every evening at home

yes they read to me each night, but I struggle as totally can't remember things like diagraphs and vowels after vowels change the sound, so I was really assuming someone else was teaching them.

Will ask about guided group reading.

Every day at school and every evening at home

Every day at school and every evening at home

Y1 - every day, three times with teacher and twice with TA

Y1 - twice a week at school, sometimes three times, with teacher, TA or parent helper. I know because it's written in their book and also I help with listening to reading so see on the sheet who has read when.

I'm a TA in year 3, we hear the children read twice a week in guided reading, once to me and once to the class teacher. This isn't recorded in the reading record. We have a volunteer who listens to as many as she can once a week. I have a couple of children I listen to daily and I listen to other individual readers as often as I can depending on their ability, how often they have read at home and what the timetable is like that week.
In year 1 your child will be having phonics sessions every day so will be reading during that time.

I help out in a Y3 class and they do guided reading groups once a week and i also read individually with some of the lower ability groups or the children who want to go up a book band to check if they are ok with it.

My DD (Y1) certainly doesn’t read her reading book aloud in school as often as once per week. The books are only in school on two days. When she had read to someone it is noted in her diary, but that has only happened four times since September (I ask DD when there is nothing in the diary and she says she hasn’t read her book to anyone).

As DD is a confident reader and reads a lot at home, I’m not surprised that she does so little 1:1 reading – the school understandably need to prioritise those children that need more help.

I’m sure they have lots of other opportunities to read aloud in school, whether in guided reading or from the whiteboard etc.

However, as others have said it is really important for them to read aloud at home as often as possible. Try not to worry about not knowing all the digraphs etc. – if they are struggling with a word can you ask them to break it into sounds etc – they are likely to be able to sort it out themselves with some encouragement. If there is something that you and they can’t work out between you, you could always ask the teacher the following day (it’s their job – I’m sure they would much rather help you with the occasional sound than notice that the child has fallen behind and have to find time/resource for additional support). Or ask on Mumsnet! I don’t suppose the majority of parents have been taught all of the phoneme-grapheme correspondences, but if you know how to pronounce the word it’s usually pretty straightforward to identify the sound made by part of that word. The more you do it, the more confident you will get. It’s really important, and not something to leave to the school.

As Ginmummy1 says, I don't know anything about phoneme-grapheme correspondences. But if my ds encountered unknown word, I encouraged him to segment words into syllables and work it out himself. Now he got used to it, so he does it automatically.

As for how often he reads aloud at school, I don't know anything at all, never even thought about it.

Individual reading aloud at school is very rare for DD.
Her "phonics group" - which is pretty much just group reading and discussion of a text happens most days, and I'm sure that involves some reading aloud. She also reads in the book corner although that is silently.

I wonder what you mean by decrease in her speed of attainment of new words, I can only remember one word that DD has learnt from her school reading books, and not many even from reading other books. What sort of new word attainment are you meaning?

SirFred, I’m surprised that you have not found that books widen vocabulary. My DD definitely learns lots of new words from books (whether school or home/library sourced). Decoding is one thing, but really understanding what a word means is another. For example, yesterday we talked about the meaning of lolloped, hackles, malevolently and a few other words, spotted together when she was reading aloud to me. She decoded and pronounced them correctly, but when I asked her to describe what they meant she was not sure.

Buying her a dictionary bookmark (thanks for the suggestion, Irvineonohone) has increased her interest in the meaning of ‘new’ words. She wants to spot them and check them. Even when I tell her what they mean, she likes to compare the dictionary definition with mine (no pressure then!).

Ginmummy1 What school books have those words in in YR1? Remember I was talking about the relevance to this of reading in school, but even then it's pretty rare that any books have new words that DD is reading.

I guess it depends on the nature of books read, and the nature of vocabulary already known from being read to / listened on tv/songs etc.

Sir Fred - ds2 is in year 1, this week he has had an famous five book, and a book on Christopher Columbus. Loads of new words and some more old fashioned so needed explaining

Ds read school books only until end of reception, but there were lots of words which wasn't included in children's dictionary we had.
We ended up using adult ones, ultimately electronic ones for easy look up of words.
If she is not encountering any new words, maybe she is on the wrong level of books, sirfred?

In the school where I teach children are either heard daily, weekly or monthly depending on ability (pupil premium heard weekly regardless of ability). This is generally by a teacher but dailies are often heard by a TA. This is a new system for us and seems to be working well. Previously we just heard children as often as possible but it was never for long and did guided reading alongside. We no longer do guided reading and do reciprocal reading instead which they get a lot more from.

Teachers simply do not have time to hear the entire class read weekly especially in ks2 when there is so much to cram into the curriculum.

My DD in year 5 has only been listened to read once since we came back from the summer holidays. I asked her teacher about this and she said she can only listen to five children a week as she doesn't have the time and that by the time they get to year 5 they don't get listened to as much? I listen to my daughter read everyday but I have no idea how her school is assessing her reading if no one is listening to her read frequently.

by year 5 I wouldn't expect guided reading unless the child has issues with reading.
a year 5 child should be reading fluently, be able to look up word definitions and pronunciation themselve.

Pterodactyl, by ks2, especially in yr5, children's reading ability won't change drastically over short period of time. So once half term seems good enough for me. And I'm sure the teacher has other occasions to listen to her read something else during other lessons as well.

My year 5 child has been listened to every couple of weeks, the letter at the beginning of term said the amount they were listened to would be different depending upon how strong their reading is. I think he is probably one of the better readers (based on that he did well in his Welsh standardised reading tests last year). My year 3 child probably has his been listened to somewhere around once a week/once a fortnight given how often his reading record has been written in by the teacher- although his reading record has been checked every day.
both of them learn new words quite regularly in their home reading. They often sound like they know a word as they read it fluently but if I ask them what it means they don't know, so I regularly check they understand individual words as well as the general overall message of a text.

Yr 3 depending on ability once or twice a week for reading books but don't forget that they read out several times throughout the week in geography, history, science, RE and other subjects. Guided reading once a fortnight. Some children may be having Guided Reading weekly.

Reading levels are established by half termly reading "tests" at our school.

In Foundation and KS1 we expect them to read at home each night. We try to listen to everyone at least once a week, and some children are heard daily.

We do Read,Write,Inc, so there is a lot of reading practice involved there.

Guided reading is over 4 days: pre-read , read with the teacher, follow up worksheet and e-book reading on Activelearn. (Some children do reading from the book, with comprehension questions every day, with myself and another TA, in year 2 ).
Then there is reading involved in 'Problem Solving' , and many other opportunities.