Term One Reading / Pānui

From Fran's Teacher: Over the past term, we have been focussed on: Consonant doubling when adding suffixes -ing and -ed (running, sitting, stopped) Complex morphemes - prefixes, suffixes, compound words We have also been focussing on using the 'Question and Answer Relationships (QAR)' strategy to improve comprehension of a text - the type of question will lead to a specific action. 'Right there' questions mean the students will find the answer in the text. 'Think and search' questions mean the answers to questions are found after searching through parts of the text. ‘Author and me’ questions require inferential understanding and ‘On my own’ is having an opinion about the text. Fran, you have sound knowledge of common spelling patterns, like long vowel sounds, and can use this knowledge to read words correctly. You are developing confidence in recognising common prefixes and suffixes, like inter-, under-, -ing and -al, which is beginning to transfer into accurate spelling within your writing too. Understanding how these prefixes and suffixes change the meaning when added to words helps you to make sense of what you are reading and extends your vocabulary. Fran, you are an active member of both your small group and shared reading groups where you can discuss aspects of the story - the characters, the setting, the problem, the plan to solve the problem and the ending. In order to progress further, Fran would benefit from identifying suffix and prefix spelling patterns in text and ensuring that she transfers these to her written work. We see that Fran enjoys getting lost in a book that interests her so it is important that she discusses what she is reading with her friends and whānau. Retelling an idea or event in a story in detail, answering and asking questions about a text would support Fran to deepen her understanding of what she is reading.