Reading assignments for 1st graders

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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.

Characterization

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.

Factuality

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.

Exercises for developing reading skills 1-kov | Reading material (grade 1) on the topic:

Exercises for the development of reading skills for students of primary school age

The main purpose of these exercises is to improve reading skills, since poor reading technique invariably affects reading comprehension. For a novice reader, the understanding of the word read often does not go along with reading, but after it, when he traces the entire letter sequence.

Gradually the eye gets the opportunity to run ahead and understanding is carried out along with reading. We list the most significant exercises of this set:

1. Read columns and lines of words in a circle in whole words, repeating after each all the previous words as quickly as possible. FOR EXAMPLE: HOUSE, HOUSE - TOOTH, HOUSE - TOOTH - NOSE, HOUSE - TOOTH - NOSE - FOREST, HOUSE - TOOTH - NOSE - FOREST - CHEESE, ...

2. Read as one word the service words with the word to to which they refer. For example: in the forest, along the river; and said.

3. Read the tongue twister repeatedly from beginning to end “in a circle”, gradually increasing the reading speed, pointing to the word you are reading with your finger. Arrange a competition with the help of domer seconds.

4. Choose 2-3 sentences, read the first word, and then, quickly repeating the first word again, read the second; repeating the first two, read the third, and so on until the end. FOR EXAMPLE: "SE LI". "GEESE SET". "GEESE ON THE WAVE". “GEESE ON THE WAVE IN THE EVENING” Try to read the previous words faster and faster each time, reaching the end of the sentence, read it again.

5. Do the exercises for placing logical stress (highlighting the most important words in meaning with your voice. Read, placing logical stress in the question and answer:

Is that Maruska the cat? This cat is Maruska.

Is that Maruska the cat? This cat is Maruska.

Is that Maruska the cat? This cat is Maruska.

6. Perform exercises to regulate the pace of reading.

Reading pace: SLOWLY, but in whole words, smoothly. AVERAGE - the norm of reading with all the rules of expressiveness. FAST - tongue twister.

7. Reading passages at different paces.

a) Reading, with a change in the strength of the voice: QUIET - NORMALLY - LOUD; LOUD - QUIET - NORMALLY;

b) Combinations of voice intensity and reading tempo: SLOW - LOUD; FAST - QUIET;

8. Read only ahead without repeating what you have read. When reading a sentence, try to remember similar pictures and try to convey your attitude to what you read.

9. Choose 2-3 sentences and read them one by one with the adult, writing down the time:

Adult: 23 sec, 21 sec, 19 sec, 17 sec.

Child: 1 min. 16 sec, 1 min, 50 sec, 46 sec

Next, specific tasks are proposed according to the type of which each teacher can compose similar ones. The purpose of these exercises is to improve the technical success of reading a younger student without violence, based on the development of interest in this type of activity.

1.. Find in each column the words that differ by one letter. Connect them with an arrow.

MAK

Cat User

Roth KIT

Cancer ROG

2. Similar and how they are different.

WOOD and BUSH, PEN and PENCIL, BRIEFCASE and BAG

za-zu-zy-zi-za-za

4. Correct the mistakes.

Beats like a fish against honey.

Lazy man and fool - two native gates.

5. Read the sentences with question and answer intonation.

Rooks fly south in autumn. In autumn, rooks fly south. In autumn, rooks fly south. In autumn, the rooks fly south.

6. Read and write the names of birds. To do this,

you need to rearrange the syllables.

NITSASI ROCASO VEILOSO LINFI

Read the words in columns and rows “in a circle”

8. Read one word at a time. Where will you pause and take a breath?

The bear does not pluck one berry at a time, but sucks the weight of the entire bush.

9. Read the sentence with intonation: surprise, condemnation, indignation.

Well, you are greedy, bear!

10. Read: at first quietly, and finish reading very loudly; very loudly at first, and then very quietly.

Look, if you overeat, your stomach will hurt.

11. What do you think they are? Connect the words with arrows.

Wolf Cautious, cunning.

Fox Angry, greedy.

Hare is thrifty, shy.

12. Put the mixed up syllables correctly:

breath-kognez

dot-ki-fox

goal-and-ki

-dy-ra-ki-you

la-pa-ra-no-sha-lun

14. Find a name in each line and write next to it.

FYVAIVANGOR _________

SASHAITYUBLT _____________

ONMAKNGTANYA _________________

15. Read the sentences. Follow your inhalation and exhalation.

There was a thunderstorm (inhale) and thunder. There was a thunderstorm and thunder, (exhale). Sasha could not hear (inhale) whether the storm had passed.

16. Highlight the underlined words with your voice.

Why are the whales silent? Do not say anything.

Why are whales silent? Do not say anything.

Why are whales silent? Do not say anything.

17. Read the sentence with intonations: surprise, doubt, joy.

"It's good in the forest in autumn!"

17.a) Accompany the phrase: "I am very happy" with various gestures:

- joyfully extend your hand for greeting,

- withdraw your hand in fear,

- angrily threaten with your finger,

- shake your shoulders indifferently 02 -

call slyly to you.

18. Read the words in order of increasing action:

flashed, passed, ran

19. Match the proverbs on the left with the half on the right.

Learning is light, and

are escorted according to the minds, and there will be no boredom

do not sit in the fold of hands and ignorance - darkness

20. Right a mistake.

Horn to the ears - at least the ties are sewn on.

21. Read the tongue twister "in a circle", increasing the speed.

Our Polkan fell into a trap.

22. Read the sentences, distributing the breath correctly.

(inhale) And his house without a stove (inhale) is \just a doghouse, (inhale) \and there is a bed of straw, (inhale) \and he is not cold.

23. What syllable should be added to make words? Write these words.

Miss___ ___ ___ ___ ___ ___ cups ______ 90 003 90 002 24. The names of animals are hidden among the letters. Find and highlight.

FYVAPRENOTTM

YACHSMEDVED

EZHDVORONAPA

KENROMYSHI

25. Read the sentences, highlighting the highlighted words with your voice

Set the pauses "/".

The fox drags the children either a mouse, or a bird, or a hare. He sits aside and watches how the cubs learn to catch prey.

26. Match these words with words with opposite meanings.

Deep-? Long-?

Pure - ? sad-?

Sit - ?

27. Read prepositions with words as one word.

Fishing from the water to the river on the shore behind the float

28. Correct the mistakes.

In the absence of fish and a tank - fish.

Fashion does not flow under a lying stone.

Buy a whale in a bag.

29. In what order can these words be put?

Stream, puddle, pond, river, sea, ocean, lake

30. Read the words and find among them those that can be read backwards.

RIVER, KAZAK, BAG,

BACKPACK, HOUSE, BIRCH.

31. Answer. Who is flying? Runs? Floats?

Magpie, dog, sparrow, pike, hare, bream, crow, stork, seal, bullfinch, crane, bee, giraffe, mouse, perch, wolf, titmouse, shark.

32. Cross out the letters that are repeated twice. What is written?

Tyuigufrzhyadyshchykbemz Vyazlchaeedsopoprozoprozobushp

33. Pinocchio emphasized the letters as on the sample: a and B. Find errors.

J T U A K E N A N G S B S S D F X B F A Y V A P E R O L E J E A Y C S E B I A T B Y Y C B

Literary reading. 1 class. Multi-level tasks (Svetlana Kutyavina)

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The manual is a universal collection of multi-level tasks for testing literary reading in the 1st grade of elementary school. It can be used when teaching from any textbooks. Tasks are divided into three levels of complexity, compiled in accordance with the requirements of the Federal State Educational Standard for Primary General Education. .Intended for teachers, students of the 1st grade of educational institutions and their parents. . .

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The manual is a universal collection of multi-level tasks for testing literary reading in the 1st grade of elementary school. It can be used when teaching from any textbooks. Tasks are divided into three levels of complexity, compiled in accordance with the requirements of the Federal State Educational Standard for Primary General Education. .Intended for teachers, students of the 1st grade of educational institutions and their parents. . .

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