Welcome!
A little about this site.....
The Reading Team has created this site to inform parents about the development of children's reading and writing at the Kindergarten and Grade 1 level. It is our intent that this will be a resource for you to refer to when you seek information regarding your child's reading and/or writing acquisition.
Recent News in Reading: How to Increase Reading Stamina
http://www.readingrockets.org/pdfs/edextras/51787-en.pdf
First Grader Reading Milestones
Your first grader is learning to “crack the code” of the written word.
First graders learn phonics, the sounds of all letters and letter combinations. They apply phonics knowledge to figuring out or “decoding” words that they do not know by sight. Learning how to crack the code of reading also helps your first grader spell words he wants to use in his writing.
First graders know many words by sight.
At the end of first grade, children typically know at least 150 “sight words,” or common words, such as “the” and “no,” that they recognize with ease. They learn sight words through repeated exposure in reading and by using these words over and over again in their own writing. When a first grader has a strong store of sight words, she can use her “known words” to help her figure out new words. For example, she can use “in” to help her figure out “chin” and “thin.”
First graders can read simple books smoothly, but generally read word-by-word.
By the end of the year, the typical first grader can read simple books such as Eat Your Peas, Louise! or Little Bear accurately, by identifying all the words correctly. Most first graders read word-by-word instead of in phrases, and they read fairly slowly, especially if they are reading a book for the first time. They become smoother readers by reading the same books over and over again. Although some first graders read to themselves, it is easier for most to read aloud. When your first grader reads aloud, he can hear himself as he tries to decode new words.
First graders can often detect their reading mistakes, or "miscues".
The typical first grader often knows when he has made a reading error when the story suddenly does not make sense. While your first grader cannot correct all the errors she makes in reading, she is beginning to learn some strategies to “fix” her mistakes. Common strategies include rereading lines of a book to try it again, and looking for a known word within a new word. Another strategy is for your child to skip the unknown word as he/she says "hmm" to replace it, read the rest of the sentence and then go back to figure out the unknown word - usually it will "pop" into your child's head!. First graders need to remember to "match" the words they read to the words that are on the page - they "make it match"! And finally, first graders need to think if the words they are reading "look right", "sound right", and "make sense". When they do that, it is called "cross-checking" their reading.
First graders learn phonics, the sounds of all letters and letter combinations. They apply phonics knowledge to figuring out or “decoding” words that they do not know by sight. Learning how to crack the code of reading also helps your first grader spell words he wants to use in his writing.
First graders know many words by sight.
At the end of first grade, children typically know at least 150 “sight words,” or common words, such as “the” and “no,” that they recognize with ease. They learn sight words through repeated exposure in reading and by using these words over and over again in their own writing. When a first grader has a strong store of sight words, she can use her “known words” to help her figure out new words. For example, she can use “in” to help her figure out “chin” and “thin.”
First graders can read simple books smoothly, but generally read word-by-word.
By the end of the year, the typical first grader can read simple books such as Eat Your Peas, Louise! or Little Bear accurately, by identifying all the words correctly. Most first graders read word-by-word instead of in phrases, and they read fairly slowly, especially if they are reading a book for the first time. They become smoother readers by reading the same books over and over again. Although some first graders read to themselves, it is easier for most to read aloud. When your first grader reads aloud, he can hear himself as he tries to decode new words.
First graders can often detect their reading mistakes, or "miscues".
The typical first grader often knows when he has made a reading error when the story suddenly does not make sense. While your first grader cannot correct all the errors she makes in reading, she is beginning to learn some strategies to “fix” her mistakes. Common strategies include rereading lines of a book to try it again, and looking for a known word within a new word. Another strategy is for your child to skip the unknown word as he/she says "hmm" to replace it, read the rest of the sentence and then go back to figure out the unknown word - usually it will "pop" into your child's head!. First graders need to remember to "match" the words they read to the words that are on the page - they "make it match"! And finally, first graders need to think if the words they are reading "look right", "sound right", and "make sense". When they do that, it is called "cross-checking" their reading.
Encouraging Your First Grader
First Grade Reading Milestones and Encouraging Your First Grader both were found on:
http://www.pbs.org/parents/education/reading-language/reading-milestones/first-grader-language-development-milestones/first-grader-reading/
Some of the information was edited by S. Cooney, as appropriate for Medfield students
- Encourage your child to read aloud a little every day. Beginning readers need to practice, and most find it easier to read aloud. Set aside a special time to read to your child and save a few minutes for your child to read to you each day. Some first graders enjoy reading books to their siblings as well as to their parents. Others may enjoy making a tape recording of themselves reading aloud.
- Make sure that your child reads books at a comfortable or "just-right" level - not too easy, but not too hard. Reading books that are too difficult is often frustrating, especially for beginning readers. Books that are appropriate for home reading are books that your child can read with little help from an adult. If you are looking for more books for your child to read, ask your child’s teacher or your local librarian to offer recommendations based on your child’s interests and the types of books she now enjoys.
- Rereading books helps beginners become more fluent readers. First graders love reading books over and over again. If your child has read you a book, he may be motivated to read the same book to another family member. Rather than encouraging your child to pick up new books all the time, encourage him instead to reread books on which he is an "expert." Rereading will help your child develop reading fluency, or the ability to read smoothly, with expression, and at a reasonable pace.
- Encourage your child to correct her own errors by asking questions.When your child misreads a word, you might ask, "Did that make sense?" or "Does that sound right?" Then encourage her to reread a word or sentence. Of course, if your child can’t figure out a word and is becoming frustrated, simply read the word for her.
First Grade Reading Milestones and Encouraging Your First Grader both were found on:
http://www.pbs.org/parents/education/reading-language/reading-milestones/first-grader-language-development-milestones/first-grader-reading/
Some of the information was edited by S. Cooney, as appropriate for Medfield students
Helpful Information for
Parents - Kindergarten
Parents - Kindergarten
Kindergartner Reading Milestones
By the end of kindergarten, most children can recognize and write upper and lower case letters. They also learn the sounds associated with most of the letters of the alphabet. Most kindergartners can tell you that B says “b” and M says “m” and can incorporate letters and sounds into games they play like “The Name Game” and “I Spy.” Children typically master consonant sounds before vowel sounds because it is harder to hear the small differences among some vowel sounds.
Most kindergartners can read some words and simple books. Children in kindergarten typically recognize many words by sight or by looking at them and recognizing them as wholes. Kindergartners’ “sight words” often include their own names, the names of classmates, and words they use frequently in their writing, such as “Mom,” “love, ” and “the.” They also learn words they see around them, such as “STOP” and “EXIT.” Many can read “families” of words such as “cat,” “bat,” and “mat.” By the end of the year, many kindergartners are able to read familiar books by recognizing some words, remembering what the story says, and looking at the pictures.
Kindergartners learn that writing goes from left to right. They learn that we read to the end of a line and return to the left to read another line. They learn where a printed word begins and ends and learn the difference between a word and a letter. Many can match spoken words to the words in books. They even begin to recognize and learn the purpose of common punctuation marks such as periods and question marks. Having a solid understanding of what print is and the way it works is necessary for learning to read.
Kindergartners can understand more than just the plot of a story. They are able to extend their thinking and discuss why events happened and why characters acted as they did. They can also make reasonable predictions about what will happen next and relate the story events to events in their own lives. Being able to discuss stories they listen to now will help children make meaning later on when they are able to read independently.
Most kindergartners can read some words and simple books. Children in kindergarten typically recognize many words by sight or by looking at them and recognizing them as wholes. Kindergartners’ “sight words” often include their own names, the names of classmates, and words they use frequently in their writing, such as “Mom,” “love, ” and “the.” They also learn words they see around them, such as “STOP” and “EXIT.” Many can read “families” of words such as “cat,” “bat,” and “mat.” By the end of the year, many kindergartners are able to read familiar books by recognizing some words, remembering what the story says, and looking at the pictures.
Kindergartners learn that writing goes from left to right. They learn that we read to the end of a line and return to the left to read another line. They learn where a printed word begins and ends and learn the difference between a word and a letter. Many can match spoken words to the words in books. They even begin to recognize and learn the purpose of common punctuation marks such as periods and question marks. Having a solid understanding of what print is and the way it works is necessary for learning to read.
Kindergartners can understand more than just the plot of a story. They are able to extend their thinking and discuss why events happened and why characters acted as they did. They can also make reasonable predictions about what will happen next and relate the story events to events in their own lives. Being able to discuss stories they listen to now will help children make meaning later on when they are able to read independently.
Encouraging Your Kindergartner
Kindergartner Reading Milestones and Encouraging Your Kindergartner both were found on:
http://www.pbs.org/parents/education/reading-language/reading-milestones/kindergartner-language-development-milestones/kindergartner-reading/
Some of the information was edited by S. Cooney, as appropriate for Medfield students
- Let your child read the words and offer help only when it’s needed. By the end of kindergarten, many children can read simple books containing short, common words and books that follow a predictable pattern. Most children rely heavily on pictures and their memory of the story to help them read. Young readers benefit from practice, and they take great pride in showing off their new skills to adults. As your child reads to you, you can help out and provide words if he gets stuck, but try not to step in before you are needed.
- Let your child "share" the reading with you. Not all children can read books independently at the end of kindergarten, but all can share reading with an adult. The child who recognizes only a few words can chime in and read those words in the text. Most can fill in a rhyming word in a shared reading. For example, if you read, "Have you ever seen a bear combing his _______?" your child will probably provide "hair" as the correct rhyme.
- Keep reading sessions short. Reading can be hard work for kindergartners. It is a complex activity that requires a delicate orchestration of skills, including paying attention, looking carefully at print, remembering sounds of letters, and using language prediction skills. Kindergartners expend a lot of energy reading, so if your child shows signs of frustration, it is definitely time to stop.
- Encourage your child to track the print with a finger, pointing to each word as she says it. This habit will reinforce the idea that printed words represent spoken words and that print goes from left to right in English. You can also ask your child to find words she knows in the text or to find a word that starts with a certain beginning sound. Asking your child how she knew the word was "kitten" and not "cat," for example, will help improve her awareness of the strategies she is beginning to use in reading.
- Don’t limit reading to books. Reading is a skill that we use regularly in our everyday lives, so encourage your child to read at times other than at book time. Having your kindergartner read street signs, look over your shopping list, follow a simple recipe with you, and read a menu with you are all ways that you can extend reading beyond books
Kindergartner Reading Milestones and Encouraging Your Kindergartner both were found on:
http://www.pbs.org/parents/education/reading-language/reading-milestones/kindergartner-language-development-milestones/kindergartner-reading/
Some of the information was edited by S. Cooney, as appropriate for Medfield students