Level E

Level E

 

E is for Exciting Changes in Reading

 

This level sees your child turning a point in his reading and it is exciting to see!! The books are starting to change and the focus of reading is changing. It is so exciting!! Your child will now be asked to switch back and forth all of those strategies that we were working so hard on in the previous levels. Those strategies of sounding out, using the folder in your head, thinking about what is happening in the story, and how sentences should sound. We are always looking to make sure that what we read makes sense. If something does not sound right or make sense that is the brain putting on the alarm to STOP and fix something. This level focuses on having your child recognize when something does not make sense and then using a strategy to figure out that word. The books now have pictures that are less supportive, the sentences are more complex, there is more typical story language such as conversations, less and less patterns. The endings of the stories now have some hidden meanings so those brains now need to be thinking about the story in order to understand the story. When sounding out the words, your child is now encouraged to look at the middle of words, so when reading now encourage your child to say the first letter and the next two letters in one shot. Also, your child should start to be less dependent on using his finger under the words. He should now use his finger to figure out words instead of pointing to every word. This is going to cause a little discomfort, so go slow. Doing this and thinking about the story will ensure success and reading excitement!!

 

What is your child learning here?

 

1. Notice mistakes and cross-check with strategies learned to fix the mistake.

What you can say:

  • Go back and read so it makes sense/sounds right/looks right.
  • Check that.
  • Why did you stop there?
  • How did you know that?

2. Watch to see if the child is using all strategies to figure out a word and if the child is checking to make sure what he reads makes sense, sounds right, and looks right.

          What you can say:

  • Does that look right?
  • Are you right?
  • “Take a closer look,” and then point to the part where the mistake was made.
  • Read it again and make sure it sounds like it would in a book.
  • Does it sound like it would in a book?
  • Use what is happening in the story with the picture to help you.
  • Think more about the story/picture/character to help you figure it out.

3. Use the middle parts of the words AND the beginning and endings of words.

          What you can say:

  • Take a closer look at…. (point to the middle part or encourage the child to look at the first consonants and then the next two letters)
  • Do you see a part you know in this word?
  • Move your eyes across that word.

4. Start using your eyes to follow the print and use your finger only when there are words to figure out or re-reading is needed to understand the story.

5. Retell and summarize the story while also making inferences (using what you know and what happened in the story to figure something out) and making comments about the story.

          What you can say:

  • Notice how I talk about this part of the story to show why it is funny, happy, sad, etc.
  • Give the characters voices to show understanding of the characters.
  • What did you think about this part of the story?
  • Watch how I find information in the story to support my ideas of the story.
  • Why did you say that? Prove it by finding the spot in the story where you thought of that.