When reading the test passage, pronounce words clearly and correctly.
- Know the difference between the short vowel ĭ and the long vowel ē sound.
e.g. chĭck / cheek slĭp / sleep fĭll / feel
- Pronounce end consonants clearly.
e.g. Tom wants (not ‘want’) to play football.
e.g. Do your best (not ‘bess’) later.
- Know how to pronounce ‘th’ correctly.
e.g. This (not ‘dis’) is the way to school.
e.g. My father (not ‘fah-der’) drives a taxi.
Read expressively so your reader does not get bored.
- Vary your pitch, making sure that your voice goes up and down.
e.g. Where are the children? (questions end on a high note)
e.g. It’s time for dinner. (affirmative statements should end in a level pitch)
- Stress the important words.
e.g. Let’s eat children. vs. Let’s eat, children.
- Adjust your volume so you don’t speak in a monotone.
e.g. Soft to Loud: whisper–mutter–state–announce–demand–exclaim–shout
Practice chunking phrases to develop fluency.
- Focus on reading groups of words, or phrases, rather than individual words.
- Practise using slashes (/ /) to group words into phrases. Remember to pause when you see a full-stop or comma.
When the starter fired his gun, / the competitors dashed off with John in the lead. / Ben followed closely behind, / waiting for the right time for his final sprint. / At the last bend, / he began to pull ahead. / Finally, / he reached the finishing line / two full seconds before his classmate. / He had won the race!