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Yr 2 reading - group of 4 reading to teacher simultaneously?! Teachers help?

20 replies

katepol · 20/09/2007 20:31

DD has come home saying today was the first day this term her teacher has heard her read. She was in a group of four. They were asked to read the same book to the teacher simultaneously. It didn't go well apparently, with the teacher 'getting cross and frustrated' at them. DD is a fluent reader (reading Enid Blyton, Harry Potter etc), but said that she thought the teacher didn't think they were very good because they couldn't keep together (probably because dd reads very fast lol!).

Anyone else heard of this? Seems very bizarre. Previously they have read the same book, but a page each. What benefit does this simultaneous technique have? Any words of wisdon as t what it is meant to achieve? Teacher is very unapproachable and there is no hope of a 'little chat' to discuss.

Obviously I am not worried about dd's reading, but don't like her feeling bad about this when it seems such an odd thing to ask her to do...

Ta for any insights!

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KTeePee · 20/09/2007 20:37

never heard of this - I know ds1 reads in a group once a week or so but I've always assumed (rightly or wrongly) that they take it in turns to read...

cat64 · 20/09/2007 20:58

This reply has been deleted

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katepol · 20/09/2007 21:22

Not practicsing for anything, no. This was their once-fortnightly (or so) opportunity to be heard reading at school.
Very odd. Mind you the school's attitude to reading is odd. DD has been a free reader since the beginning of Yr 1, but still gets reading scheme books with 30 pages and pictures in them. TBH she doesn't like reading out loud very much because it slows her down, so this new way of doing it is unlikely to impress her. Hwr, she is a polite soul and will only moan to me about it, not the teacher

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ratfly · 20/09/2007 21:24

I recently went on a training course where they advocated this approach to guided reading. The idea is that each child is reading all of the time, rather than just for a few minutes each. The teacher is meant to go round and hone in on each individual reader.
I tried it once and realised it's much more effective to listen to each separately.

katepol · 20/09/2007 21:41

at ratfly!

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Hallgerda · 21/09/2007 09:47

It's commonplace I'm afraid. Some teachers believe they can "tune in" to individuals in the communal drone as ratfly describes - I'm a little . At this time of year there are regular threads on the controversial issue of the frequency with which teachers listen to children reading. I have done buddy reading and have been struck by the number of children who have problems with basic phonics that haven't been picked up by teachers.

ratfly · 21/09/2007 10:34

can I also add that I think it is fairly usual for a child to be heard by the actual teacher about once a week. We have 30 kids in a class and usually split them into 5 groups, so thats a proper reading session once a week. they should also hear bits and pieces throughout the day, but probably only for a minute or so each day.
And before anyone says, no it isn't enough, but with everything else we are made to fit into the school day, it's about all we have time for. And really they should be reading with an adult at home at least 3 times per week.

Hallgerda · 21/09/2007 10:50

All very well expecting the children to read with the parents three times a week, but what if the parents are illiterate/don't understand English/are working all hours to make ends meet? .

Please don't take the above as a personal attack, ratfly - I know teachers do their best under difficult circumstances, but some children do fall through cracks in the system.

katepol · 21/09/2007 13:24

From what I have heard, the amount of time a child is heard reading varies widely between schools. Certainly with dd, it is at least fortnightly, and even then, it sin;t necessarily hear by a teacher.

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Hallgerda · 21/09/2007 13:33

katepol, all three of mine were in that position. DS1 got out of most of the guided reading through being given simple comprehension exercises and some G&T classes, DS2 was allowed to go off and read more interesting books iirc, and DS3 just tuned out and was considered not to be participating .

Hallgerda · 21/09/2007 13:34

"In that position" meant able to read fluently in Infants, not falling through cracks in the system.

muppetgirl · 21/09/2007 13:35

Children aren't heard read individually enough by anyone. I have taught some very fluent readers who were heard 1:1 infrequently in their last class and as a consequence skipped quite a few of the words out as they read internally so fast. This led to them not alwasy geting the full picture of the story.

I taught a boy (year 4) that i found out didn't know his alphabet. I was surprised, kept a close eye and thought he may be dislexic, gathered evidence, had him tested and found out that he was. Year 4???

My son is 3 1/2 and has just started nursery school and is encouraged to pick a book to take home and read. We read his 'school book' and then one of our stories each night. I will do this every night so I can hear read when he starts to learn. I have realised it is impossible to expect teachers to do this task in school. It should not be this way and it annoys me that it is both from a teachers' point of view and a parents. BUT I have accepted this is what happens and are planning to do something about it.

hotcrossbunny · 21/09/2007 13:36

When I taught I heard them read at least 3 times a week...obviously things in class have changed hugely if they are only reading once a fortnight if lucky
Surely reading is one of the most important skills they will learn and make learning in other subjects easier? They will read other things in school I know, particularly with interactive whiteboards etc, but dcs still need as much one-one reading as possible.
My dd has just started in reception and is so keen to learn to read. I guess I'll be teaching her then

Gobbledigook · 21/09/2007 13:38

katepol - I've not heard of the reading together thing either. Ds1 is a fluent reader and he is allowed to choose his own books to bring home from the section for readers of his ability.

Other than that, I don't know. I know he, and his group, work a lot more independently than others - probably because they can read and understand instructions themselves etc.

I know his teacher doesn't hear him read terribly often but I don't stress about it because he reads at home all the time and he is pretty fluent.

Ds2 is in reception (same school) and his teacher hears him read about 4 times a week - so it varies even within the school!!

Gobbledigook · 21/09/2007 13:40

I don't have an issue with having to read with the boys at home at all. I don't see school as the be all and end all and I very much see it as a partnership - I wouldn't expect not to have to read with them. It can be tricky to fit in along with after school activities, spellings etc but it is important so I just make the time.

muppetgirl · 21/09/2007 13:45

We've just extended our bedtime routine to encompass another book. Obviously he's not 'reading' atm but we still predict, re-tell, discuss characters, emotions etc. Atm we are doing 'funny voices' for the characters as dh started this by accident and ds loves it (and he also does an mean wolf from the 3 little pigs...)

katepol · 21/09/2007 13:47

Hmm, sounds like it is children at both ends of the spectrum don't have their needs met. Obviously you need to concentrate resources on those that can't read, but there is a risk as Hallgerda says, of able readers 'tuning out'.

I do admire teachers who have such mixed abilities to cater for in classes. I think I would get frustrated by not being able to do everything for everyone iykwim?

I suppose that is where programmes such as ELS and teaching assistants come in, but again these do seem few and far between. I don't support private education, but there is such huge appeal in smaller class sizes...

While we have some teachers around btw, any tips to help dd concentrate? She is bright, but does 'tune out' ('my head is so full mummy') and quite often does sloppy work or doesn't finish because the pace in class is so slow she drifts off. Are there any techniques I can work on to help her stay focussed (and listen in the first place?). She is the archetypical dreamy child (exascerbated no doubt by her obsession with books lol!).

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lexcat · 21/09/2007 13:50

Dd y2 tells me that she has not read to the teach since she has become a freereader over a term and 1/2 ago. Only reads to the parent helper that help change books. Even then she is often missed because the free readers change their books last and school day ends before they get their turn.
Their are only 5 out of 29 at this level.

Hallgerda · 21/09/2007 14:38

katepol, have you found the dreamers' thread yet? May not give you answers, but you'll find some interesting ideas and plenty of support .

katepol · 21/09/2007 20:24

Hallgerda - thanks. I admit to lurking on that thread, but not posting. So much on it rings true though. I will post on it when I have more time. It is nice to know I am not alone with my space cadet !

I would be interested to hear if any other teachers practice the simultaneous reading thing though...classrooms are noisy enough places already!

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