Comprehension for preschool

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Talk About Texts

Worksheet

Talk About Texts

Help students prepare for reader’s workshop and practice reading comprehension by sharing about books they’ve read. After taking turns telling a partner all about their chosen books, students will write or draw about what their partner shared.

Preschool

Reading & Writing

Worksheet

Search Printable Preschool Comprehension Question Worksheets

It’s never too early to start reading with your child, and preschool reading comprehension worksheets help get you started. Made with 4-year-old learners in mind, these unique printables combine age-appropriate themes with educational activities. Preschool reading comprehension worksheets include vocabulary cards, interactive games, drawing exercises, and more. Each page is crafted with the intention of making early literacy fun and achievable.

Reading Comprehension Strategies for Preschool Students

Reading comprehension – understanding and interpreting what is read – is one of the most important skills for students of all ages. Even when preschoolers are not yet able to read, they love to be read TO. A wise teacher uses before, during, and after reading a story as teaching time. Here are eight strategies for developing budding reading comprehension skills in even the youngest learners.

Before Reading

The goals of using a comprehension strategy with students before reading a story are to help them focus their attention, to activate their prior knowledge, and get them excited to read it! It is tough for students to transition to storytime, sit down, and just start reading. Teachers must “prep” them a little bit to be good listeners. There are lots of ways to accomplish this.  Here are 3 strategies that work well:

Purposes of Before Reading strategies

• Activate student’s prior knowledge
• Set the stage for reading
• Get the children excited about the book!

Book Talk Ideas

• Give the children a “teaser” about what is to come
• Introduce the characters and explain the problem
• Invite the children to make a prediction

Knuffle Bunny by Mo Willems is a perfect story for engaging students during a book talk. Young children find the main character, Trixie, very relatable and can empathize with the angst that she feels when her beloved stuffed toy is misplaced. The teacher can draw students in further by bringing a favorite stuffed toy or classroom mascot to the carpet, or even bring one of their own toys from their childhood. Discuss how the toy goes everywhere, it sleeps in the bed with the owner and is very important to that person. Then, ask the students if anyone has a special stuffed animal or blanket. Ask the students to imagine, “How would you feel if your special toy got lost?” After sharing their ideas, read about what happens to Trixie. (And for students that have lost their special items, try LostMyLovey.com to search for replacements or even the item itself!)

Book in a Bag Ideas

• Put together a few small props or pictures that represent the story
• Pull them out one at a time and invite the children to make a prediction about the story

Preschoolers (and many older students!) are visual learners. When the teacher sits down to read a story with a mysterious bag full of objects, it is guaranteed to grab their attention! Fill a gift bag with items and pictures from the story and pull them out one at a time. As each item is revealed, encourage the students to make a prediction about the story. What is it going to be about? Here is an example for a bag of objects for There Was an Old Lady Who Swallowed a Rose!

Key Word Ideas

• Choose 1 important word from the story
• Discuss the meaning of the word
• Have students give examples of the word
• Encourage children to make predictions

Introducing a “Key Word” is another way to get students thinking about the story before reading it. For example, in The Scarecrow’s Hat by Ken Brown, ask students if anyone knows what swap means. Discuss how “swap” means to trade. Next, invite them to talk about things they like to swap. Then, tell them that in The Scarecrow’s Hat, Chicken wants to swap something with Scarecrow. Encourage students to make predictions about what they might swap. Finally, read the story together.

During Reading

There are three strategies that teachers can use during reading. While reading aloud to children, the most important thing is the enjoyment of the book, of course. Young children benefit from being active listeners. They need to listen with their voices and their bodies in order to comprehend! Teachers can involve them by doing the following:

Incorporating Movement Ideas

• Have students use props from the story
• Have students use their bodies to mimic motions in the story
• Use simple musical instruments, such as shaker eggs, at key phrases

The Little Old Lady Who Was Not Afraid of Anything is an all-around fantastic book for fall. It is a good example of how to incorporate movement while reading a book to young children. The Little Old Lady in the story meets 2 big shoes on the path to her cottage, and the shoes go, “Clomp! Clomp!” It is so much fun for the children to “clomp” their own shoes.  They also love it when they are provided props to go with the story– shoes, pants, a shirt, gloves, a hat, and a pumpkin head. As the teacher reads, they take turns moving the props to match the story. So much fun and the students are completely engaged!

The reading jargon for repeating a refrain or line in a book is “Choral Reading.” It’s a term that means the children all join in reading the repeated lines in unison. The Pete the Cat books are perfect examples of this strategy.  In Pete the Cat I Love My White Shoes, the repeated line is, “I love my white shoes. I love my white shoes! I love my white shoes, etc.” It’s so catchy that the students will have a hard time not joining in!

Just a quick note: Be sure that you get the free audio downloads to go along with your Pete the Cat books. They’re just not the same without the audio!

Reading Comprehension Strategy #6 – Sequencing

Sequencing Ideas

• Use pictures of story events
• Have students place pictures in a pocket chart as they happen

A final “During Reading” strategy perfect for preschoolers is Sequencing. Thinking ahead to elementary school, we know that students will have to retell stories with a beginning, middle, and end. They will have to recount events of a book in order. Preschool teachers can prepare them for this essential elementary skill by giving students practice putting events in order. One way to do this is to print pictures from the story and give them to students before reading. They can then place the pictures on a felt board, pocket chart, or easel in order as the story progresses.

After Reading

We know that in order for children to understand a story well, they have to start thinking about it before reading. They might look at the pictures and make a prediction. Then, while we read, we can involve the children by encouraging them to move and read with us. Now that the book is finished, there are other things we can do to reinforce the story and extend the students’ understanding.  

After Reading Comprehension Goals

• Reflect on the story
• Make Connections
• Revisit the story

Lots of stories lend themselves to “Acting it Out.” After reading The Three Billy Goats Gruff, for example, students can play “billy goats” by using a low balance beam to make a bridge and take turns TRIP-TRAPPING across it. Adding goats to the block center encourages students who want to build a bridge there. Simple costumes, such as themed hats made from paper for “The Little Red Hen” at the dramatic play center, ensure the story’s reenactments. Puppets and other toys that mimic the main characters in other centers and access to the story itself make this a simple way for students to tell and retell the story.

Reading Comprehension Strategy #8 – Compare Similar Stories

Another important elementary school comprehension skill is “Making Connections.” Students can make a connection in one of three ways:

• TEXT to SELF – Does this book remind you of something that happened to you?
• TEXT to TEXT – Does this book remind you of another book?
• TEXT to WORLD – Does this book remind you of something you know about in the world (another place, a movie, a person you know, etc.)?  

When reading a story to young children, teachers can encourage them to compare the story to something else that they know about. After reading Corduroy, students might tell about their favorite stuffed animal. They can compare Lisa’s love of Corduroy to their own (Text to Self). It also might remind them about the Knuffle Bunny story mentioned earlier (Text to Text). They might even remember that Corduroy was purchased in a department store, much like one they saw in an ad on TV (Text to World).

The most important thing for the students is that they gain a love of reading first. These skills take it to the next level, providing more enjoyment and understanding, valuable skills for when they move to grade school and beyond.

An Important Note:

While using reading strategies with children, it is important to keep their attention spans in mind. It is crucial to remember these strategies should not all be employed on the same day, or even on the same story. Never use more than one strategy from each section with each book, and try to make it quick! The goal is to get students thinking about the book, but most of the time and effort should be the act of reading and enjoying the story.

Looking for more information?

NAEYC has loads of articles about reading with young children right here.

For more early reading posts, check out the literacy tab on our website!

Need some printable literacy materials for the classroom? Find them here!

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Understanding of time sequence by preschoolers

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In existing time, events follow one after another, therefore the perception of time reflects the sequence of phenomena, events, actions, their order.
The child will be able to perceive and reflect the temporal sequence in such content, where a sensual series of successive links of time is presented: the beginning, continuation and end.
The perception of the time sequence in preschool age has a number of features. When reproducing the time sequence in preschoolers, emotionally stronger stimuli come to the fore, inhibiting the rest. The sequence of episodes may be determined not by the temporal sequence of events, but by their emotional significance for the child. In the future, the emotional significance of perception as learning is gradually replaced by semantic significance. In meaningful material, the sequence of individual moments coincides with the cause-and-effect relationships between them. nine0005 Objective time is a directed value (vector). The definition of time presupposes a starting point for the reference of time. Such a reference point of time is usually an event associated with vivid emotions, vivid ideas, and therefore easily distinguished and reproduced. This must be taken into account when choosing a starting point by the child, when he restores the temporal order of events and actions. It is necessary for children to form the ability to determine the starting point, from which the chain of dissected links will be built, where each link must take its place determined in time. nine0005 We conducted a survey of preschool children in order to identify the possibilities and features of establishing the sequence of the location of the proposed links, connected by various order relations.
The experiment involved children of middle, senior and preparatory groups of two kindergartens in Leningrad (80 children). 4 series of experiments were carried out.
In the first series, the children were asked to establish a sequence of familiar activities in the daily routine. First, tell what they do in kindergarten in the morning, when they come, and then what. Then arrange 7 pictures in order (pictures depicting the arrival of children in kindergarten, exercises, washing, breakfast, dressing and walking). nine0005 In the second series, the ability of children to establish a sequence of changes in a person by age was revealed (sort out 2 sets of pictures in order: a baby, a schoolgirl, a woman, an old woman; a baby, a preschooler, a schoolboy, a man and an old man).
In the third series, the children established the sequence of object transformation in the process of construction (how sequentially a paper stool is made from a sheet of paper). Based on the awareness of the logical connection between the states of one object, the children laid out in order 5 parts that were obtained in the process of making a stool. nine0005 In the fourth series, the children's ability to recognize the cause-and-effect relationships that connect the episodes of the stories suggested in the pictures, and, guided by these relationships, establish the order in which they follow.
Thus, the children established a temporal sequence between links connected by various relationships. But in all series of experiments, the same types of errors were found when the children violated the sequence. So, first of all, the choice of a reference point was violated. In the first place was the link that had the strongest emotional impact on the child. This type of error most often led to a violation of the sequence of all other links. nine0005 The next type of typical violations is the selection of one link. In the first or last place, the children took out any link, and the rest of the links were placed in the proper order. In this case, either the emotional significance for the child of the selected link played a role (for example: “Grandmother is the main one, I’ll put her first”), or a link that does not carry a specific content for the child (for example, a blank sheet of paper, when establishing the sequence of making a stool, was first left, and then attached at the end). Thus, we came to the conclusion: when teaching children to establish a sequence in time, it is necessary to use material in which the highlighted links are approximately equivalent in content and emotional impact. nine0005 A skipped link is another type of sequence violation. Children skip a link by not including it in the material layout system. So, when establishing the sequence of manufacturing stools, a cube was produced, since it differed from other parts in volume.
The grouping of adjacent links was also allowed. First comes the grouping of small groups into pairs. At the same time, the relations "earlier - later" (we wash ourselves - have breakfast, get dressed - we walk) or the relations "older - younger" (grandmother - mother, preschooler - schoolchild) stand out. nine0005 Some children, establishing a reverse sequence in time, introduced their own logic of subordination of links.
There was also a complete rearrangement of all links, when preschoolers did not understand the essence of the task or replaced it with another, more familiar one (for example, put pictures in a row). When substantiating the order they established, they said: “So beautiful”, “To be seen”.
So, we observed the same type of mistakes made by children in establishing the temporal sequence. And since the nature of errors and their number in different tasks performed by children of different age groups generally coincide, we can talk about the typicality of the identified violations of determining the sequence in time by children of preschool age. nine0005 The total number of mistakes made by children proves the need to introduce special techniques for isolating, establishing and restoring the temporal sequence in the proposed content into the process of their education. The nature of sequence violations indicates the way in which preschoolers develop the ability to arrange links.
As a result of the study, we came to the following:
1. Children of middle preschool age can establish a sequence of events in time, which is based on external, surface connections and connections based on knowledge of a given object. Preschoolers of this age are able to practically establish a sequence of 3-4 links and justify it. nine0005 Children of senior preschool age can already establish a sequence based on deeper connections and relationships: the development of a phenomenon, a change in an object, or logical and causal relationships. They are able to analyze the relationship already 5-8 links, and then practically establish the order in which they follow and explain this sequence.
2. The most accessible for establishing sequence actions in time are:
material familiar to children, about which they have a certain amount of knowledge; nine0005 the links distinguished in it, if they are significant for the given content and carry certain information, and the emotional significance of the selected links is approximately equivalent;
links connected by spatial relationships (where this horse stood before, where later) or temporal relationships (what happened first, what then), where you can trace the beginning, continuation, end.
A child can comprehend the temporal sequence of a series of links when he practically acts with the links proposed for ordering. nine0005 He must simultaneously compare the current state with the previous and subsequent, then each link will be perceived not by itself, but in the system. To do this, you need to create a model of a sequential series, where individual links with intermediate elements materialize into symbols and are conveniently located from beginning to end.
When teaching children to establish a sequence of links in time, it is necessary to give them the direction of the series. It can be set, on the one hand, by a clear formulation of how the time links should be laid out (from what to what). On the other hand, time is a unidirectional quantity, so the location of the links is best given on a straight line in the form of an arrow (in philosophy, the image of time in the form of a flying arrow is known). It can be an elongated cardboard beam with an arrow drawn from left to right along its entire length. In its upper part, links in the form of symbol cards or the objects themselves are placed in the slot. nine0005 Symbol cards must correspond to the content of the sequentially arranged material. For example, in the complex of morning exercises, exercises are done in a certain sequence and can be schematically depicted on cards in the form of arrows showing the direction of movement of the hands, or triangles, the vertices of which symbolize squats, turns, jumps, etc. Symbols can be depicted in the form of such schemes:

To transfer the sequence of actions of the child in design, applications on the cards, you can depict a brush, scissors, a bent incised sheet of paper, etc.
In our experience, the training was carried out as follows: after the morning exercises, the teacher explained to the children that these exercises would be performed in the same sequence in the following days. To remember which exercise to do first and which one after it, we made cards on which these exercises were drawn. All the exercises were reviewed with the children.
The cards were placed on the arrow, which has a beginning and you can see the movement towards the tip to the right. Together with the children, the teacher established a sequence of exercises, placing the cards in order. nine0005 The next day, before the start of gymnastics, the children repeated the sequence of exercises according to the cards placed on the arrow.
When performing the exercises, the children controlled the sequence according to the model. In the following days, before the start of gymnastics, preschoolers themselves set the cards on the arrow, finding a place for each exercise. In case of difficulty, the teacher put the first card - a starting point, and the children continued the next row. Subsequently, the children independently reproduced the sequence of all links on the arrow and freely reflected it in speech, using the adverbs "first", "then", "earlier", "later". nine0005 In the last days of the experiment, the children performed memory exercises in the learned sequence, and then they checked the accuracy of the performance using the model. As a result of assimilation of the sequence of exercises, the time for performing gymnastics was reduced, and the children themselves evaluated the use of the model with approval.
In the future, the arrow was used when it was necessary to establish a sequence in music classes when learning songs, dances, in design and application classes, in examining and telling pictures. nine0005 By this time, the children already understood the principle of depicting the sequence on the model and immediately caught it when the educator explained, helped to arrange the cards in order. According to the model, the children easily reproduced the sequence in the work, in the story.
So, the following learning objectives can be distinguished:
to teach children to isolate the temporal sequence in the proposed material;
reproduce the order of the proposed links; set your own sequence. Stages of work can be as follows:
explanation of the material in the required sequence;
reproduction of the sequence on the arrow by the educator, and then, as they learn, by the children themselves. When performing a task, be guided by the sequence shown on the arrow;
children themselves establishing the sequence on the arrow; restoration by children of the broken sequence; execution in sequence of tasks with subsequent verification by the model.
As a result of this work, the children's attention was drawn to isolating the temporal sequence, and they themselves began to look for it in any content. There are elements of a temporary assessment. nine0005 Even a little experience in teaching preschoolers to establish a temporal sequence showed that it is enough to highlight and visually present it to children, exercise them in independently establishing the order of the links, teach them how to use the model, how they independently begin to use this method and isolate the sequence in any proposed content. The ability of preschoolers to establish a time sequence develops their confidence, independence and the ability to plan activities. nine0003

etc. Richterman. Formation of ideas about time in preschool children. - M.: "Prosveshchenie", 1991.

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MDOU №8

Welcome to our website!

Dear friends, colleagues and parents!

We are pleased to welcome you to the information portal of the municipal budgetary preschool educational institution "Kindergarten of combined type No. 8" of the Alekseevsky city district. nine0062

Currently, there are 7 groups for children of the 3rd-7th years of life in a typical building with a total coverage of 148 children. The recruitment of groups is determined by age and individual characteristics. The building houses: a music and sports hall, an office of a teacher-psychologist, an office of a teacher-speech therapist, medical and food units. Each group block consists of reception, play, bedroom and pantry rooms. On a vast territory, plots with shady canopies, sandboxes, gazebos are equipped. There is a stadium, an ecological trail, a vegetable garden, a garden and a meteorological platform. nine0061

The preschool educational institution has an experienced, professional and efficient teaching staff. The pedagogical process is carried out by 14 educators, a teacher-psychologist, a music director, a speech therapist teacher, and a physical education instructor. 83.3% of the teaching staff have the highest and first qualification category. The educational process is carried out in Russian. Kindergarten does not provide paid services.

Head of the kindergarten: Lazareva Elena Yurievna. Total work experience 31 years, pedagogical - 19 years. He has the honorary title "Honorary Worker of Education of the Russian Federation". Senior kindergarten teacher: Roshchupkina Irina Mikhailovna. Total work experience - 19 years, pedagogical - 5 years. Medical care for children is carried out by the senior nurse Ostryakova Elena Grigorievna. In kindergarten 5 meals a day.

The team works on the basic general education program of kindergarten No. 8, in accordance with the Federal State Educational Standard. The main areas of work are: cognitive development, speech, social and communicative, artistic and aesthetic and physical development.

Partial programs:

Program "Belogorye Preschooler" L.V.

Program "Colored hands" Lykova I.A.

Good World. Orthodox culture for kids” Shevchenko L.L. nine0003

Program "Speech therapy work to overcome phonetic and phonemic underdevelopment in children." Filicheva T.B., Chirkina G.V.

The kindergarten is a participant of federal, regional and municipal projects.

Kindergarten working hours:

The working week is five days.

The duration of the institution's work is 12 hours.

Daily work schedule — from 7.00 to 19.00.

Tel. 8-47-234-3-00-34, E-mail: [email protected]

Address: Belgorod region, Alekseevka, Remeslennikov street, 28, 309850.

Page of kindergarten No. 8 "Vkontakte": https://vk.com/club216705842

Welcome to our kindergarten!

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