(15 weeks / 1 hour / max. 6 students)

PURPOSEAt this stage many children will be reading longer and less familiar texts independently and with increasing uency. The shift from learning to read to reading to learn takes place and children read for information and for pleasure.

Children need to learn some of the rarer pairings of graphemes and phonemes be able to use them accurately.

A few children may be less uent and con dent,
often because their recognition of graphemes
consisting of two or more letters is not automatic
enough. Such children may still try to use phonics
by sounding out each letter individually and then attempting to blend these sounds (for instance /c/-/h/-/a/-/r/-/g/-/e/ instead of /ch/-/ar/-/ge/).

This is all too often misunderstood by some teachers as an overuse of phonics rather than misuse, and results in teachers suggesting to children that they use alternative strategies to read unfamiliar words. Instead the solution is greater familiarity with graphemes of two or more letters. The necessity for complete familiarity with these graphemes cannot be over- stated.


• activating prior knowledge;
• clarifying meanings – with a focus on vocabulary work; • generating questions, interrogating the text;
• constructing mental images during reading;
• summarising.

Many of the texts children read at this stage will be story books, through which they will be developing an understanding of the author’s ideas, plot development and characterisation. It is important that children are also provided with opportunities to read a range of non- ction texts, which require a different set of strategies.

在這個階段,許多孩子會讀更長的時間 和不太熟悉的文本獨立和 提高流利度。從學習轉向讀 到讀學習發生和孩子讀 信息和樂趣。孩子們 需要學習一些稀有的GPC和 能在讀中準確地使用它們。少數孩子可能不那 麼流利和自信,往往是因為他們承認字形 由兩個或兩個以上的字母組成不是 自動的足。這樣的孩子可能仍然嘗試使用音通過單獨發出另個字母然後嘗試 混合這些聲音(例如 /c /-/h/-/a/ -/ r /-/ g /-/e /而不是/ ch/-/ar/-/ ge/)。 一些老師常常誤解這是過度使用另音而不是誤用 導致教師建議兒童使用替 代策略來另讀不熟悉的單詞。相反,解決方案更悉 兩個或更多字母的字形。 完全熟悉這些字形的必要性不能被誇大。


•澄清意義 – 重點放在詞彙工作上



•總結。 許多兒童在這個階段另讀的文本將是故事書,通過它們將會發展出對這個問題。