Archive for the ‘Reading Skills’ Category

Can You Teach A Child to Read Too Early?

Friday, May 13th, 2011

While every parent wants their child to learn to read well, many parents do not understand the underlying skills that make children develop into strong and effective readers. The two greatest gifts that parents can give their children are a well developed vocabulary and the joy that comes from playing with letters and sounds. Forcing a child to try to “read” words on a page or memorizing flash cards with words or words and corresponding pictures is not learning to read. Learning to read starts with associating the sounds of the letters with the letters themselves. It begins with listening to good books and enjoying the “story” that is being told. For young children, it is listening to the same books over and over again until they can recite or “read along” with the parent. It is anticipating what will come in the next line or even on the next page. It is listening to the “lilt” of language and playing with rhyme and rhythm. This is the backbone of learning to read and becoming a strong and capable reader. So, stop wasting your money on products that promise “your baby can read” if you just buy my perfect product. It is a waste of time. Start spending time teaching your child to love the sound of words and the fun of stories you share with him. Before you know it, when the time is right for your child, your child will be “reading” right along with you and developing the skills that will enable him or her to be a capable and avid reader.

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Asking the Right Questions at Parent-Teacher Conferences

Thursday, January 20th, 2011

Many parents are now visiting their child’s teacher for parent-teacher conferences at this mid-point in the school year. This is an important time to learn how your child is progressing in his or her literacy skills and get your questions answered. Some things to ask the teacher include the following:

1.  How is my child’s reading level in comparison to where you expect him/her to be at this time of the school year?  What type of growth has s/he made this year?

2.  What types of books or materials should we be reading together or to our child to support what you are doing in the classroom?

3.  Are there specific activities that you would like us to spend more time on at home to help our child’s reading grow more rapidly?

4.  What does my child do well while  reading and what needs more work?  What strategies do you suggest for us to help our child at home?

5.  What ideas do you have to help us keep our child motivated about his/her reading practice and schoolwork?

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Helping Children Become Strong Readers

Monday, October 4th, 2010

I was recently disappointed to learn that as children continue to grow, their pleasure reading often drops off. In a study commissioned by the Scholastic Book Company, researchers  found that the number of children who are considered “high frequency readers” or children who read for fun each day drops from 40% to 29% after they reach age 8.  Readers are more confident people. The study found that children who were high frequency readers viewed themselves as “smarter, better students, more popular and more creative. In other words, they were much more confident and had positive attitudes about themselves and their abilities. When asked why they didn’t read more, the children reported that they need help getting better books that they like to read. Parents on the other hand, thought that kids didn’t read as much due to too much homework or having better things to do. This is a great finding since parents can do a lot to help their children find more interesting  books!  Being a role model, talking to children about books and what you are reading can do a lot to pique student interest. Helping children connect with the types of books they really like is a very important way to encourage children to love reading and to engage in reading more often. When children read more, they become strong confident readers. Now who can argue with that as a great family goal?

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Summer Reading to Keep Children’s Reading Skills Sharp

Saturday, May 15th, 2010

Wow – school will be ending soon! It’s hard to believe that another school year will soon be coming to a close. This is a great time to go to the library or find great online reading sites to help your child continue to grow and develop his or her reading skills. While summer is a time for fun and relaxation, it is also a time when children lose some of their skills or “regress” a bit due to not using those reading skills on a daily basis. While it is ok to give kid a break, be sure to plan some time to continue to read and share books together so that your child’s skills can remain sharp. Take your child to the library or book store and let him browse until he finds the books that interest him and that he will want to spend some quite time reading and enjoying. Our actions continue to speak louder than our words so your child should also see you take some well deserved “down time” with a good book in our hands. Be sure to ask your local children’s librarian for some suggestions based on your child’s interests. Summer can be filled with swimming, playing and above all, good books.

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Building Literacy Skills on a Daily Basis

Friday, April 30th, 2010

We all know we should read to our children every day but life is busy. Have you ever found yourself feeling guilty because you missed a day of reading to or with your child? It happens – so forgive yourself and move on. Tomorrow is another day to share that daily read and favorite book. While making reading a daily “habit” is beneficial and important, the earth won’t end if we miss a day every now and then. There are many other ways that children develop strong language and literacy skills. First of all, talk to your child about what is happening all around him. Don’t limit your vocabulary to “children’s language” but instead, use the same sophisticated words with your children as you normally do around other adults. Children need to hear language – LOTS of language – on a daily basis to expand their own understandings of how language works and is used in daily life. Young children like to “try out” the things they hear to see how new words work for them. Use language rich in idioms and explain those idioms when necessary to help your child understand how words work. Young children catch on quickly and will learn to process at higher levels if you do. So, while daily reading is certainly encouraged to develop good literacy skills, remember that you are also building vocabulary and literacy skills in your children on a daily basis each time you open your mouth.

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Third Grade Reading Skills

Thursday, February 25th, 2010

This is the last post in this series of what students should be able to do by the end of each of the grade levels if they are developing according to expectations. By third grade, children should be reading fairly fluently and should have a good command of the reading process. They should be reading longer fiction books containing chapters independently and be able to learn by reading. Children should be able to summarize the major points from fiction or nonfiction and be able to identify the major theme or message in a story. S/he should be able to ask “how,” “why” and “what-if” types of questions about nonfictional text and use the information to express opinions or make hypotheses. In writing, the child should be able to not only write but also to combine information from multiple sources into a report format. The child should be able to review his or her own writing for spelling and grammar and make revisions to improve the writing. The end of third grade marks the end of “learning to read” and from 4th grades on, children are expected to use “reading to learn.”

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2nd Grade Reading Skills

Friday, February 12th, 2010

By the end of second grade, children are able to read more sophisticated texts and are developing understanding of multi-syllable words in their reading. At this stage, children begin to read both nonfiction as well as fiction. They learn to read information from diagrams, charts and graphs and have a good ability to recall facts and details that they have read in the text. At this age, children can see similarities and differences and can connect and compare information from several different texts. They correctly spell most sight words and can accurately read many irregularly spelled words in context. They have mastered most decoding skills and understand how to break a word into word parts or syllables to try to identify meaning. They understand that the purpose of writing is to communicate meaning and they can begin to organize information into simple forms such as for a report, a letter or a journal entry. Children in this developmental stage, ask questions and can give possible responses to how, why and what-if questions based on a text that they have read. By the end of second grade, many children are ready to move into simple “chapter books” and readily self-select reading material that interest them. While they still may enjoy being read to on occasion, more and more children at this stage are taking on their own reading and book selection. This is a great time to help children explore their interests and continue to practice their reading on real texts. Since reading is a “participation sport” the second grade year is a great time for parents to encourage and support good reading behaviors so that their children become life-long, strong and capable readers.

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1st Grade Reading Skills

Wednesday, February 10th, 2010

First grade is a year of tremendous growth in a child’s reading development. During this time, the child makes the transition between “making up words that fit the pictures” to “real” reading the text that is actually on the page. By the end of first grade, the child should be able to identify regular sounds and patterns and be able to sound out unknown words s/he comes across in grade level text. S/he should also be beginning to build a sight word vocabulary with simple words such as “have,” “said,” ” there,” “why” and similar words. The child should be able to represent most commonly understood words with phonemic approximations that are pretty close to the actual spelling and have at his or her command a good list of words that can be spelled correctly. The child should be able to express thoughts in writing and understands the concepts that capital letters begin sentences, that words needs spaces between them and that sentences end with punctuation. The child should be able to make predictions about what will happen next in a story and provide justifications for their thoughts and ideas. The child should be able to connect his/her background understandings to the text that is being read, answer simple comprehension questions about the text and retell the major events of a story s/he has read or heard. By the end of the first grade year, the child who is on track with his or her reading development has made substantial strides toward becoming a fluent and capable reader.

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Kindergarten Reading Skills

Saturday, January 30th, 2010

By mid-school year, some children are beginning to experience reading problems. As a result, I am often asked by parents, “How do I know if my child is reading where they should be for his/her grade level?”  So, over the course of the next few posts, I will be discussing what skills children should have mastered by the end of each grade from kindergarten through third grade. Since this is mid-school year, if your child is well on his or her way to mastering this list of skills and concepts, then s/he is probably right where they should be at this time of year. By the end of kindergarten, a child should have mastered the following skills and concepts:

1) Knows how to properly hold a book, turn the pages and understands that print is read from left to right as it is being read. Knows the parts of a book such as cover, title page, author,  illustrator and story.

2.  Attempts to “read” familiar texts from memory with correct concepts (not necessarily verbatim from the print) by looking at the pictures as clues.

3. Recognizes and can name all uppercase and lower case letters. Can identify at least one sound for each letter – usually the short letter sound for vowels.  Can identify and possibly write a few common words such as the child’s own name, mom, dad, a sibling’s name, an animals name or other commonly seen words in the child’s environment or homelife.

4. Recognizes some common words by sight including “a, the, I, my, you, is, are, etc.). Notices when simple sentences do not make sense.

5.  Uses new vocabulary and grammatical constructions in his/her own speech. Connects infomation and events in stories to his/her own life and experiences.

6.  Listens attentively while someone reads to him/her. Can retell, reenact or dramatize stories or parts of stories heard. Can correctly answer questions about the stories read and make predictions based on pictures or events taking place in the story.

7.  Can give and identify rhymes and knows when words begin and/or end in the same way such as ball and bat or pen and hen.

8. Can write most letters when they are dictated to them and can phonetically write some commonly known words by sounding them out to express own ideas on paper.

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Using Picture Walks to Build Reading Interest

Friday, January 15th, 2010

Another fun way to read together is by taking a picture walk through a new picture book that you and your child have not yet read. To do this, first look at the cover and consider from just the cover artwork what the book might be about. Then read the title aloud together to verify the prediction the two of you have made about the book. Then begin looking at the pictures, page by page without reading the actual text. Try to get your child to guess what s/he thinks might be happening in the illustrations in the book. For example, you might say, “So, it looks like Mr. Duck might be going on a trip because I see he has a suitcase in his hand and he looks like he is walking down a road in this picture. Go through the entire book making predictions about what you and your child think might be happening. Once you have completed your picture walk, then see how close your guesses were to the actual story line by reading the book together. Your child will have fun seeing how well you guessed and you will also be teaching your child some solid skills in prediction.

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