Third Grade Reading Skills

February 25th, 2010 by The Reading Lady
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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

February 12th, 2010 by The Reading Lady
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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

February 10th, 2010 by The Reading Lady
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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

January 30th, 2010 by The Reading Lady
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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

January 15th, 2010 by The Reading Lady
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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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Retelling to Promote Strong Reading Skills in Children

January 10th, 2010 by The Reading Lady
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A great skill to teach our children is to synthesize information and to retell it in their own words to someone else. This is a higher order thinking skill which requires a child to recall information, synthesize it and then put it into his or her own words. After reading a book together, ask your child to tell the other parent, a sibling, grandparent or other significant adult about the book that the two of you just shared.

Begin by providing prompts to the child such as, “Can you tell Nana what the name of our book was?” or “Who (what) was the book about?”  Then say, “What happened at the beginning of the book?” Continue to prompt the child with questions like “Then what happened?” until the child has adequately summarized the beginning, middle and ending of the book. If you need to provide clues along the way that is fine too – especially in the beginning when your child is just learning this skill. Assist with suggestions like, “So, he went….where?”  After a few times of prompting, your child will begin to understand how to summarize and retell the book in his or her own words in the correct sequence. This is a really important skill that helps a child develop strong comprehension as well as a good understanding that books have a logical order and sequence.

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Reading and Competing Activities for Children’s Attention

January 5th, 2010 by The Reading Lady
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Children in today’s society have so many things to keep them busy – television, video games, computers in addition to the normal things like toys and playing outside. It’s no wonder that a quiet activity like reading has difficulty competing with these “high interest” choices that children have available to them. If your child enjoys television, using the computer and playing video games, there are plenty of good “educational” choices available that can help your child build his/her reading skills while having fun at the same time. Look for television shows or games that teach your child something as well as keep them interested and involved. Shows or games that expand his/her knowledge-base or build vocabulary are helpful choices since a child’s vocabulary is directly linked to how well s/he will do in school. Some good examples are “Blue’s Clues,” “Between the Lions,” “Reading Rainbow,” and “Zoom” to name just a few. For computers, programs such as Reader Rabbit can be fun as well as helpful for reading skill development.  Find games that reinforce a child’s sense of rhythm or that get children up and moving are also good since children who are physically fit do better in school than more sedentary, overweight children. Finally, remember that our children see what we value most by watching what we do ourselves. If you want your child to enjoy reading, then show that you enjoy reading by being an active reader yourself.

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Posted in Reading Habits

Making Connections to Text

December 28th, 2009 by The Reading Lady
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Good readers make connections to themselves, their experiences and to other things they know as they read. We can help our children build this skill as we are reading with them by stopping to help them connect to things that have happened to them in the past. For example, we might say, how do you think you might have solved this problem if this had happened to you? Or we might say, “What do you do when you get frustrated with your brother?” Or we could say, “Do you think character X was acting nicely when s/he…..(action)?” Getting children to stop and connect to the actions, problem or story line is a good way to build children’s skill in connecting to text.

We can also ask children to compare and contrast people, places or actions in a book with those experiences they have in real life. We can ask children to think about how they are like or different from the main character. We can ask them to compare the story setting to their own home or town and help them see differences in lifestyles. We can also ask children how they would feel in similar situations and help them discuss their own fears or worries. This not only helps you get to know your child better, but helps children see that characters in books face the same challenges that they might and helps them see that problems can be overcome if we just think about how other people face them.

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Reading Games for Traveling to Grandmas’ House

December 16th, 2009 by The Reading Lady
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Soon many families will be piling into the car and heading out for some extended travel to share the holidays with friends or family. The long ride can afford some good family time and opportunities to enhance children’s literacy skills along the way. For younger children who know their colors, play the “I see something ” game.  To play, select something either inside or outside the car and say, “I see something that is…” and then  provide a few physical clues to the item such as whether it is inside or outside the car and then “big” or “red” or “green.”  Children then think about the clues and try to guess the identity of the item.

Another version of this game that can be played is the more traditional 20 questions where one person in the family thinks about an item and the other family members must ask questions (up to 20) to try to determine what the other person is thinking about. If no one guesses correctly, the person thinking of the item is the winner of the game. This game enhances critical thinking abilities as well has helps develop questioning abilities.

For older children who can identify letters, another fun game is to look for the letters A-Z on signs and billboards until all letters in proper sequence have been located. For example, the letter A might be found on an Applebee’s Restaurant sign and a B might be found on a sign for a neighborhood bakery you pass. The letter C might be contained on a street sign naming “Central Avenue.”  Play can either be as an entire family searching for the letters in order or by each individual in a more competitive manner. Of course, you can make up your own rules for the game but in my family, when we played the individual, more competitive version, we required people to call not only their letter but also the location where they saw it so that others could also verify the “find.”  Once the location was used to contribute a letter, it could not be used by other people waiting for the same letter. That rule was contributed by my husband – a highly competitive type  who wanted to win when he played with us. The letters Q and Z do tend to be tough to find but with persistence you can find all of the letters somewhere along the way.

Another fun game is telling the continuing story. One person starts a sentence and then each person in the car in order  has to add the next sentence to the story taking up the story from where the last person left off. The story can take some unusual twists and turns as it develops over the course of time and with additional contributions from each family member. Not only do games reinforce literacy and thinking skills, but they also make the time on the road pass faster.

Happy holidays to you and yours and may your journey be safe as well as fun this holiday season!

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Happy Holidays to My Reading Place Readers

December 12th, 2009 by The Reading Lady
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I recently came upon this incredible video The Family Dinner Video from a website called Dine Without Whine – The Perfect Gift. The video  is beautifully done and I hope you will enjoy the thoughts the author provides about how important it is to spend time with one another as a family.

While my blog is about reading with your children, this video speaks about how important it is to spend time as a family and to enjoy one another especially at this important time of year.  That is also a benefit of reading to your children and spending time exploring books and the many wonderful characters in them.  The family dinner table is also a great place to talk about our favorite books and to think back on our favorite stories and characters. Happy holidays to you and your family. May the coming year bring you much joy and happiness.

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Posted in Reading Tips