I can read level 4
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Tell us about your young reader. Books are organized by color-coded reading levels reflective of age, and grade. You can change the reading level or gender options anytime so your subscription can grow with your child just login into your account.
Read Aloud: Age 0-3 (Level 0)
Short, simple words and sentences, Repetitive vocabulary, and full-color illustrations for pre-readers who are new to books. A mix of board books, paperback & hardcover editions.
$19.95 - $203.88
Read Along: Age 3-5 (Level 1)
Short words and sentences, repetitive vocabulary, and simple concepts for your child to learn how to read with a little help. A mix of paperback & hardcover editions.
$19.95 - $203.88
Read With Help: Age 5-7 (Level 2)
Engaging stories, longer sentences, and less repetitive vocabulary increased wordplay for developing readers who still need help.
$19.95 - $203.88
Beginner Chapter Books: Age 7-9 (Level 3)
Beginner chapter books and level 3 picture books and for upper elementary readers. These books feature more complex stories, challenging vocabulary, and engaging plots for beginner solo readers.
$19.95 - $203.88
Chapter Books For Tweens: Age 9-12 (Level 4)
Chapter books with advanced plots and vocabulary with short paragraphs and/or short chapters based on exciting themes to bridge the gap in full chapter books. A mix of exciting fiction and non-fiction chapter books and Junior novels
$19.
95 - $203.88
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Past Books
Fiction, coding, and comics for tween boys
Fiction and non-fiction for level three readers
Empowering heroine stories for tween girls
Chat with us, powered by LiveChatReading Levels K-M - Welcome to LiteracyDoc!
If you notice your child needs help with using words they already know and word parts to read new words:
*Show your child how you notice a part of a new word.
You can use your pointer finger to cover part of the word and only show the part that is known. Show them how you look at that part and think about what the whole word can be.
* Encourage your child to look for a part of the word they know to figure out a new word.
* You can also ask your child to think about what they know that could help them.
If you notice your child needs help with breaking apart new words:
*You can show your child how you would use your pointer finger or a piece of paper to cover parts of a word so that only a portion was visible. Talk to them about how looking at parts of a word can help you figure out a whole word.
* Ask your child to use their pointer finger or a piece of paper to look at parts of a word.
If your child needs help with reading fluently in phrases:
* Remind your child to listen to how their reading sounds. Encourage them to make their reading sound interesting and smooth.
* Encourage your child to use the punctuation to help read the story like they were telling a story.
* Coach your child to read in longer phrases.
* When you come to dialogue, prompt your child to say it like a character would say it.
* Say things like’ “this is a funny (scary, silly, etc.) part of the story. Reread this and make your voice tell what is happening in the story.)
If your child needs help using different types of punctuation to read for meaning:
* Prompt your child to read ahead a bit to see if it makes sense or to help them figure out what a word means.
* Ask your child how they can help themselves understand a word.
* Tell your child that when they read, it needs to make sense and look/sound right.
* Encourage your child to use more information by saying things like:
-That makes sense, but does it sound right?
– That makes sense, but does it look right?
If you want to help your child with understanding their book:
*Prompt your child to tell what the whole book is about. (Show them how to think about this, if needed)
* Periodically stop and ask questions such as, “what are you thinking?”, “what happened?” and “what do you think will happen next?”
* Encourage your child to show you evidence in the book that show why they have an idea.
* Ask your child “what picture did you have in your mind that helped you to think about what happened in this part of the story?”
* Encourage your child to think about something they know that would help them talk about what is happening in the story. Prompt them to use that to understand (the character, the situation, the mood of the story, the message, etc.)
* Connect the text to similar texts your child has read.
*Describe the structure of the book (problem and solution, how-to, etc.) to help your child understand the book.
*Encourage your child to share big ideas about the book rather than small details.
If your child needs help sharing their ideas about a book:
* Ask your child what they thought about the story/text?
* Ask your child what the author wants is to think/feel/believe about the story/character/information.
* Ask your child if they changed their opinion about some aspect of the text as they read to the end? And why?
* Prompt your child to think about something they know that would help them talk about what is happening in the story in certain parts (character’s actions or motives, story theme, perspectives, etc.
).
I can read. Texts for the first reading (Valentina Oseeva, Mikhail Plyatskovsky, Lev Tolstoy)
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The price on the site may differ from the price in the chain stores. The appearance of the book may differ from the image on site.
Useful Books is a series of helpful books for parents and caregivers, specially designed to meet the needs of children and parents. Each book in the series includes works by classics and modern talented writers and reflects one of the most relevant topics in raising a child: the development of speech and thinking, memorizing poems, the first independent reading, daily rituals and much more. Stories about animals and nature, about family and friendship, everyday sketches and magical stories. The collection includes works by recognized masters of prose and contemporary authors - L.
Tolstoy, K. Ushinsky, V. Oseeva, M. Plyatskovsky, G. Tsyferov, S. Kozlov and others, specially selected for the first independent reading. Illustrations by L. Eremina, V. Korkin, V. Kanivets and others
Description
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Useful Books is a series of helpful books for parents and caregivers, specially designed to meet the needs of children and parents. Each book in the series includes works by classics and modern talented writers and reflects one of the most relevant topics in raising a child: the development of speech and thinking, memorizing poems, the first independent reading, daily rituals and much more. Stories about animals and nature, about family and friendship, everyday sketches and magical stories. The collection includes works by recognized masters of prose and contemporary authors - L. Tolstoy, K. Ushinsky, V. Oseeva, M. Plyatskovsky, G. Tsyferov, S. Kozlov and others, specially selected for the first independent reading. Illustrations by L.
Eremina, V. Korkin, V. Kanivets and others 9No reviews yet Make an order in the online store
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If he is among the top ten, you will receive 30 Favorite Shopper Card bonuses. Can write unlimited number of reviews for different purchases - we will add bonuses for each one published in top ten.
Bonus Rules
If he is among the top ten, you will receive 30 Favorite Shopper Card bonuses. Can write unlimited number of reviews for different purchases - we will add bonuses for each one published in top ten.
Bonus Rules
The book “I can read.
Texts for the first reading" is available in the online store "Chitay-gorod" at an attractive price. If you are in Moscow, St. Petersburg, Nizhny Novgorod, Kazan, Yekaterinburg, Rostov-on-Don or any another region of Russia, you can place an order for a book Valentina Oseeva, Mikhail Plyatskovsky, Leo Tolstoy "I can read. Texts for the first reading" and choose a convenient way to receive it: pickup, delivery by courier or sending mail. To make buying books even more pleasant for you, we regularly hold promotions and contests.
Master class "I can read". | Methodological development of reading (grade 4):
Master class "I can read."
Planned results: the student's internal position at the level of a positive attitude towards extracurricular activities and the reading process, orientation to the meaningful moments of school reality; adopting the image of a “good student”; motivation for turning to a fiction book as a source of aesthetic pleasure; motivation for turning to reference and encyclopedic literature as a source of information.
Draw up a possible plan for solving issues together with the teacher; the ability to adjust their activities in accordance with possible mistakes made; in dialogue with the teacher, develop assessment criteria and determine the degree of success in completing the task. Establish causal relationships in the text; create an expression own statement by analogy. Ability to master monologue and dialogic forms of speech.
Master class progress:
SLIDE I called my master class “I can read”. Please note that there is no punctuation mark at the end of the sentence. At the end, together we will try to put a punctuation mark.
1. Speech warm-up. Fluency.
- I want to hear from you the answer to the following question - can we read fluently? (What does it mean fluently?
Slide Reading fluency is a pace that is typical for colloquial speech and in which understanding of the material being read is ahead of its pronunciation.).
Let's check.
Text for children
BELKA AND THE WOLF
BLEKA DID FROM VTEKA TO VTEKA AND ULAPA PMRYAO TO SOGONO VLOKA.
VLOK VKCHISOL AND HETOL SHOW IT.
BLACK SLATA SPORT:
- PSU ME.
VLOK CROCKED:
- OKOSHORO, I PLEASE YOU, WHAT ARE YOU GOING TO ME, GOETHO YOU BLACKIE ARE SO GOOD. I AM GESDA SCHUNKO, AND YOU HAVE A STOMIRSH - YOU ARE VERY VERY VERY IRATEGE AND PGARETE THERE.
BLEK SAZAKLA:
- PTUSH ME PZHEDRE ON DEVREO, AND I WILL FUCK YOU OUT OF YOU, OR I WILL FUCK YOU. VLOK PSITUL, A BLEK ULSH ON DEVREO AND OTDUTA SAZAKLA:
- YOU'RE GOING TO SCHUNK WHAT IS ANGRY. YOUR SALT HEART AND WE ARE VELES AGAINST THAT WE DO NOT GIVE DRAFT AND THE NOMIC OF EVIL.
L. Tolstoy
Text for teachers
According to Rzelulattam Ilssavodny Odogo Anligyskogo Unwirmet, no jack, in the cockeys of the springs of the RSAPOZHENE BKUVA in Sulfa. Galvone, chotby preav and ploendya bkvuy blyi on the site. Osatlyne bkuva mgout seldovt in a plonm bsepordyak, everything is torn tkest chtaitseya without straps. Pichrion this is the fact that we do not read every single letter from a distance, but everything is a syllable.
- Well, did you do the job? I'm sure without any problems, because we don't read each letter individually, but the whole word.
-So, we found out one side of reading - we read very well, fluently, expressively.
2. Mindfulness
- Now let's find out how consciously we can read.
Questions on reading:
- What did you learn? (wolf wonders why squirrels are always cheerful)
- Why is a wolf bored and squirrels always have fun? (wolf is evil, but squirrels are cheerful because they are kind)
3. Interest
please pay attention to the screen.
[Movie] Yeralash "An interesting book"
Stop the movie and ask the children. What book do you think he is reading? Continue browsing.
- (Issue #3, 1975). That was 40 years ago. In those days, children were interested in reading and could even interest others, but now they have been replaced by a computer and the Internet. Today, I think the most urgent problem is how to get children interested in reading books.
4. Working with text
- What associations do you get when you read this word (two) (slide 4). That's how many associations you have.
Close your eyes. And when you hear the word "deuce"? (slide 4).
Slide 5
- Let's guess what will be discussed in the story of Evgeny Permyak "Two".
And now let's draw a portrait of the behavior of a "loser" in verse. Fill in the missing rhyming words and put the lines in order. The number 1 is already there. Remember, we draw a portrait of the behavior of a loser. And so what did we get?
-But like Sergei Mikhalkov. (Slide 10 pop up).
- Let's try to remember all our judgments. Want to know if our assumptions are correct?
- Now read the story (slide 6)
A curly dog lived in the school yard. Her name was Deuce. Why she was given such a nickname, no one knew.
But the kids still offended her.
— Oh, you worthless Two!.. Here you are!.. Here you are!..
They threw stones at the Two, drove it into the bushes.
She whimpered piteously.
One day the teacher Maria Ivanovna saw this and said:
— Is it possible to treat a dog badly just because it has a bad name? You never know who in the world are given bad names. After all, they are not judged.
The kids are silent. Think about these words. And then ….
-What could happen next? Let's speak out. - But like the author (slide 7).
caressed the Deuce and treated her to whatever they could. It soon turned out that Deuce was a very good and intelligent little dog. They even wanted to call her Five, but one girl said:
- What did the girl say? ( answers ) And in the story so. (slide 7)
How can the last phrase of the story sound?
— Guys, is it really the name? Let's go back to the beginning of the story. "There lived a curly dog in the school yard."
- "Kudlataya" is what? (slide 8 - the word kudlataya appears) (slide 8 - the meaning of this word appears) (slide 8 - a photo of a dog appears)
kudlataya - having long, disheveled hair or coat; shaggy.
