It is important to show you are engaged from the outset, hearing reading should be interactive.
Ask your child what the title of their book is, then either ask for predictions about what the text will be about or if they have already started then ask what has happened so far. You may suggest what you think of the cover illustration.
For weaker readers you can share the reading, taking a page at a time or read at the same time when they flounder and pull back when they seem more confident. Don’t be afraid to stop and comment on the book.
Questions you may be able to ask:
- What do you think that character feels about what has just happened?
- What will happen next?
- Ask the to explain why an event was important in the story.
- Ask them to describe the setting.
- Ask them if they would be friends with one of the characters and why.
There are many more. You may need to model the answers and get a conversation going if children struggle to answer. Sometimes “hearing a reader” may be more about the discussion and enjoyment of the book than actually hearing them read the text.
Take time to discuss the pictures. This is a good chance to reinforce tricky vocabulary that you can see may appear in the text below the picture for younger readers.
If children are lacking in expression model this for them by reading a page or two.
Please use their reading journal section of their student planners to record what you have read. Write what they did well and record and pointers you may have given them for
improvement. If there is a particular word or two they have struggled with record these too so the next person can pick up on these.