If you have been following my blogs, you'll know that most of the work I have been doing this year, spring boarded from the learning that is summarised on this post from January.
Just one snippet of my literacy approach this year has been based around the class texts that I have been writing, with the inspiration of the children. I have listened in to their conversations, eavesdropped into their play and been inspired.
I've posted about these on my facebook page quite frequently. Basically they are three part texts, featuring a cast of characters that children get to know, that have fun together. I am reluctant to refer to them as decodable texts, because for some of my class they are 95% decodable, while for others, just 70%. They read these texts, while sitting next to a buddy and with me there to help them with any sound spelling patterns they do not yet know.
While the usual point of decodable readers is to practice the code that children are learning and consolidate the parts of the code already learned, that really hasn't been the point of these. Whilst they do contain parts of the code we are working on, they often reach far beyond this. Largely the point of these stories as fluency. The passages, read through an I do, we do, you do, model are repeatedly practiced. Each day, children encounter a new part and reread the one before. They are then read with buddies and revisited at home. As these texts are read out loud, they are the perfect change to model appropriate expression,
|Term Three Example|
|Term Four Example|
|The very first story|
|Term Two example|