"Read" is a relative term

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"Read" is a relative term
By Marie

In my experience (grade 1 and SK), children within one class can range from role play reading to transitional reading (grade 4ish). You'll always have your lower ones, and you may have a really advanced reader. The majority
always seem to fall somewhere in between.
My suggestion would be to reflect on what "reading" is. Reading is a skill made up of many strategies, and it doesn't just included "sounding out" the words. Do the children understand what they are reading (comprehension)? Is a child a reader when they can read PM 5, or PM 18 or...? Or when they can read many different types of texts? Or...?
"Reading"

is a continuum. A great resource is the First Steps Reading Developmental Continuum. It lays out key indicators of different phases of reading and where the teaching emphases should be for each phase.