Reading comprehensions for children

Week 2 Reading Comprehension (C-2). A passage and questions about how energy can be stored and converted. Cross-Curricular Focus: Physical Science.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4

Week 23 Reading Comprehension (C-23). A reading segment describing the use of data to make graphs. Cross-Curricular Focus: Mathematics.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4

Week 7 Reading Comprehension (C-7). Reading passage describing the relationship between elements and atoms. Cross-Curricular Focus: Physical Science.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4

Week 25 Reading Comprehension (C-25). A passage and comprehension questions about using estimation on math problems Cross-Curricular Focus: Mathematics.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4

Week 3 Reading Comprehension (C-3). A reading passage and questions about the meaning of “Evaluate” when it is used in mathematics. Cross-Curricular Focus: Mathematics.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.4.1, RI.4.2, RI.4.3, RI.4.4

Week 1 Reading Comprehension (C-1). A reading passage and comprehension questions about the different forms of matter. Cross-Curricular Focus: Physical Science.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4

Week 19 Reading Comprehension (C-19). A story about the origins of Galileo’s telescope Cross-Curricular Focus: Physical Science.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI. 2.1, RI.2.2, RI.2.3, RI.2.4, RI.3.1, RI.3.2, RI.3.3, RI.3.4

Week 15 Reading Comprehension (C-15). A reading passage and questions about how geometric shape names use number prefixes. Cross-Curricular Focus: Mathematics.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.4.1, RI.4.2, RI.4.3, RI.4.4

Week 12 Reading Comprehension (C-12). A short passage about human impact on plants and animals. Cross-Curricular Focus: Life Science.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.4.1, RI.4.2, RI.4.3, RI.4.4

Week 14 Reading Comprehension (C-14). A passage about the Koala and how it faces possible extinction. Cross-Curricular Focus: Life Science.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.4.1, RI.4.2, RI.4.3, RI.4. 4

Week 18 Reading Comprehension (C-18). A description and comprehension questions about the different types of angles. Cross-Curricular Focus: Mathematics.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.4.1, RI.4.2, RI.4.3, RI.4.4

Week 29 Reading Comprehension (C-29). A brief passage about a location’s resources, climate and terrain affect livability. Cross-Curricular Focus: History / Social Sciences.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.4.1

Week 22 Reading Comprehension (C-22). A comprehension passage about using predictions before reading. Cross-Curricular Focus: Study Skills.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.2.1, RI.2.4, RI.3.1, RI.3.4

Week 27 Reading Comprehension (C-27). Reading passage about our national symbols like the flag and bald eagle. Cross-Curricular Focus: History / Social Sciences.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4

Week 16 Reading Comprehension (C-16). Reading comprehension passage about the different phases of the moon. Cross-Curricular Focus: Earth Science.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.1, RI.3.2, RI.3.3, RI.3.4

We teach the child to understand the meaning of the text. Free exercises

Many children find it very difficult to make the transition from rote reading to conscious reading. One reason for this may be dyslexia, which makes it difficult for a child to focus on letters and link them into words. Therefore, reading for such children turns into torture. Read more about what this violation is and how to understand if your child has it, read here.

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Another reason why it is difficult for a child to understand what they read is the speed of reading. A child who reads slowly usually forgets what he was reading when he reaches the end of a page or paragraph. nine0003

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There can be several reasons for slow reading:

• poor concentration of attention;
• narrow field of vision, when it is difficult for a child to focus on a whole word, phrase or sentence;
• speaking the text aloud or to oneself;
• when reading, the eyes move in a chaotic manner.

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We will look at a few simple exercises for preschoolers and schoolchildren that will help increase their reading speed. nine0003

Learning to read faster

1. Attention exercises

Set a timer and ask the child to name all the letters in alphabetical order starting with the letter A and going down the table.

This exercise also focuses on concentration. Ask the child not to read the words, but in order to name the colors in which the words are written.

2. Getting rid of regression

In order for the child to read word by word, not to jump from one line to another with his eyes and to be as focused as possible while reading - give the following exercise 5 minutes a day and the result will not be long in coming. nine0003

Letters, figures, numbers and words that are in the squares must be named sequentially. Through this exercise, the child learns to move his eyes correctly and avoid regression.

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The sooner you get it, the better.

3. At the same time we train concentration of attention and logic

Ask the child to correctly form words in sentences.

Study with your child for 15-20 minutes every day and after 2-3 weeks he will read faster. And if you have already tried, but nothing worked out for you or you simply do not have enough time to study, we offer you our Reading Simulator course. nine0003

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After training, your child will learn to read faster, will understand what they read and begin to read with interest, and will be able to write simple sentences in block letters. You can sign up for a trial lesson here.

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Now let's move on to exercises aimed at conscious reading.

7 game exercises that will teach a child to understand what they read

For example, let's take a passage from a fairy tale and show all the exercises on it. You can also choose different passages from your child's favorite fairy tales for each exercise. nine0003

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In order not to spoil the books and not to type the text, find the electronic version of the fairy tale, select any passage and print it out.

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The text on which we will demonstrate our exercises will be taken from a children's book recommended by our student's mother Elena.

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An excerpt from the book "Shmyak the Kitten" by Robin Scotton

1. Visualizing the text

Pictures help to involve both hemispheres of the child's brain, making it easier for him to understand and remember the meaning of what he read. You can visualize the text using self-made mnemonic tables. Below is an example, and how to do them correctly, read here. nine0003

2. Making the text out of parts

Take the printed text and ask the child to read it once or twice. Then cut the text into paragraphs, shuffle it, and ask him to reconstruct the text by putting the pieces together in sequence.

3. Playing teacher

Take the printed text and ask the child to cross out the words in such a way that the main meaning is not lost.

4. We train logic and learn to analyze what we read

We invite you and your child to solve word logic problems. Remember the famous Soviet riddle “A, I, B were sitting on a pipe. A - fell, B - disappeared. Who stayed on the pipe? Answer - And remained on the pipe. nine0003

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This is a very simple and interesting puzzle for preschoolers, which demonstrates to children the great possibilities of the Russian language.

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Below are more examples of tasks for training.

We also recommend that you develop your child's logical thinking by using our simple ideas for creating games from objects that you have at home.

5. Analyzing the text with questions

A good way to help your child build a sense chain is to ask questions about the text:

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• Who is the main character?
• What is happening to him?
• Why do you think this is happening to him? Why was he in this situation?
• What does this situation teach him?
• What would you do in this situation?
• Let's imagine what could have happened if he had acted differently?

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Such questions will help the child to grasp the meaning, highlight the main idea and easily retell what they have read.

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To summarize!

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A child's ability to work with text directly affects academic performance. Start exercising as early as possible. Using our exercises, you will teach your child to think logically and correctly perceive textual information. These are the basic skills that will allow you to become a thoughtful reader and will help your child develop throughout his life.

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Read also:

9 life hacks: how to quickly remember information for a child

How to develop a child's memory with kinesiology exercises!

Simple games for learning Russian. For children from 4 years old

5 easy ways to teach your child to understand texts

Schoolchildren about whom they say: “He is better at math” often read badly. Although the point, perhaps, is not at all in humanitarian abilities or the presence of dyslexia, but simply in the fact that you need to work well with the child. Edition Edutopia told in detail how best to do this. nine0003

Why reading problems need to be addressed right away

When you start talking about reading problems, the first thing that comes to mind is small children with poor phonetics who struggle to decipher letters and make themselves understood. And there are people - schoolchildren and students - who think they can read, but in reality they experience a lot of difficulties with understanding words, images, conclusions, reasoning.

If a child deciphers a text well, we usually assume that he reads well. But at the same time, the teacher may notice that the child freely "decodes" the text, but does not understand it. One way or another, both children who cannot decipher and children who do not understand what is deciphered are all children with reading problems. However, the latter are much less noticeable, and their problem escapes the attention of adults much more often. The child begins to fail tests and generally does not understand half of what is taught in the classroom. nine0003

That's when the real trouble comes, and most of the time it's already in middle and high school.

The sooner you start solving this problem, the better. But it is better to remember that a complete correction requires not just practice - for example, reading passages and asking questions on them - but using an integrated approach that includes several important things.

The following comprehension skills and strategies can be used for the whole class. Teachers can help students choose reading material that matches their current vocabulary and abilities so that in the classroom, children read the text and work at levels accessible to each of them. nine0003

What to do if your child does not understand what he is reading

1. Recent studies show that reading comprehension difficulties may stem from poorly developed spoken language, which develops long before a child begins learning to read. It turns out that students who have problems with reading comprehension also often understand fewer words spoken in oral speech, that is, less than what they hear. They have poor conversational grammar. So, to deal effectively with reading comprehension problems, educators may need to adopt an approach that teaches vocabulary and comprehension first in spoken language and then in writing. nine0003

2. Children who have poor reading comprehension often suffer from a small vocabulary, so it is useful for them to spend a lot of time learning new words. One of the ways is a multisensory approach: for example, pictures, mind maps or mnemonics. Improving general language skills increases the likelihood that they will understand the words they encounter in written text. Since it is not possible to know and remember every word, the child should be taught different types of context clues and how to use them to determine the meaning of unknown words. nine0003

3. As soon as a child has enough vocabulary to understand every word in a text, he finds it difficult to keep his attention and follow all the details or, for example, access indirect information and the hidden meaning of the text .

In this case, the educator can teach the child several cognitive reading strategies that will help: annotation, SQ3R, and KWL diagram among them. They help:

• learn to discuss what they read or activate the knowledge gained while reading the text; nine0014
• develop and ask questions about what has been read;
• draw parallels between two texts or between what the child saw and read;
• make predictions about what will happen next in the text;
• highlight keywords that will later help answer questions;
• think aloud.

Each child can choose exactly the strategy that works best for him. Extracting deeper meaning from a text using strategic thinking can be useful not only for reading comprehension, but also for writing. nine0003

4. Have students engage in peer learning - this encourages the child to take the lead and think about their thought process while reading. Teachers can use peer learning during class discussion, with a text that is read aloud and then with a text that is read in groups. Students should divide into four types and then alternate among themselves.

• Participant 1. The one who asks the question. He asks about parts of a lesson, discussion, or text that are unclear or confusing to help connect with previously learned material. nine0014
• Participant 2. Someone who will record important things - for example, details from a text or important points of a discussion.
• Participant 3. The one who will answer the questions asked by the first participant and will be responsible for ensuring that the answers to these questions are clear to everyone.
• Participant 4. Someone who will make predictions about what will happen next based on what has been presented, discussed or read.
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5. Schoolchildren must be taught text comprehension skills: they need to know what sequence is, what text structure and storyline are, how to draw a conclusion from what they read, what figurative language is and what types it has.

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