Part B Summary, Suggestions and Recommendations

Useful strategies on text: some useful strategies on text that the child used to help him read was re-reading and appealing.
Evidence in running record:
Re-reading: When the child was reading the sentence Bingo jumped up at Sam from the book Bingo Goes to School, the child
got stuck on the proper noun Sam so he re-read the words up at to complete the sentence with more meaning and fluency.
Re-reading, in this instance, was a useful strategy.
Appealing: Throughout all three texts, the child appealed on numerous occasions on words that he was unfamiliar with and
unable to use another strategy to help him. This is not a preferred strategy to use; however, it allowed the child to monitor his
reading instead of reading nonsense. The child consistently asked questions such as: does that say today? What does it
say? Or stated that he did not know the word; that one, that one, that one! I dont know!
Problem strategies on text: Although the child had used some strategies that were useful, these strategies were also problematic
for the child as well. Strategies the child had problems with were: appealing, pausing, re-reading and using picture cues to help him
decode the text.
Evidence in running record:
Re-reading: Re-reading was only a useful strategy on a few occasions, the rest of the attempts the child made using re-reading
were problematic as it did not help the child to successfully read. Instead the child either paused and was told or appealed
straight after. An example of this was when the child was reading the sentence; But you will have to be a good dog from the
text Bingo Goes to School and got stuck on the word good. The child re-read the phrase to be a and paused. The child then
had to be told the word was good. This type of example of re-reading being problematic for the child to successful read is
evident and very similar to other errors made in all three texts. The child may have been more successful with this strategy if he
re-read from the very beginning of each sentence when he got stuck on an unfamiliar word.
Pausing: The child throughout all three texts used the strategy of pausing, however, this was not useful as the child still had to
appeal or be told the unfamiliar word(s). An example of this is when the child was reading the sentence the little ducks went fast
but the little green frog went faster from the text Two little Ducks Get Lost, and paused at the word went on both occasions
as the child could not identify and read the words fast and faster. Pausing was ineffective as the child had to be told these

two words.
Appealing: Appealing can be a useful strategy that helps children monitor their reading instead of reading gibberish. However, it
is not a strategy that allows a child to read and problem solve independently like other effective strategies. The child appealed a
lot throughout all three texts, which was not very effective.
Picture cues: Picture cues were not an effective strategy for this child as the child could not convey meaning from the illustrations
provided. The child regularly looked at the pictures but they did not help him understand the written text. The picture cues
actually did the opposite for this child when he conveyed some meaning from an illustration in the book Two Little Ducks Get
Lost. The text read that the two little ducks in the story cannot see the little green frog; however the child could see the frog in
the illustration and read that the ducks could see the frog. This became apparent when the child looked at the picture and stated;
he is right there! It may be thought that the child may have known that the ducks could not see the frog but was influenced to
say what he could see through the illustrations. Another time when the child could have used picture cues to assist him with his
reading was in the book Max Goes Fishing. The sentence was Max and grandad sat on the steps. The child could have used
the picture to assist him to figure out the word, steps, that he eventually appealed at. If he was to convey meaning through
picture cues, the child may have been able to figure out that they were in fact sitting on steps as clearly illustrated in the simple
but very detailed picture.
Useful strategies with words: The child has a grasp of many high frequently used words.
Evidence in running record:
High frequently used words: some high frequently used words the child knew; that is, could unconsciously read these words,
were words such as: and, the, on, are, we and said. These words were easily and confidently read by the child through all three
texts.
Problem strategies with words: The child has a grasp on many high frequently used words; however, the child struggled with some
frequently used words. The child also struggled with words he was unfamiliar with. The child may benefit from being exposed to new
words to increase his vocabulary.
Evidence in running record:
The child appealed and had to be told words such as here, look and some. The child also needs to expand his vocabulary, as he

has a very limited vocabulary associated with topics such as the beach/sea, as he made an error of the word shellfish from the
text Max Goes Fishing.
Useful strategies with letters: The child could sound many letters correctly and could identify them.
Evidence in running record:
When the child was reading the book Two Little Ducks Get Lost, the child uses his embedded phonics knowledge of sound and
letter relationships, to sound out the words has (h/a/s) and him (h/i/m). This was a useful strategy for the child to decode these
two words.
Problem strategies with letters: The child could sound many letters correctly; however, he struggled with identifying the letter and
sound relationships of some letters. He also had difficulty with the verb end ing. He also had difficulty with identifying the end sound
of words mainly, and occasionally the middle sounds as well.
Evidence in running record:
The child could not identify the letter and sound difference between a and u. the child sounded out the word ran as r/u/n.
Although the child sounded out the letters h/i/l/l to identify the word hill, the child is unaware that he could use strategies such as
chunking h/i/ll.
The child correctly identified and understood words within all three texts that ended in the verb end ing, however, he could not
correctly pronounce ing at the end of every words, such as fishing. Instead he would say fishin instead.
Explicit Teaching Focus

Phonemic Awareness

Ideas for teaching

1) Guess what Im thinking

- This game challenges children by
getting them to guess words you
are thinking of. To allow children
to guess what you are thinking

Organisation and implementation

Reference

(small group, individual, whole class

(E.g. Hill, 2012,

focus)
1) This task would possibly work best

p. )
Hill, 2012, p.154.

in small groups with a teacher, who

can help model the game initial,
being the one giving clues, until the
children begin to get a grasp of

of, the clues you give the

how the game works and can go off

children can be either the initial

and work in pairs.

or final sounds of words. Such as;

Im thinking of something
beginning with /w-w-w-w-w. It is
important to stretch the sounds
for emphasis. This game would
help the child to build his
phonemic awareness as well as
build on his knowledge of letter
Phonics

and sound relationships.

1) Childrens names- who am I?
- Many teachers use childrens
names as an emerging starting
point for exploring the
relationship between sounds and
letters. Childrens names are

1) This activity can be modelled with

Hill, 2012, p.268.

the teacher and whole class until

children become confident and
understand the concept of the
game and can conduct it
independently in small groups.

important to their identity;

therefore creating meaning.
Make a who am I? book where
children write clues to their
identity and other children guess
their name (emphasis the clues
Vocabulary

based on teaching phonics).

1) Word walls
- Word walls are alphabetical lists
of words created in the classroom
for the purpose of word study

1) This activity can be conducted by

the whole class, adding specific
words together from previous
readings or words relevant to

Herrell & Jordan,

2004, p.31.

and vocabulary development.

particular groups. For example;

This can be beneficial to the child

particular high-frequency words

as this word wall can have high-

that a group of children struggle

frequency words that the child

with in their daily reading.

does not know well or at all, to

build on his vocabulary from
books he has read; words such as
Comprehension

look and some.

1) A KWL chart
- A KWL chart consists of three
sections; what the child already
know, what they want to learn
and what they learnt from a
particular text. The first two
sections are done prior to reading
the text and the last section is
completed after the reading of
the text is complete. This

1) This activity can be conducted with

Hill, 2012, p.231.

the whole class, small groups or

individually. Or the three different
sections can be implemented
differently. For example; what the
children already know can be done
as a class, what the children want
to know can be done in small
groups and what the children learnt
can be done individually.

strategy helps with

comprehension as it engages
children in making personal
connections between the text
and their prior knowledge and
support the development of
higher level thinking skills.
Fluency

1) A way to teach fluency would be

through the identification and

1) This activity can be conducted in

smaller groups with the guidance

Hills, 2012.

practise of punctuation. Teaching

when to stop at the end of a
sentence, when to take a breath
(commas), when to change our
voice for a different character
(talking marks) and the list goes
on. Children can do this by acting
out different scenes in a favourite
book. For example; take the role
of a particular character in the
story, and read the lines when
that character speaks in the
narrative.

and modelling of the teacher.