Guided reading levels first grade

📚 Making Sense of Reading Levels plus booklists for every Grade

August 30, 2021

by Beth Gorden

Anyone else completely confused by reading levels? There are guided reading levels, Lexile numbers, and Book Levels like the library uses. I found this especially confusing when my kindergarten and grade 1 students were beginning to read. I assumed you just get a beginner reader, but guess what – it’s NOT that easy! Many beginner readers are actually for 3rd graders! YIKES! Don’t worry, I can explain reading levels, give you book recommendations by grade, and take all the work out of finding your child the best books to read by reading level!

Making Sense of Reading Levels

What Level Books should my Child be reading by Grade!

I think one needs a masters degree in nonsense to make sense of reading levels! Seriously there are 3 different systems used: Lexile, Book Level (like most libraries) and Guided Reading (Scholastic) that parents must try to understand. And if you google it, there isn’t much useful information out there either.

I even talked with my local librarian who gave me a lot of misinformation, ugh! So I did deeper research so I could pick out readers for my kids.

Reading levels by grade

I don’t claim to be an expert on reading levels by any means, but for all you confused parents here is some help from a mom that was just as confused as you are!

Note: All kids read at their own pace and this is just an average generalization. Please work on reading books at your child’s reading level. For kids who are great readers, they may be reading at books above their reading level.

Kindergarten Reading Level

Kindergartners are just beginning to read using some basic sight words and decoding simple words. In the library look for books labeled 0.1 – 1.3.  For those using the Scholastic Guided Reading level, look for A, B, or C. (That is 25-75 in Lexile). Remember they need 30 minutes of daily reading; practice makes perfect!

• 50 Books for Kindergartners to Read by Themselves
• 45 Must Read Books for Kindergartners (Read Aloud)

First Grade Reading Level

1st Grade students are decoding more words, learning rule breaker rules, and adding more and more sight words. Through the course of the year they can be anywhere from a 1.0 – 1.9 for readers at the library. For those using Scholastic Guided Reading that is B-I or Lexile 50-275. Remember they need 30 minutes of daily reading; practice makes perfect!

• 100 Books for 1st Graders to Read Themselves 
• Favorite 1st Grade Read Aloud Picture Books
• 17+ 1st Grade Read Aloud Chapter Books you won’t want to miss!
• Top 25 Chapter Book Series for 1st-3rd Grade

2nd Grade Reading Level

2nd Graders are reading well independently. Although they may start their year in advanced readers, most are ready for simple chapter books by the end of the year. Just like Kindergarten and 1st graders, they need lots of practice to continue advancing. Even though 2nd graders are reading well on their own, they still need time reading aloud to an adult who can help them correct pronunciation, flow, and check reading comprehension to ensure no issues creep up. At the library look for books labeled 1.6-2.9. Using a Guided Reading system look for H-M or 225-450 in Lexile.

• Best 2nd Grade Reading List
• 2nd Grade Read Aloud Chapter Books
• Top 25 Chapter Book Series for 1st-3rd Grade

3rd Grade Reading Level

3rd Graders are comfortable reading simple chapter books on their own. They continue to need lots of practice and time reading aloud as well. At the library look for books 2.2 – 3.9, Guided Reading level L-P, and Lexile 400-650.

• 3rd Grade Reading List
• Top 25 Chapter Book Series for 1st-3rd Grade

4th-8th Grade Reading Level

Although at this point most kids are reading chapter books that are no longer labeled with a reading level, I wanted to give you some tools in case you feel the need to further assess what your child is reading.

• 4th Grade Book List  – 3.3-5.5 Book Level, O-T Guided Reading, 600-850 Lexile
• 5th Grade Reading List –  5.0-7.4 Book Level, S-W Guided Reading, 800-1000 Lexile
• 6th Grade 6.7-8.6 Book Level, V-Y Guided Reading, 950-1050 Lexile
• 7th &8th Grade 8.0-9.0 Book Level, X-Z Guided Reading, 1035-1100 Lexile

Find out any Books Reading Level

You can find out any books reading level (Lexile, library Book Level, and Scholastic Guided Reading) by checking AR Book Finder.

Free Printable Reading Logs

• Monthly Reading Log – this free printable has ‘traditional’ monthly themes
• Bookshelf Free Printable Reading Logs – super cute and fun for kids of all ages!
• Pencil Free Printable Reading Logs -print reading worksheet and color a pencil for each book you read
• Frozen Free Printable Reading Logs – kids will have fun tracking their reading and the books they’ve read with this motivating free printable for kids of all ages
• Princess Free Printable Reading Logs – students will have fun tracking their reading with these free printable reading logs
• Super Hero Free Printable Reading Logs – using a favorite theme of kids will encourage kids to read
• Cars Free Printable Book Logs – children will have fun tracking the books they’ve read with these clever free reading log
• Summer Free Printable Reading Logs – students will be motivated to read this summer with these ideas
• Reading Comprehension Bookmarks – this is a great tool for making sure kids are understanding what they are reading
• Reading Levels by Grade – how to pick the right books for every reading level and tons of printable book lists too

Book Report Idea

Looking for other ways to help kids work on reading comprehension and summarizing a book they read? Try these free resources:

• Handy Reading Comprehension Bookmarks (any book: fiction or non fiction)
• Book Report Template
• Book Report for Kids
• Pizza Book Report Idea
• Sandwich Book Report Idea
• 26 more clever Book Report Ideas
• Library Scavenger Hunt – help kids learn to navigate a library, the Dewey decimal system, book genres, and so much more with this pack of free printable scavenger hunts for kids!
• Bookshelf Reading Log – to help encourage kids to read!

Plus, here are some great ideas for Creating a Reading Nook where kids will want to curl up and read a book!

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About the author

Beth Gorden

Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me. As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables - www.kindergartenworksheetsandgames.com and www.preschoolplayandlearn.com

What Reading Level Should a First Grader Be At?Making English Fun

Throughout elementary and middle school, reading levels are a core component of education. The reading level determines what your child is capable of reading and comprehending. Knowing what level they’re at will allow you to practice with them to enhance their skills and figure out how they compare to the rest of their class.

A first grader should be at a reading level between 3 to 12. Higher reading levels indicate that they’re near the top of their class, but there’s always room for growth. In some cases, your child might fall below or rise above the range. Practice and proper tutoring will improve their reading level.

In this article, you’ll also learn the following information about what reading level a first grader should be at:

• Basic details that determine reading levels
• How you can help your child improve or adjust their reading skills
• Reading concepts they will learn from the beginning to the end of first grade
• Links to reading resources designed by teachers

What Is a Reading Level?

A reading level is a guide or resource that indicates comprehension, pronunciation, and clarity of a person’s reading. First graders shouldn’t be expected to read the same books as sixth graders, so it’s essential to go slow and steady while they’re learning new skills. This process should flow with the rest of the class, as you’ll learn in the next section.

As explained by Scholastic, there are plenty of reading level guides, including alphabetical, numerical and more. Here are the following reading level indicators: This is not a definitive list and its can be fairly confusing for teachers as well as parents. There are comparison guides, like the one below from real kids mag so that you can properly choose books across levels for your students. We are producing our own Free downloadable one for you as well this week. We have linked to one here but if you have a guided reading system of your own you should be able to find the correct comparison chart as well.

Many publishers use their own systems as well

• Scholastic Guided Level Reading Program
• Scholastic Guided Reading Lexile Ranges
• CCSS Lexile Recommendations
• DRA Level
• PM Benchmark

Since it’s one of the most common methods, we’ll focus on the DRA Level today. As you’ve read in the introduction, a first grader should be reading between 3 to 12. It’s crucial that you remember they won’t be at a 12 right when they start first grade. The next section will detail what they’ll learn throughout the year to bring them as high on the chart as possible.

Note: While 12 is at the top of the list for first graders, you shouldn’t worry if your child isn’t there at the end of the year. It’s not a requirement until the middle of their second-grade year. If they’re already at a 12 in first grade, they’re ahead of the curve. By the beginning of second grade, your child should be around 8.

What Reading Skills They Will Learn in First Grade

Perhaps the most essential part of learning and reading in first grade is comprehension. Teachers focus on helping your first grader retell stories and understand what they’re saying rather than merely repeating what they’ve heard. For this reason, big words and long stories could prove challenging at the beginning of the year.

According to Reading Rockets, a first grader will learn how to break down long words and understand various sounds made by each word. Patience is key since English is one of the most challenging languages to read, even for those who speak it natively. Combinations such as ‘th’, ‘ough,’ and ‘sh’ will be taught throughout the year in a native classroom, in Second language it will be focusing on word construction with CVC and Blends.

Punctuation is another essential part of the year. Exclamation points, question marks, periods, and commas will be highlighted. Semicolons and colons won’t be taught until later in the year or during second grade. Your goal as a parent should be to help your child learn the four previously mentioned punctuations.

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Another reading skill will be capitalization, pronouns, starting a sentence, and other capitalized letters will be explored. Remember that, along with punctuation, capitalization likely won’t be mastered until second grade. However, your first grader will be able to start understanding stories and sentences, opening the gates to inspired, entertaining reading sessions.

Once they learn how to comprehend sentences, they’ll start to engage much quicker. They might wonder why something is one way or another, and they could begin to correct sentences if they feel something is wrong. This is a crucial stage that you could help them realize right from wrong in the world of reading and writing.

What Language Will Books at These Reading Levels Contain?

During their first grade year, the language contained in books and stories includes three to four-letter words. They range from simple words like ‘the’ or ‘and,’ but they’ll lead to bigger words that could present a challenge. Remember to sound out each letter with them so they understand the variations of vowels.

Parents.com suggests asking your child questions about books, stories, and sentences that they’re reading. This step will cause them to think and build on their knowledge while comprehending what they’re studying. They also recommend engaging in predictions to get your first grader to dig deeper into the reading material. We have Comprehension workbooks to help with this.

Since first graders are guided towards comprehension rather than in-depth long words, they won’t have to learn too many words over four or five letters. They should take this year to practice their understanding of the basic concepts that form a sentence, including punctuation, pronunciation, and letter combinations, as mentioned in the previous section.

Here’s an excellent way to help them learn tough words:

1. Break down every word into individual letters. If there’s a combination (sh, th, ough), separate it into its own chunk.
2. Focus on words that they already know how to say. If they’re familiar with the word, they’ll be able to use contextual clues to figure out how to read it.
3. Don’t study for too long. Short 15-minute study sessions hold their interest long enough to prevent reading from becoming a boring chore.
4. Use the resources from school and online to supplement these skills. We have 1000s on our site for free and premium downloads.

How Can Parents Help Their First Grader Develop a Love for Reading?

Helping your child become an interested reader is one of the most understood processes in schooling. You don’t want to spend hours every day, or they’ll be overwhelmed and won’t retain most of the information. As you saw in the third tip of the previous section, short study sessions are the key to success.

Here’s a list of ways that you can help your first grader develop a love for reading:

• Find reading material that they’re interested in. For example, if they love sports or cars, choose those books over anything else. It’s not the concept that matters; It’s the words found throughout the reading that makes a big difference. We have some leveled reading material aimed at young learners here.
• Reward them for reading a specific number of words. They’ll begin to associate a learning session with enjoyment rather than a distraction from playing with toys or friends. Remember to read with them, so they don’t feel like they’re trying to learn by themselves.
• Picture books can keep your child’s interest for countless minutes. If you stop reading after 15 to 20 minutes, they’ll be begging to jump back into the material.

All of these suggestions point to one fact: You can make your child love reading by finding out what they’re interested in and using it to educate and elevate their reading skills. Their reading level will naturally and gradually increase as the material becomes more challenging.

Finally

Now that you know where they should be and what they’ll learn, you’re equipped to help your child with at-home education. Some children can read and comprehend faster, so you might need to spend more or less time focusing on specific words.

Here’s a quick recap of the post:

• First graders typically fall between a 3 to 12 reading level.
• You can help them by focusing on challenging words and breaking down the meaning of each sentence.
• Find books and stories that they’ll love to improve their engagement.
• Use additional resources and activities to engage and inspire them

Sources

• Scholastic – Learn About Leveled Reading
• Reading Rockets – Goals for First Grade: Early Reading and Writing
• Parents – What Will My Kid Learn in First Grade?

Hi I’m Marc. A teacher of over 15 years, English, General Studies and Outdoor Education. Thought it was about time to sharing both what I have learnt during that time and the resources I have put together. On this site we aim to teach the theory and share our thoughts, but also go that one step further and give you access to the hard resources you need for your class or for you children

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Making English Fun!

I have been a teacher of English for over 15 years, in that time i made hundreds and thousands of resources and learnt so much i think its worth sharing. Hopefully to help teachers and parents around the world.

The practice of applying the technique of buzzing reading in primary grades. - Articles of teachers - Catalog of articles

The practice of using the technique of buzzing reading in primary grades.

Methodical manual "Lessons of extracurricular reading in the system of work of a primary school teacher" | Methodological development for reading:

Lessons of extracurricular reading in the system of work

primary school teachers

Methodical manual

Authors compilers:

Fedorova G.A., teacher of the highest qualification category MBOU “Gymnasium No. M.S. Ustinova, Kazan

Gavrilova I.N., teacher of the highest qualification category, MBOU “Gymnasium No. 102 named after M.S. Ustinova, Kazan

Reviewers:

Dunaenko E. V., candidate of pedagogical sciences, associate professor of VGBOU VO KSEU

Kazan 2018

Content:

1. Explanatory note 3-5 pp.

2. Planning of extracurricular reading lessons in elementary school 5-11 pp.

3. Organization of students' independent activities in the lessons 13–14 rubles.

4. Periodic accounting of the effectiveness of extracurricular reading lessons

in primary school 15-18 p.

5. Litigation 19 pp.

6. Summaries of educational classes 20 - 27 pp.

Explanatory note

A primary school graduate should own optimal reading skills, which are characterized not only by fluency, rule, expressiveness, but also consciousness. It is not easy to master such reading, therefore, in order to educate such a reader, an elementary school must solve the following tasks:

- to develop an interest in reading, to expand the reading circle of a younger student;

- to educate a child with civic feelings and an active attitude to what is read by means of reading;

- to provide a full perception of artistic and scientific texts in their specificity;

- teach a child to work with a book (to teach a child to use the basic strategies of reading mechanisms: get ahead, reread, guess from the context, paraphrase, use illustrations and other graphic clues).

Properly organized process of extracurricular reading to solve these difficult problems.

According to the basic regional curriculum, in the Republic of Tatarstan, literary reading lessons in elementary school are given 3 hours a week. Based on this, the authors compiled the following mode of operation (Table 1):0011

Grade 2

grade 3

Grade

1 time per week at the end of the lesson (20 min)

1 hour per month 1111111111111111111111111111111111AC

1 hour in two months

With their own work experience and their views, attitude to the material, etc. can draw up his own version of planning or accept the one outlined in Table 1, making it "his own".

The developed guidelines for organizing extracurricular reading lessons in elementary school are based on the following ideas and developments of the authors:

1. Linking extracurricular reading lessons with literature lessons. This expands and consolidates the knowledge of students.
2. Introduction of students to the theory of literature through comparison of genres, authors, texts.
3. Reliance on related arts - drawing (fine art), music, staging (dramatization), etc.
4. There are creative tasks for students (compose a fairy tale, a riddle; come up with a story based on a proverb or your own ending of a fable; write a commentary on the illustration presented in the book; “deciphering” the possible dialogue of the characters at the moment reflected in the illustration; expressive recitation of poems and prose memorized at will, publication of a literary newspaper, etc.)
5. Application of experimental text deformation for research purposes: “What would change if an episode suddenly disappeared from a work…”
6. Using various forms of extracurricular reading lesson: reader's conference, lesson-journey, lesson-concert, lesson-analysis, literary quiz, puppet theater, competition of readers and storytellers, lesson-composition.
7. Lexical work, during which the teacher needs to explain the meaning of all words that are difficult for younger students to understand.
8. Using traditional work with text - write out unfamiliar and learn "bright" words and expressions; retelling according to the plan, answers and questions.
9. Acquaintance of children with the magazines "Funny Pictures", "Vinnie and His Friends", "Children's novel-newspaper", "Yeralash", "Why?", "Misha", "Murzilka", "Prostokvashino" (at the end of each school year).

Due to the fact that for the systematic presentation of educational material the number of hours allocated by the curriculum for extracurricular reading is not enough, at the discretion of the teacher and under his guidance on the work of Pushkin A.S., Krylov I.A., Tolstoy L.N. ., Chekhova A.P. it is recommended to conduct generalizing lessons (lesson notes on extracurricular reading on topics .... Presented in the appendix) and abstract work with children.

2

3

Listening to folk songs.

Puppet theater.

Exhibition of drawings.

Russian writers

3. Pushkin A.S. Childhood and youth of Pushkin A.S. Literary tales. Review of fairy tales: "The Tale of the Golden Cockerel", "The Tale of Tsar Saltan, the son Gvidon Saltanovich and the beautiful Swan Princess", "The Tale of the Dead Princess and the Seven Bogatyrs", "The Tale of the Priest and his Worker Balda"

4. Krylov I.A. Childhood and youth Krylova I.A. Review of fables: "The Crow and the Fox", "The Monkey and Glasses"

5. Dal V.I. Literary tales. Review of fairy tales: "Girl Snow Maiden", "Crow", "Crane and Heron"

6. Ushinsky K.D. "Hedgehog and Hare", "Bees on exploration"

7. Tolstoy L.N. Childhood of Tolstoy L.N. stories “Vari had a siskin”, “Kitten”

4

3

2

1

2

Book exhibition

Speaking of fables

Acquaintance with the dictionary of V. I. Dalya

Lesson-analysis (learning to reason)

Lesson-analysis (learning to reason)

Poetic notebook

8. Native nature in the image of Russian poets.

Tyutchev F.I. "Leaves"

Fet A.A. "Bells"

Tolstoy A.K. "Autumn"

2

Lesson-concert

Writers for children

9. Chukovsky K.I. "Aibolit"

10.Marshak S.Ya. “A hedgehog lives under our chair”

11. Mikhalkov S.V. "Vaccinations"

12.Barto A.A. "Three points for the old man"

13. Nosov N.N. "Entertainers"

14. Oseeva V.A. "Bad"

15. Prishvin M.M. "Squirrel memory"

16. Charushin E.N. Volchishko

17. Sladkov N.I. "Bedroom in the snow", "Hare and calf"

18. Zhitkov B.S. "On an ice floe"

19. Bianchi V.V. "Whose nose is better", "Tails"

10

Reading competition. Spending

Puppet Theater

Literary quiz

Foreign Literature

20. Perravtov Sh. “Fairy Gifts”

21. Brothers Grimm “Hare and Hedgehog”, “Pot of Porridge”

22. Andersen G. .X. The Princess and the Pea

4

0010 Folklore

1. Russian folk tales. Tales of the peoples of our country. Tales of the peoples of the world. Analysis: how are these fairy tales similar and how are they different? “Rye ripens over a hot field…”

Tyutchev F.I. “There is in the original autumn…”

Pushkin A.S. “Already the sky breathed autumn…”, “And every autumn I bloom again…”

Lermontov M.Yu “Autumn”, “Clouds”

Maykov A.N. "Lullaby", "Autumn"

3. Krylov I.A. - the great Russian fabulist

4. Tolstoy L.N. Leo Tolstoy's lessons - children: what should be?

5. Native nature in the image of Russian poets

Nikitin I. S. "Morning", "Meeting of winter"

Pleshcheev A.N. "My garden"

Surikov I.V. "Childhood"

Drozhzhin S.D. "Village"

Koltsov A.V. "Mower"

Literary tales

6. Odoevsky V.F. "City in a snuffbox"

7. Garshin V.M. "The Tale of the Toad and the Rose", "That which was not"

8. Mamin - Sibiryak D.N. "Alyonushka's Tales", "Smarter than Everyone", "The Tale of Sparrow Vorobeich", Ruff Yershovich and the cheerful chimney sweep Yasha"

9. Chekhov A.P. "Children", "Boys"

Foreign literature

10. Myths and legends of Ancient Greece:

Brave Perseus

Birth of a hero

"The Ugly Duckling"

13. The Brothers Grimm "The Frog Prince, or Heinrich the Ironheart"

2

1

1

1

1

1

2

Lesson-reasoning

Literary Victori

Putation?

Newspaper release

Conversation

Poetry evening

Literary quiz

Making puzzles

Literary quiz

Readers' conference

Grade 3

Folk epic

1. Epics (Russian)

Poetic notebook

2. Native nature in the image of Russian poets A. Sryuchkov 90.011. Kryuchkov 90.011. "Childhood"

Esenin S.A. “The road was thinking about a beautiful evening”

Prokofiev A.A. “I love the Russian birch”

Literary tales

3. Shvarts E.L. "Two brothers"

Bazhov P.P. "Fire-spring"

Kataev V.P. "Flower-semitsvetik"

Kaverin V.A. "Hourglass"

Writers for children

4. Paustovsky K.G. "Cat-thief", "Rubber boat", "Old house residents", "Shepherd"

5. Chaplina V.A. "Pets of the Zoo"

6. Prishvin M.M. "Hunter's Tales"

Foreign Literature

7. Swift D. "Gulliver's Travels"

8. Raspe E. "The Travels of Baron Munchausen"

Andersen G.Kh. Mermaid

1

1

1

1

1

1

1

2

ANALIZ Lesson

Lesson

BERAGE DACKED BIRTERS

Lesson-journey

Lesson-journey

Grade 4

Myths and legends of Ancient Greece

1. 12 Labors of Hercules

Poetic notebook

2. Native nature in the image of Russian poets

Kedrin D.B. "Autumn"

Rubtsov N.N. "First Snow"

Gumilyov N.S. "Childhood"

Tvardovsky A.T. "Forest in autumn"

Literary tales

3. Paustovsky K.D. "Dense Bear", "Disheveled Sparrow", "Caring Flower"

4. Olesha Yu.K. "Three Fat Men"

Foreign Literature

5. Twain M. "The Adventures of Tom Sawyer", "The Prince and the Pauper"

6. Greenwood “Little rabbi”

7. Hemingway “Old man and sea”

8. “Love for life”

1

1

1

1

1

Competition of drawings, crosswords

LESSON-OBZVAY

Puppet theater

Lesson-analysis

Lesson-analysis lesson-analysis

Readers 9000 9000 9000 9000

010 Organization of independent activity of students in the classroom

In the practice of teaching each type of independent work is represented by a wide variety of types of work. Used by the teacher in the system of classroom and extracurricular activities in literary reading.

We offer some recommendations for working with various types of literary texts that we use in extracurricular reading lessons.

1. Selective reading (connection with verbal drawing, written description of the hero, scene, season).

2. Resolution of contradictions (with proof from the text).

3. Cross discussion (students in pairs or in a microgroup are invited to fill out a table in which several arguments “for” and “against” should be written down - 4-5 judgments each; then the teacher organizes a discussion on the problem, during which each of its participants should come to a conclusion; after the discussion, individual work is provided so that the children can once again carefully review and evaluate the arguments and counterarguments and give their personal answer to the main question of the discussion).

The form of the table for the cross discussion

4. Drawing up a plan (according to a certain algorithm). Types of plan: verbal (quoted or on questions), pictorial, symbolic.

5. Key words (by which, after reading a literary work, you can compose a story or you can ask students to arrange them in a certain sequence).

6. Mixed up logical chains (restoration of the sequence of events in the work).

7. "True and False Statements" (the teacher asks students to determine whether the given statements are true and justify their answer).

8. Poetic forms of reflection (for example, "sinkwine" - a five-verse line in which the first line declares a topic or object (one noun), the second line describes the object (two adjectives or participles), the third, consisting of three verbs , characterizes the actions of the subject, the fourth line contains a phrase of four significant words expressing the author's attitude to the subject, the fifth line is a synonym that generalizes or expands the meaning of the topic or subject (one word). 0011

Periodic assessment of the effectiveness of extracurricular reading lessons in elementary school

When conducting extracurricular reading lessons, it seems appropriate to periodically evaluate the effectiveness of these lessons. The leading method of accounting is the observation of the reading activity of students.

At the preparatory stage of teaching reading, the teacher should focus on at least 3 areas:

1. Children's attitude to books, to reading lessons and to reading activity in general.
2. First-graders' awareness of an accessible circle of reading, a quantitative increase in their reading horizons, the orderliness of this horizons (book - topic, book - genre, book - author) and the formation of reader's memory.
3. On achievements and improvement in the way of reading sentences, texts, at the pace of reading, and on what mistakes each child still needs to overcome when voicing "someone else's" speech.

At the initial stage of learning to read, three aspects of reading activity are subject to observation:

1. The volume and depth of the reader's horizons of students.
2. Children's attitude to books and independent reading.
3. The level of students' compliance with generally accepted norms and rules when reading any children's books and literary works offered to children by the teacher.

The teacher's observation plan can be as follows:

1. Did the child carefully examine the book for extracurricular reading?
2. Did you get distracted while working independently with a book?
3. Does he cope with the volume of the general task in the allotted time (10 -15 minutes) or does he require an individual approach - shortened tasks?

At the main stage of learning to read, the teacher evaluates:

1. The correctness and motivation of students' orientation in the book and books.
2. Awareness, expressiveness, correctness, fluency of voicing the text - aloud and to oneself.
3. Completeness, accuracy, emotionality of conclusions and judgments about what they read, the ability of students to rely on answering the text of the book, to draw illustrations and all the existing reading experience, knowledge, habits.
4. The student's appeal to books and independent reading on a personal initiative, as well as the social benefit that he brings as a reader (his participation in the creation of a class card index. Libraries, book exhibitions, reading books to kids, etc.).
5. The ability of students to rely on text information to form their own judgments about the text (critical remarks), to make comparisons, to establish parallels.
6. The ability to independently select books on a given topic.
7. The ability to correctly name the read work (title, author's surname).

The teacher's observation plan can be supplemented with the following questions: 1) Does the student's reading circle include an art, scientific, educational, reference book or children's periodicals? 2) What is the main for the child, what is additional (in relation to the topic of the lesson), as well as the compilation of diagnostic documents.

Compilation of diagnostic documents gives an idea of ​​the level and nature of knowledge, skills and abilities. These can be not only traditional “questions and answers”, but also specially prepared tests or test tasks that test knowledge of reading comprehension, as well as techniques that determine reading levels. The type of diagnostics can be different: accompanying (in the course of studying the material) and generalizing (after reading a literary work).

For example, after reading a journal article, the diagnosis might look like this:

Title of the article: ______________________________

The three main facts stated in the article:

(additional facts):

how ____________________

why _____________________

I think that the article was written with the purpose of _______________________________________________

The position of the author is as follows: _________________________________________________

I liked the article because (explanation) ______________________________

I wanted to know, but I did not learn from the article:

a) ________________________________

b) ________________________________

c) ________________1 ________________ If the object of diagnostics is the skills associated with seeing the structure of the text, its literary elements, then the form of diagnostics can be as follows:

Name: _________________________________

Description of place and time of action: _____________________

Description of the main characters _______________________________

Storyline (chain of events) _________________________

Literature:

1. G. A. Bugrimenko E.A. Reading without compulsion. – M.: New school. 1993.-95 p.
2. Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking. – M.: Enlightenment, 2004. – 175 p.
3. Svetlovskaya N.N. Fundamentals of the science of the reader. - M., 1993. -180 p.
4. Svetlovskaya N.N., Piche-ool G.S. Teaching children to read: A practical technique. - M.: Publishing Center "Academy", 2001. - 288 p.
5. Svetlovskaya N.N., Piche-ool G.S. Teaching children to read: Children's book and children's reading. - M.: Publishing Center "Academy", 1999. - 248 p.
6. Svetlovskaya N.N. Methods of extracurricular reading. - M., 1991. - 189 p.
7. Fedorova G.A. Children's book and children's reading: Guidelines for organizing extra-curricular reading in elementary school. - Kazan, 2003. - 15 p.
8. I'm going to a lesson in elementary school: Reading Part 1: Teacher's book. - Publishing house "First of September", 2000. -256 p.

Appendix1

Lesson notes

Extracurricular reading lesson in grade 3

Subject: “I. A. Krylov is a great Russian fabulist”

Purpose: to expand the children’s understanding of the fable, about the work of I.A.

Equipment: portrait of I.A. Krylov, exhibition of children's drawings depicting heroes of fairy tales, interactive whiteboard.

Course of the lesson:

1. Organizational moment. The teacher sets the students in a positive mood, wishes them success and new discoveries.

2. Opening speech of the teacher.

- Today at the lesson we will talk again about the work of a famous writer. About whom? You will now answer this question yourself. Listen to how the Russian poet Vasily Andreevich Zhukovsky spoke about this man. “His fables will reach posterity and will never lose their strength and freshness in him, for they have turned into folk proverbs, and folk proverbs live with the people and they are experienced.”

- Of course, this is I. A. Krylov. (A portrait of the writer appears).

3. Conversation on the work of I.A. Krylova

- There is no person in our country who would not read Krylov's fables. The work of this great writer deeply and firmly entered Russian literature. Today, several children have prepared interesting facts from the life of the fabulist (2-3 students tell interesting facts from the life of I.A. Krylov).

4. Work on fables.

- What is a fable? The children answer. (A short story in verse or prose, a moralizing narrative with a hidden meaning, in which animals or birds act, they can speak).

- Listen to the Monkey and Glasses fable. (Student's speech)

- What condemns I.A. Krylov in this fable? (Ignorance).

- Who can remember what other fables condemn ignorance? ("Donkey and Nightingale", "Pig under the Oak"). Well done!

- Let's read the next fable by roles. Reading the fable "The Crow and the Fox".

- Why is flattery vile and harmful?

-Are all people inclined to believe flatterers? (Student answers)

5. In what fables are these animals found? (Pictures of these animals are displayed)

• “Cuckoo and rooster”
• “Dragonfly and ant”
• “Swan, cancer and pike”
• “Quartet”
• “Wolf on the PSARN”
• “Elephant and Moska”
• 97 morality.

  6. Literary quiz.

  - I will read you lines from fables, and you will tell me this fable.

  1. “The strong always blame the weak!” (“The Wolf and the Lamb”)

  2. “You were singing all the time – this is business – so go and dance.”

  ("Dragonfly and Ant")

  3. "And you, friends, no matter how you sit down, you're not good enough to be a musician!"

  ("Quartet")

  4. "There is no beast stronger than a cat!".

  (“Mouse and Rat”)

  5. “Monkey, weak in old age, has become eyes;

  And among people she heard,

  That this evil is not yet of such a great hand.”

  ("Monkey and Glasses")

  - Smarties!

  7. Exhibition of drawings

  - And what interesting drawings we have on the blackboard. Did you pay attention to them? Have you guessed where the plot for these drawings came from? (Answers)

  8. Summary of the lesson.

  - Today we again remembered the fables of I.A. Krylov. What conclusion can we draw? What does the fable teach us? What is ridiculed in fables?

  - Bad deeds of people, bad traits of a person are ridiculed in fables. The fable teaches us to fight evil, with the bad qualities of a person, teaches us to act honestly, to uphold goodness.

  9. The final word of the teacher.

  - In conclusion, I would like to quote again the words, but of another poet, the Soviet Mikhail Vasilyevich Isakovsky.

  Who has not heard his living word?

  Who hasn't met his own in life?

  Krylov's immortal creations

  Every year we love more and more.

  We got along with them from the school desk,

  In those days we barely understood the primer.

  And forever remained in the memory

  Krylov's winged words.

  - You guys are great! Thanks everyone!

  Appendix 2

  Extracurricular reading lesson in Grade 2

  Theme: "Three seasons of autumn"

  Purpose: Development of the ability to analyze lyrical works

  Tasks:

  1. Awaken in children aesthetic experiences associated with the perception of poetry, painting, music.
  2. Practice expressive reading skills.
  3. To cultivate love for native nature.

  Equipment: reproduction for I. Levitan’s painting “Autumn”, recording of “The Seasons” by P.I.

  2. Introductory speech of the teacher. (The teacher reads a poem by D.Kedrin)

  The summer green caftan took off,

  The larks whistled to their heart's content,

  Autumn, dressed in a yellow fur coat,

  Walked through the forests with a panicle.

  Cranes trumpeted through the groves,

  As if autumn was about to get married.

  Willow dress in the lake rinses

  Elm is trying on a fox hat.

  - What season does Dmitry Kedrin write about? (About autumn). Autumn. What's good about her? How often do we scold autumn, call it a boring, dreary time. Maybe we are right?

  - Artists, poets, musicians - seekers of beauty. They know how to see the beauty in what we usually remain indifferent to. They will help us understand the beauty of autumn. After all, each of them finds its own colors for autumn.

  3. Talk on the topic.

  - September is the first month of autumn. How did F.I. Tyutchev write about this time? (Pupils read F.I. Tyutchev's poem “There is in the initial autumn ...”)

  - Why did the poet call this time of autumn “wonderful times”? How do you imagine a crystal day? Can you explain the word "radiant"?

  - Look at the reproduction of I. Levitan's painting "Autumn". Painting conversation. (Do you like the picture, what attracts it, what mood the picture is permeated with, etc.)

  - Yes, Levitan miraculously conveyed the silence of early autumn.

  - Listen to the poem. A student reads poems by I. Bunin

  FALLING LEAF

  Forest, like a painted tower,

  Lilac, golden, crimson,

  Cheerful, motley wall

  Standing over a bright meadow.

  Birches with yellow carvings

  Glittering in the blue azure,

  Like towers, fir-trees darken,

  And between the maples they turn blue

  Here and there in the foliage through

  Gaps in the sky, like a window.

  The forest smells of oak and pine,

  During the summer it dried up from the sun,

  And Autumn is a quiet widow

  Enters into his motley tower.

  - Name the colors of autumn seen by the poet. Why does I. Bunin use these words in a poem about autumn? (Autumn at Bunin is elegant, festive)

  - We are well aware of the name of the great Russian poet A.S. Pushkin. Pushkin loved autumn. She always evoked in the poet a surge of creative strength, vivacity, inspiration. (Pupils read Pushkin's poem “Already the sky was breathing in autumn…”, “And every autumn I bloom again…”)

  - How are the poems read by I. Bunin and A. S. Pushkin similar? (they describe the golden autumn.)

  - But now October has come. The autumn of winds begins. (Students read the poem “October has already come - the grove is already shaking off ...”)

  - When the wind breaks into the silence of autumn, everything starts to move. Sometimes it seems: the leaves joyfully surrender to the wind, as if they hope that it will help them catch up with warmth and light.

  - There is a gloomy persistence in autumn beauty. Autumn does not want to give up its colors to time right away. This instability of autumn beauty has been noted by many poets. (Pupils read A.Maikov's poem “Purple of lingonberry tassels does not hang near the stump…)

  - What time of autumn did A.Maikov write about? (deep autumn)

  - Try to describe late autumn. (Rain, cold, winds, sadness)

  - Native nature inspired not only artists and poets, but also composers. I suggest you listen to P.I. Tchaikovsky's "The Seasons".

  ---

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