1St grade reading samples

1st Grade Reading Comprehension Worksheets

The 1st grade reading comprehension worksheet activities below are coordinated with the 1st grade spelling words curriculum on a week-to-week basis, so both can be used together as part of a comprehensive program, or each part can be used separately. The worksheets include first grade appropriate reading passages and related questions. There are 36 weeks of first grade worksheets, following most standard school year calendars. Click on the title of each worksheets to download the printable PDF. Students should read each passage and then answer related questions. They can also write answers on another page or back of the worksheet.

Be sure to check out all of our reading comprehension worksheets.

Week 11 Reading Comprehension (A-11). Focus: Words in the –ob family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
A Job For Bob

Week 10 Reading Comprehension (A-10). Focus: Words in the –op family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a

Week 36 Reading Comprehension (A-36). Focus: Long “ee” Pattern Words.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade

Week 15 Reading Comprehension (A-15). Focus: Words in the –un family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a

Week 5 Reading Comprehension (A-5). Focus: Words in the –it family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a

Week 24 Reading Comprehension (A-24). Focus: Short “u” Words.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a, RF.1.2.a

Week 8 Reading Comprehension (A-8). Focus: Words in the –ick family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a

Week 33 Reading Comprehension (A-33). Focus: Short “oo” with _oo_ Words.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a , RF.1.2.a

Week 26 Reading Comprehension (A-26). Focus: Long “a” with _a_e Words.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a, RF.1.2.a

Week 23 Reading Comprehension (A-23). Focus: Short “o” Words.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a, RF.1.2.a

Week 21 Reading Comprehension (A-21). Focus: Short “a” Words.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL. 1.1, RI.1.1, RF.1.4.a, RF.1.2.a

Week 18 Reading Comprehension (A-18). Focus: Words in the –ed family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a

Week 35 Reading Comprehension (A-35). Focus: Long “oo” Pattern Words.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a, RF.1.2.a

Week 25 Reading Comprehension (A-25). Focus: Short “e” Words.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a, RF.1.2.a

Week 13 Reading Comprehension (A-13). Focus: Words in the –ut family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a

Week 4 Reading Comprehension (A-4). Focus: Words in the –ack family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL. 1.1, RI.1.1, RF.1.4.a

Week 3 Reading Comprehension (A-3). Focus: Words in the –ap family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a

Week 19 Reading Comprehension (A-19). Focus: Words in the –en family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a

Week 6 Reading Comprehension (A-6). Focus: Words in the –ig family.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a

Week 34 Reading Comprehension (A-34). Focus: “ow” Pattern Words.

Grade Levels:
Grades K-12, Kindergarten & 1st Grade
CCSS Code(s):
RL.1.1, RI.1.1, RF.1.4.a, RF.1.2.a

1st Grade Reading Comprehension Worksheets

Due to the level of maturity and inconsistency in 1st grade students, research has not been strong for this reading level. The one thing we can grasp from research that has been done on the 1st grade level is that students that recognize the sounds made by paired letters (blends) and the elements of those sounds tend to be stronger readers at this grade. These worksheets contain short reading assignments for your 1st grade students. Students will read the story or article and then be asked to answer questions about what they have just read. Question sheets may include such activities as true/false, short answer, multiple choice, and more. There are multiple sheets for each reading passage, so be sure to print them all. Answer keys are not always available because most of the reading worksheets are in free or open response format. Note for Instructors: If you cannot use these worksheets in your regular curriculum, they make great review pieces or extra credit assignments for your students.

Get Free Worksheets In Your Inbox!

Click the buttons to print each worksheet and answer key.

A simple passage followed by questions for you. The passage reads: Carl is a cat. Carl likes to take walks. Carl likes to play. Carl likes to eat fish. At the end of the day, Carl curls up and sleeps by the fire. You are a good cat, Carl!

What can you do with this worksheet? Read the five sentence passage and then answer the five questions.

The reading passage says: Little Bat lived on a farm. During the day he slept high up in the barn. At night he woke up and looked for bugs to eat. Little Bat was friends with the lambs, the piglets, the calf, and the kittens. But Little Bat did not like the spider. The spider was not good to eat. The spider was not friendly. And Little Bat did not like to get sticky web on his wings. So Little Bat and the spider left each other alone!

Jim put on his hat. He went outside. He found his friends. Hank threw a snowball. Jim threw a snowball. They had a snowball war.

Complete all the sentences that are put in front of you. They each just need a word, but add punctuation marks for extra credit.

Who doesn't love a good birthday? It is Jill's birthday. Jill's favorite part of her birthday is the cake. Jill loves cake. Jill's mother made her a big, pink cake with cherries on top. Jill's friends came over for a party and shared the cake.

What does Mary find? What does Mary do?

Who got out of the balloon? What was at the bottom of the balloon? Who got in the basket first?

There is a nice park in town. There is a bench in the park. There is a fountain in the park. There are trees in the park. Mike likes to bike in the park. Fran likes to run in the park. Kim likes to picnic in the park. Everyone loves the park!

Write three things that you learned about the sun.

What is the boy's name? What is the horse's name? Is the horse real? How do you know?

Linda’s mother took her to the beach. Linda wore a big hat to keep the sun off of her face. She brought her pail and her shovel. Linda walked along the beach and collected shells.

Which of the animals in the story: Suck the coconut milk? Play with the coconuts?

The ladybug is an insect. Like all insects, it has six legs. The ladybug has two sets of wings. The outer set is the hard shell for protection. The inner set is what the ladybug uses to fly. Many ladybugs are red and black, but they can also be yellow and black or orange and black.

Circle T if the sentence is true. Circle F if the sentence is false.

Ants like to be around other ants. They live in large groups called colonies. There are many kinds of ants in the world. One thing all ants have in common is that they can lift twenty times their body weight.

How To Help 1st Graders Read Better

Working on 1st graders' reading skills can be challenging. They need extra attention to comprehend things. Although they are familiar with the alphabet letters, it may be hard to understand their use. While this may be correct, the stories they read at this level may stick as crystal clear memories down the road. You can use many ways to help students with reading and comprehension.

Students in the 1st grade seem to understand the concept of reading left to right. The focus for teachers at this level sound be on increasing phonemic awareness and attention to sounding out words. Students should spend a good bit of time learning the spelling to sound correspondences to achieve a higher level of proficiency in this range. We advocate for a well-balanced phonics-based approach reading. To make the most of the student’s achievements we encourage you to monitor each child’s progress bi-weekly and provide them with the necessary materials to secure their interests in what they are reading. You will find a variety of reading passages below that will promote an array of broad interests in what is being presented. We feature some visual images as needed which you will find is helpful for readers with weaker phonemic awareness skills.

Reading books is a wholesome experience for the kids. Regardless of their comprehension abilities, they are curious to dive into the books. If you want to encourage them to read better, you can try some of the many ways listed below.

Ways to Improve 1st Graders' Reading Skills

Conceptual Reading

Since reading is a new concept for 1st graders, getting into minor details may be too much. You may help them understand the idea of a story first. As you help them read through a passage, ask them to share what they learned. Conceptual reading can help you analyze how good or bad they are doing with their comprehension.

You can accomplish this by helping them read the passage word by word. You may try to explain the meanings as you read the story with them. Once you close a paragraph, you can ask them to share what they understood. If they miss any information, you can help them go through it again.

Focusing on the Concept of Sequencing

Helping the students in sequencing is vital. If they understand the timeline of events occurring in the story, they may better understand the vocabulary. This practice also enables them to comprehend the structure of a story. You may help them identify the story's introduction, interval, and closure.

Understanding the sequence of a story can also help them in story development. As a part of the class activity, you may ask your students to create an account of their previously spent day. The students can start with the morning and describe it all the way to the night to describe the occurred events.


Every story has characters. When 1st graders learn to read, they are more prone to understanding the turn of events. You may help them with characterization. If the story has a dog in it, they need to be able to identify if the dog is a puppy or a hound. Helping them to understand the positive or negative impact of a character in the story can improve their comprehension skills.

You can also help them improve their reading by creating their characters. Using positive and negative terms in defining characters can develop a sense of how different words portray different meanings. Moreover, helping them comprehend a character from visual aids can also improve their comprehension.


By working on the 1st graders' reading skills, you can help them identify the sequencing and characterization of stories. You may also help them differentiate between facts and fantasy. 1st graders need to be able to distinguish factual information from made-up stories.

For example, if they read a story about a flying carpet, they should be able to identify it as fantasy. On the contrary, any story about a chef that bakes cookies can be confirmed.

As a teacher, you can create different scenarios based on facts and fantasies for your students. By asking them to distinguish between the two types, they can read and comprehend better. Factuality can play an influential role in a student's learning early stages.

Summing Up

If you want to improve your kid's reading and comprehension skills, you can find many fun activities online. While this may be valid, you can also think of ways to improve your kid's reading.

texts to test reading technique - NAUMENOK

It is advisable to test the formation of reading skills 3 times a year: at the beginning of the academic year, at the end of the first half of the year and at the end of the academic year. But sometimes the teacher prefers to check the reading technique at the end of each quarter.

The reading technique test includes not only reading speed, but also reading accuracy, comprehension and expressiveness. I wrote about this in more detail in article 9.0005 "How to test a child's reading technique."

  • Special texts are selected to test the reading technique.
  • The text should be understandable to the child, but be unfamiliar to him.
  • Sentences should be short, without any complicating constructions or signs.
  • It is better if the text for checking reading is without illustrations and dialogues so that children do not get distracted while reading.
  • Text must be placed on one page.
  • While reading the text, you can not interrupt the child, correct mistakes. After completing the reading, you need to return to those words that caused difficulty or were read incorrectly and ask the child to read them again. In the process of reading, a first grader can follow the text with his finger so as not to lose the line.
  • To test reading comprehension, you need to ask a few questions about the text.

Reading technique norm in grade 1

1st half year
Reading should be smooth syllabic, conscious and correct, with clear pronunciation of syllables and words.
Reading speed - 25-30 words per minute.

2nd half year
The child reads whole words correctly, consciously. Words with a complex syllabic structure are read syllable by syllable.
Reading speed - 30-40 words per minute.

These texts can be used not only to test the child's reading skills, but also for retelling. How to teach a child to retell can be found in the article “Teaching a child to retell”.

Reading technique test texts in grade 1

Sparrow and swallows
Swallow made a nest. The sparrow saw the nest and occupied it. The swallow called her friends for help. Together, the swallows drove the sparrow out of the nest. (22 words)


  1. What did the sparrow do?
  2. Who did the swallow call for help?

Ant found a big grain. He couldn't carry it alone.
The ant called for help from his comrades. Together, the ants easily dragged the grain into the anthill. (22 words)


  1. What did the ant find?
  2. Why did the ant call his friends for help?


Warm summer has come. Currants ripened in the garden. Masha and Tanya collect it in a bucket. Mom will make jam from it. In winter, in the cold, children will drink tea with jam. (29 words)


  1. Which berry is ripe in the garden?
  2. What will mother do?

The fox and cancer
The fox suggested that the crayfish run a race. Cancer agreed. The fox ran, and the crayfish clung to the fox's tail. The fox ran to the place. The fox turned around, and the crayfish unhooked and said: "I've been waiting for you here for a long time." (32 words)


  1. What did the fox offer to cancer?
  2. How did cancer outsmart the fox?


Cranes live near swamps, forest lakes, meadows, river banks.
Nests are built right on the ground. The crane circles over the nest, guarding it. At the end of summer, cranes gather in flocks and fly to warm countries. (33 words)


  1. Where do cranes build nests?
  2. When do cranes fly to warm countries?

A little girl wound woolen threads around an egg. It turned out to be a ball. This ball she put on the stove in a basket. Three weeks have passed. Suddenly there was a squeak from the basket. The ball squeaked. The girl unrolled the ball. There was a little chicken there. (34 words)


  1. How did the girl make the ball?
  2. What happened to the ball after three weeks?


The guys went to the forest for mushrooms. Dima found a beautiful boletus under a birch. Tanya saw a small butter dish under a pine tree. Ilya saw a huge boletus in the grass.
In the grove they collected full baskets of various mushrooms. The children returned home happy and happy. (38 words)


  1. Who found the boletus?
  2. What mushroom grew under a pine tree?
  3. Where did the boletus hide?

Summer has come. In forest clearings, the grass is above the knees. Grasshoppers chirp. Strawberries turn red on the tubercles. Raspberries, lingonberries, wild roses, blueberries bloom. The chicks fly out of the nests. A little time will pass, and delicious wild berries will appear. Soon children will come here with baskets to pick berries. (39 words)


  1. What is the grass in the meadows?
  2. Which berries bloom?


The guys were walking through the forest. We found a hedgehog under a bush. He curled up in fear. The guys rolled the hedgehog into a hat and brought it home.
They gave him milk. The hedgehog turned around and began to eat milk. And then the hedgehog ran back to his forest. (39 words) (according to E. Charushin)


  1. Who did the guys find?
  2. What did the hedgehog do with fear?
  3. What did the guys give the hedgehog?

Bathing the cubs

A big bear and two merry cubs came out of the forest. The bear grabbed one cub with her teeth by the collar and let's dip into the river. The other cub got scared and ran into the forest. His mother caught up with him, slapped him, and then into the water. The cubs were happy. (40 words) (according to V. Bianchi)


  1. Who came out of the forest?
  2. What did the second bear do?
  3. Were the cubs satisfied with the bath?

In a dark forest, near a forest path, a beast lay down. This is a lynx - a cat the size of a large dog.
Her tail is short, her ears are tufted, her skin is spotted. The lynx lies on a thick bough and waits. She will rush from the tree to her prey. (40 words)


  1. What is the tail of a lynx?
  2. Where did the lynx hide?


The sun warmed the earth. Ran the streams. The rooks have arrived. Birds hatch chicks. A hare jumps merrily through the forest. The fox went hunting and smells the prey. The she-wolf led the cubs into the clearing. The bear growls at the lair. Butterflies and bees fly over the flowers. Everyone is excited about spring. (41 words)


  1. What does the hare do?
  2. Where did the she-wolf lead the cubs?
  3. Where do butterflies and bees fly?

What does the woodpecker do in the forest? He lives and works in the forest. A bird with a red cap on its head sits on a tall pine and knocks on the trunk with a strong beak.
Why is he doing this? Woodpecker saves trees from harmful insects. Therefore, he is often called the forest doctor. (43 words)


  1. What does a woodpecker have on his head?
  2. Why is a woodpecker called a forest doctor?

Misha is walking along the alley of the old park. Suddenly, a small red animal runs out onto the path right at his feet. Squirrel! The squirrel has a fluffy tail. She looks with intelligent eyes. The squirrel is waiting for a treat. Misha hands her a nut. The animal is happy. And now her fluffy tail flashed on the tree. (44 words)


  1. Who was walking in the park?
  2. Who did Misha meet?
  3. What did the boy treat the squirrel to?

Brave men
The boys went to school. Suddenly a dog jumped out. She barked at the guys. The boys started to run.
Only Borya remained standing still. The dog stopped barking and approached Borya. Borya stroked her. Then Borya calmly went to school, and the dog quietly followed him. (44 words)


  1. Where were the guys going?
  2. What happened on the way?
  3. How did the boys behave?
  4. What did Borya do?

Sly fish
For a long time I sat with a fishing rod on the shore. Minnows do not peck at me. And grandfather is sitting under a bush and has already caught a bucket. I sat down in the shade. Immediately the minnows began to peck. It turns out that in a clean place the shadow of the fishing rod is visible. So the cunning fish did not go to the hook. (48 words) (According to E. Shim)

Questions :

  1. Where did grandfather fish?
  2. Why was he fishing?
  3. Why didn't the boy bite the fish at first?


A cockerel walks around the yard: a red comb on its head, a red beard under its nose.
Petya's tail is a wheel, there are patterns on the tail, spurs on the legs. Petya found a grain. He calls a hen with chickens. They did not share the grain - they fought. Petya the cockerel reconciled them: he ate the grain himself, waved his wings, shouted at the top of his voice: “Ku-ka-re-ku!” (49words)


  1. Where does the cockerel go?
  2. What did the cockerel find?
  3. Whom did he call?
  4. Why did the chickens fight?

Bats are very useful animals. They eat harmful insects. During the day, bats wrap their wide wings like cloaks and hang upside down in dark places. The night is coming. They fly out to hunt. Many harmful insects fly at night. Almost all birds sleep at this time. Therefore, the "work" of bats is especially important. (51 words) (According to Yu. Dmitriev)


  1. What are the benefits of bats?
  2. How do bats sleep?
  3. When do bats hunt?


Vasya is sitting on the bank.
He watches how the ducks swim in the pond: they hide their wide spouts in the water. Vasya does not know how to drive the ducks home. Vasya began to call the ducks: “Ooty-ooty-ducks! The noses are wide, the paws are webbed! Stop dragging worms, pinching grass - it's time for you to go home. Ducks Vasya obeyed, went ashore, go home. (52 words) (according to K. Ushinsky)


  1. What did Vasya do on the beach?
  2. What kind of nose do ducks have?
  3. What did Vasya call the ducks?
  4. What did the ducks do?


Frost bound the earth. Rivers and lakes are frozen. Everywhere lies white fluffy snow. Children are happy with winter. It's nice to ski on fresh snow. Matvey and Lera are playing snowballs. Andrei and Sasha are making a snowman. Only animals have a hard time in the winter cold. Birds fly closer to housing. Guys, help our little friends in winter. Make bird feeders! (55 words)


  1. Who is happy about winter?
  2. Who has it hard in winter?
  3. How can you help the birds?

Four butterflies
It was spring. The sun shone brightly. Flowers grew in the meadow. Four butterflies were flying above them: a red butterfly, a white butterfly, a yellow butterfly, and a green butterfly. Suddenly, a large black bird flew in. She saw butterflies and wanted to eat them. The butterflies got scared and sat on the flowers. A white butterfly sat on a chamomile. Red butterfly - on poppy. Yellow - on a dandelion, and green hid behind a leaf of a tree. A bird flew, flew, but did not see butterflies. (56 words)


  1. What butterflies were flying over the flowers?
  2. Why didn't the bird see butterflies?

If the child's reading technique is below the norm, then it is necessary to read a lot (which is very difficult with poor reading quality) and does not always bring results. It is better to use special techniques and exercises, because. The reasons for bad reading can be different.

Slow readers and children who are struggling to improve their reading speed can be helped by using syllabary reading or, much more effectively, by using an integrated approach that includes various professional techniques.

To do this, I suggest you use the books:


  • a ready-made tool for training reading and speed reading skills;
  • 200 syllabic tables of different levels of complexity;
  • professional spreadsheet technique.

The most effective methods will allow each table to be used repeatedly several times, increasing the child's interest in reading.

By working with these syllable tables the child will receive:

  • improved reading skills;
  • increased reading speed;
  • improved diction;
  • reading comprehension;
  • development of thinking and attention;
  • vocabulary expansion;
  • increased self-confidence.

The child will stop stumbling over difficult words while reading. The reading process will become natural and painless.

You can easily print the pages you need. All pages of the book can be used separately.
THE BIG BOOK OF SAYLING CHARTS is suitable for those who are just taking their first steps in reading, and for those who want to significantly improve the quality of reading.

Syllabary charts help children develop speed reading skills. But it often happens that a child gets stuck at a reading speed of 10-20 words per minute. It is important to track this moment in time and start immediately performing the necessary exercises.

I have created a training that will help you overcome this barrier without much difficulty. It is convenient to use both at home and when working with the whole class. A variety of tasks will not let children get bored, and parents and teachers will not have to select the necessary material for a long time and torment children with an exhausting, incredibly difficult process at this stage - reading.

Download TRAINING "Speed ​​Reading and Speech Development"

Together with the training you will receive a small book as a gift - 20 syllabic tables for practicing reading skills (they do not repeat the tables of a large book).

Reading texts grade 1 print with tasks

O. Naumova "Noisy texts for reading and retelling"

The skill of high-quality reading and writing depends on the state of visual perception and attention of the child.
The better the child recognizes visual images, the better he reads and writes more competently.

Working with noisy texts engages the child's brain as much as possible and greatly increases the productivity of classes. At the same time, there is a development of figurative thinking, attention, memory, the ability to understand what is read.

In the book you will find:
  • Noisy texts with questions;
  • Texts with questions for reading, retelling, checking reading technique;
  • Method of working with noisy texts;
  • High productivity options;
  • Exercises for developing speech and reading comprehension.

As a result, the child:
  • read speed increases;
  • attention and memory develop;
  • conscious reading skills are developed;
  • develop self-control skills;
  • speech develops;
  • the number of writing errors decreases;
  • the process of writing summaries and essays is facilitated;
  • improvement of educational performance.

Suitable for individual and group lessons.
Easy to print and use.

The Noisy Texts book series consists of three parts.
Texts differ in the number of words, complexity and degree of noise.
It is desirable to work on all three levels of difficulty.

Level 1

Number of words in texts 25-55. A simple noisemaker.


Level 2

Number of words in texts 35-75. Inclined skimmer.


Level 3

Number of words in texts 45-95. Complicated noise.



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Sincerely, Olga Naumova

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Reading technique test texts Grade 1

How much a child should read in the first grade is one of the important indicators that teachers in the first grade pay special attention to. The child's further perception of new information directly depends on the maximum reading speed of the baby. It is not enough to quickly skim through the text, the child must understand the meaning of what he read and assimilate the information.

What should be the reading speed in the first grade?

According to the educational standard, the documents do not specify the exact norms and rules that indicate the number of words that must be read in 1 minute. After all, the modern education system puts the quality of reading in the first place, and not the speed. Thus, in the process of assessing the quality of reading, it is worth considering:

  • Reading features - the baby reads in syllables or pronounces words in full.
  • Reading expressiveness - the child must understand where to make logical pauses and how to put stress in each word. The number of errors - the first grader must clearly pronounce each sound and each letter.
  • Comprehension - the student must understand what they read (it is important that children understand the essence of the information they read).

A first grader should easily analyze the actions of the main character and secondary characters.


Regulations: Today, each educational institution has its own rules and regulations that parents can familiarize themselves with before their child enters school. On average, the rate of words read per minute is:

  • at the end of the first half of the year, the child should read 20 words or more.
  • at the end of the third quarter - from 35 words or more.
  • upon completion of the first class - from 40 words or more.

Reading Standards Grades 1-4

Reading Technique Standards Grades 1-4 Reading technique for elementary grades is tested throughout the year. Teachers closely monitor how many words the child read at the beginning of the year, and how the situation changed closer to its middle. This is one of the most important assessment criteria in various educational institutions. So that the kid does not lag behind in elementary school, teachers made approximate reading speed standards for students in grades 1-4:

  • At the beginning of the first grade, each student should read at a speed of about 10-15 words per 1 minute.
  • In the second half of the year, his progress should change - from 25 words or more.
  • At the beginning of the second grade, the reading speed can be from 25 words, and in the second half of the year it should double - from 50 words and more.
  • A kid comes to the third grade with the ability to read from 45 words in 1 minute or more, at the end of the year - from 75 words or more.
  • In the fourth grade, children must read at least 65 words in one minute, and at the end of 95 words or more. (120)

These are exemplary conditions and norms that not only teachers, but also parents who work with their own kids at home can be equal to.


For a more detailed study of the problem - how many words a child should read, it is important to pay attention to the texts that have been selected. Indeed, a lot depends on the quality of information texts, so it is important to choose the right interesting text for a first grader: For children in the senior group of kindergarten or first graders who have recently gone to school, it is recommended to choose text blocks with many short and simple sentences. It is best to choose sentences where two-syllable words predominate. The ideal solution is texts in which many sentences are filled with words, where the syllables are very similar (ma-ma, la-la, ka-sha and other possible options).

You can gradually complicate the texts, using passages in which complex or compound words occur. Such words can contain hissing sounds and various combinations of various interesting sounds. After graduating from the first grade, the student should read not by syllables, but by pronouncing the words in their entirety. This is the right time to invite him to work not only with prose, but also with poetry. Using the popular easy-to-difficult method, educators and parents can create the perfect curriculum with quality required reading texts.


Instilling a love of reading is a difficult task for all parents who are not always able to cope with it. In order to teach a child to read quickly and competently, while not injuring his psyche, it is important to heed some advice from experienced teachers:

  • Do not force your child to read books with screams and threats. Remember that all books that are not included in the category of "school curriculum" should be studied by the child with great pleasure and bring only positive emotions.
  • The right choice of book. It is the parents who, like no one else, know the preferences of their baby, so they can select bright books with a large number of illustrations on topics that are interesting to the child. It can be a variety of books: comics, stories about pirates, ships, etc. The main thing is to interest the child so that he has a desire to read the text.

Even when the child can already read independently, parents should not stop reading interesting books to him from time to time. In the early stages, when a child is just learning to read, it will seem to him that reading is a lot of work. Therefore, he will listen with great pleasure to how his parents read. But over time, he will independently form an important thought: a book is very interesting. Parents should take turns reading with their child. You can arrange a small competition: gradually accelerate into reading and encourage the child to repeat your trick. Do not be upset if long-term activities with a child do not bring the desired results. Everything comes with time.

  • Various games can be used to make reading even more interesting.

Various games can be used to make reading even more interesting. One of these is the game "Who is faster?". Invite your child to read in the style of different animals. For example, it can be a cheetah, turtle, snail, etc. Alternatively, you can arrange a competition: parents can give in to their baby a little and together Compete with him to see who can read a passage of text the fastest in a certain amount of time.This will help build a spirit of competition, which allows the first grader to try even harder and be the best.0003

  • Create a reading nook, it doesn't have to be fabulous.

Just throw in a pillow and perhaps some of the children's favorite toys to create a cozy atmosphere.

  • Read aloud. Read together.


How to teach a child to love a book

A child's education begins with learning to read and write. And it happens for the most part in the family circle. Without the help of adults, the child cannot get into the magical world of the book. A love for the book is also instilled in the family, the habit of constantly being with the book and the impossibility of existence without it.

1. Educate the reader by example.

2. Do not force a child to read, get him interested in reading by choosing books that could captivate him with something.

3. You can buy an audiobook based on the works of the classics for a schoolchild, you can find and show a good film based on the classics, and then ask them to read the book. Discuss the differences.

4. Teach your child to look up the meaning of any unfamiliar word in the dictionary.

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