Reading levels for 3rd graders
📚 Making Sense of Reading Levels plus booklists for every Grade
Books to Read • Mom StuffAugust 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 Third Grader Be At?Making English Fun
Reading Levels are most commonly used to find the instructional and independent reading levels of students. For 3rd grade reading levels this will enable teachers, parents and students to choose appropriate reading literature.
If the reading level of the book is in this ”goldilocks” zone then it will help students practice and develop reading skills that are just challenging enough. Too easy it becomes boring, and too difficult it becomes frustrating.
For third grade students this is a huge step forward. To do this, it is important to gauge at what reading level the student is performing and to do that you have to assess what their 3rd grade reading levels are.
Third grade reading levels commonly range from 12 to 25 on R.R. and PM Benchmarks. Higher levels in this range means that they are nearing the top of the class, but lower levels should not cause any issues at this stage. Guided reading and levelled books will help 3rd graders improve their reading skills.
Reading at appropriate levels is especially important in grade three English lessons. Students at this age and development stage are starting to read for fun and enjoyment, they are starting to choose their own interests.
Although there is still plenty to learn in English, they will be starting to master phonics and pronunciation rules at this stage and focus will be on reading comprehension and reading to learn. ( if a high enough level has been achieved)
This what reading level should a third grader be at article will also cover the following information:
- Targeted information on reading levels and how you as parents and teachers can help your students by having knowledge of them
- Tips and advice to help your 3rd grade students develop to the best of their abilities.
- Some of the grammar, Phonics and other English Topics that a 3rd grader will learn in reading lessons.
- Links to our Reading resources, for 3rd grade and others.
- Advice for both teacher and parents on 3rd grade reading levels
We have a selection of reading resources in the link below if you want to get stuck in. These range from grade 2 up to grade 4 and loads of phonics resources as well – and are printable with comprehension questions included
There are free versions of these on the site as well however the bundle is a better option!
Why Are Reading Levels Important
Reading levels in English are an excellent way for teachers, parents to provide differentiated instruction and resources that target a students strengths and areas for improvement. They provide a individual leveled starting point to challenge but not frustrate students English progress.
Reading levels allow teachers and parents to implement the following:
- Develop Reading schemes such as guided reading, reading groups, buddy reading etc
- Target individual students needs (differentiated learning)
- Target areas for further practice, and reading skills that need reinforcing
- Provide self learning and reading opportunities by having leveled reading resources in the home and classrooms.
- Develop a reading awareness for students. allowing them to choose their own materials, at their own reading levels.
- Increase confidence in students as they see their needs being met and being taught at instructional rather than frustration levels of English.
In third grade reading levels start to play an increasing level of importance. Students at this age will be starting to progress at different speeds, even more pronounced that in grade 2. This has the potential to create large differences in abilities and reading levels in classrooms.
Being able to address those differences in an effective, time saving and thought out manner is going to have a knock on effect on more than just grades. Classroom management should become easier as students are given reading materials and tasks appropriate to them and their needs and requirements.
Although the holistic benefits of both knowing and incorporating reading levels in to lessons are many. In todays educational environments grades and results are of course still vitally important.
Just to show some examples of this, rather than just tell you about it. I have a REAL leveling information sheet for a 3rd grade class below. This shows their reading level at the beginning of the year and their reading level at the end of the year.
You can click on the image to make it larger…. I have changed their names for privacy. (I did have some strange names in my classes but I never had anyone named strawberry 😉 … I did however have a shark boy!
You can see, even with just a cursory glance, the huge improvements this 3rd grade class made throughout the school year. Even if they were among lower level readers at the beginning they improved dramatically buy the end of the year.
The higher levels may have less dramatic ( but still impressive) improvement mainly as their general English lessons are not challenging enough, but also the higher the level of English the slower, relatively speaking, the progress.
What are the Different Leveled Reading Programmes
There are numerous different leveled reading programs that although using different grading systems, all follow a simple enough premise. Books, and reading material, in all systems are written with increasing difficulty, word count and phonics as each level progresses.
We have included an image below ( from REAL) of some of the levelled reading systems and how they compare to each other ( to help with book purchases if needed).
Many Guided reading publishers have developed their own systems as well.
- Scholastic Guided Level Reading Program
- CCSS Lexile Recommendations
- DRA Level
- PM Benchmark
Other Grade Reading Levels
We have a collection of articles on other grade reading levels below.
Other Grades Average Reading Levels.
We have a selection of articles on reading level expectations for different grades below.
What is the Difference between Instructional, Frustration and Independent Reading levels.We include this information in all our levelled reading articles.
What is an Instructional Reading Level?
Instructional Reading level is the reading level directly below independent. Students should be able to comprehend and decode upwards of 80% of the text at an instructional level. This level can vary between students and also between subjects as students have interest and motivators that differ.
What is an Independent Reading Level?
An independent reading level is a level of reading ability that allows students to read texts without assistance from teachers or parents. When reading this level of text students will be able to decode over 90% of words and answer increasingly complex comprehension questions independently.
What is a Frustration Reading Level?
Frustration level reading can be defined as text that are to complex for a students current reading level. Texts at this level will not help progress students to higher levels, conversely attempting to read at this level will demotivate students and hinder their development of reading skills.
In 3nd grade, as well as every English classroom, reading lesson and homes teachers and parents should aim at using an instructional reading level. This enables students to comprehend and therefore engage with texts with minimal assistance, and gives them the motivation to see they are doing well, but still have the support and guidance of teachers and parents.
Guided reading, for which we have many articles and resources, is an excellent way of introducing text at this levels to small groups of 3rd graders.
In fact is it very beneficial to continue guided reading at this stage as students have matured and are becoming more independent. Check out the links to know more. We have an article here on what age you can start teaching guided reading. as long as you know the 3rd grade reading levels, then this can be done in any school.
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What 3rd Graders Learn Throughout the Year.
As we mentioned above a third grader can be reading from about reading level 12 to level 25. However please don’t worry if your students or children are below this, or be to confident if they are above this.
Children will develop in their own time, and though we can help and guide them we should not push them to the point where learning , reading or any other activity becomes a chore. Keep reading fun, directed and instructional and your children and students will progress just fine.
We have a table below highlighting what the reading aims are for Grade 3. However, the TLDR version is simple: Keep them interested, develop a culture of reading, and concentrate on discovering any gaps in knowledge with levelled reading so you can target these issues.
The next section covers what skills they will learn to help them improve their reading levels through out the third grade.
Note: All children develop at very different speeds, and different learning environments will have an impact. If English is a second language, or if there is little exposure to English, or if English is seldom used outside the classroom, all will play a part.
Be assured that if you can get your hands on a levelling set or download one and get an idea of the approximate levels of your children or students, you will be able to cater for the needs in a way that is accessible and instructional to their correct levels!
Targeting in this way will help that development progress much quicker, especially in third grade when they are learning and exploring their own interests. Provide them will leveled materials and this becomes much more effective.
What Reading Skills They Will Learn in Third Grade
We mentioned in our What level should a second grader be at article, that as students get older then emphasis shifts from learning to read to reading to learn and comprehension, and higher order / critical skills start to come in to play.
In third grade, for the more advanced students especially, but for all students if in a native classroom, these higher order and critical thinking skills can be incorporated and introduced into lessons and levelled reading sessions where appropriate.
These critical thinking and reading skills are cross curricular and are so important to their future learning, yet almost criminally overlooked in the day to day bustle of classrooms. We have a workbook designed solely to help develop these skills which you can check out on the link below.
Another skill that is taught in third grade, or even earlier if feasible is the ability to judge which books are suitable for them and their reading level. This becomes more important in third grade as they learn where their interests are start to seek out reading material for themselves. It helps them judge which books are too easy and which are too difficult.
Skills Learned | Resources to Help |
Read for fun and improve fluency | Reading Grade Three Leveled Texts Set 2 and set 3 |
Development of their own reading skills, and become more aware how to use them with less prompting. | Using Syllables and Y as a Vowel Worksheets |
Stronger command of phonics, and phonetic patterns | Vowel Digraph Worksheets |
Recognition of syllables, and multiple syllable words | Using Syllables |
Be familiar with different text types, fiction, non fiction, poetry etc. | Simple Poetry Reading |
Start to develop critical thinking skills that can be applied to reading and in wider contexts | Reading Skills Workbook |
In third grade Vowels taking the form of digraph and diphthongs will be formally taught and words in 3rd grade reading material will increasingly contain them.
Longer and more complex words will be introduced with multiple syllables are in 3rd grade reading level material.
Tenses and the grammar surrounding tenses will have been introduced in the later stages of grade 2. In grade three there will be an introduction to the other tenses. We have worksheets for Future, Present and Past here for free download.
Sentences and constructing more complex sentences will become more important in 3rd grade reading levels. Reading materials will include more complex versions and teachers and parents can use reading levels to gain appropriate levels of text for their students and children.
We have some on the site for free, and in addition we also have sentence making and sentence scramble worksheets as well (link)
However some of the best ways to engage 3nd grade readers is through online games. By this time they will have become aware of tablets and phones being help in parents and siblings hands. Leveled books are one way to improve 3rd grade reading levels but its not the only tool in the box.
We have articles on some of the best online games, and have a page that has all the ones we make as well. These are free to play and very popular and certainly add motivation to your lessons! They are suitable across a wide ranger of reading levels.
What Can Teachers Do To Improve 3rd Grade Reading Levels
Teachers can improve 3rd grade reading levels by creating a love of reading in classrooms and place great emphasis in reading both in formal lessons but also in free time.
- Have a selection of levelled reading material suitable for 3rd graders covering fiction and NON fiction texts.
- Make sure there is a mix of text types and text subjects. So that many interests are covered
- Try to have a corner in the classroom for quiet reading, to be used at recess and during lessons / station activities.
- Mix up ways of presenting resources, online games, worksheets readers etc.
- Ask 3rd grade students to explore the deeper meanings of stories, the feelings and empathy they may have. Ask them what they would do, or why they think characters act the way they do.
- Display reading strategies and phonics strategies on walls for students to reference. ( also put in their day books or on desks)
- Introduce or develop 3rd grader knowledge of higher reading comprehension skills ( we have resources for this here)
- Run Guided reading lessons. (you can get information on this here)
What Language Will 3rd Grade Reading Level Books Contain?
Third grade reading level book, especially at the higher end of the lvels, will start to catian much more complext lanague.
- Language contained in reading resources will move from two syllables maximum to 3 and 4 syllable words in reading books of this level. Topics will become more complex, and use of adjectives will be more detailed.
- Synonyms will be commonly used and prefixes / suffixes and reported speech will also be more regularly sighted.
- There will be a mix of fiction and non fiction, and the comprehension questions will become more detailed.
- There will be the eliciting of opinion with answers. there will be less ”what color is the ball and more how do you think they feel type questions in 3rd grade.
- The important thing, and often forgot, is that the levels of the books remain the same. It may be that a first, second or third grader is reading them. There are not set books for different grades, there are books for different reading levels.
Our reading materials include 3 to 5 questions to help with this. These can be asked verbally or they can complete them as a worksheet post reading.
Quick Tips to help Reading in 3rd grade
This is taken from our Reading for first grade article but applies across all grades.
- Break down every word into individual letters. If there’s a combination (sh, th, ough), separate it into its own chunk. This starts to introduce syllables to students.
- 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.
- Don’t study for too long. Short 15-minute study sessions hold their interest long enough to prevent reading from becoming a boring chore. Little and often is better.
- Use the resources from school and online to supplement these skills. you can access using the following links the 1000s of reading resources on our site for free and premium downloads.
How Can Parents Help Their Second Grader Develop a Love for Reading?
Parents, especially at first and second grade, play a vital role in helping your child become interested in reading. Story telling, appropriate reading resources and books in the house will all help.
In third grade your little reader will be becoming more independent, they grow up so quickly, so allowing them time to read independently and for enjoyment is one of the best things you can do.
Not every book needs teaching, not everything is a teachable moment, sometimes we all just need a little time to enjoy a good book
Here’s a list of ways that you can help your third grader develop a love for reading: It is similar to the second and first grade advice:
The books may change but the mechanics of reading levelled books do not.
- Find reading material that they’re interested in. For example, if they love dinosaurs or space , choose those books over anything else. Also allow them to choose as well. 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. However sites like Starfall offer online stories that may help as well.
- Offer incentives for their reading. Although the aim is to have them choose to read for fun all things start slowly and build momentum. If you can associate reading with enjoyment and reward (extrinsic in the first place) then they will start to enjoy reading and learning for its own merits. Stickers, days out, pencils all work well here.
- Picture books can keep your child’s interest . If you stop reading after 15 to 20 minutes, they’ll be begging to jump back into the material. Its great bonding time as well. Having book quizzes you have read together is a great motivator for third grader as well.
- Use alternative texts, screen magazines etc. Children can be introduced to different text types to show there are reading opportunities everywhere. Even subtitles on their favorite movies with each of you doing a voice is a great reading activity.
- Ask what your children are covering in school. If you ask their teachers they will be happy to share and offer advice on how to help your third grader progress as well as they can.
- Take a look at using online games to diversify how you introduce learning and reading.
- Lead by example, find some time each day to sit down with a book and just read, your child will learn by watching.
Children are always seeking out new opportunities to learn. Parents can simply guide them to make sure there is a little structure to their learning.
Let them choose their books but discuss with the school which level your children are to make sure it is useful for motivation for sure, but also that it is of a level where they ca understand most of it.
Using their interests to guide their reading means they are learning about topics they like and improving their reading. As they progress so with their reading levels, providing you have started them at a reasonable 3rd grade reading level book.
Finally
We have covered the average 3rd grade reading levels in native classrooms, of course there will be some difference in ESL or other classrooms. They key takeaway from all of this is that children will progress at their own speed. you can help them on their reading journey but you shouldn’t force them.
Make sure they have access to reading materials at their level, encourage them to put into use their phonics skills and comprehension skills they have learn in previous years and aim at their interests.
If you manage to achieve these things above then their ability and interest levels will only go up as they read more and more.
Reading should be a joy not a chore.
Here’s a quick recap of the post:
- 3rd grade reading levels typically fall between a 12 to 25 reading level.
- Focus on reading for fun, comprehension skills and appropriate levelled reading material.
- Follow their interests and start to let them recognize text difficultly. Taking ownership allows them to develop their own good reading habits.
- Use additional resources and activities to engage and inspire them
Sources
- Scholastic – Learn About Leveled Reading
- Reading A to Z – Levelled Books
- Amazon Second Grade Reading.
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.
0012
Explanatory memo
Reading as a type of speech activity requires a special approach to assessing the quality of knowledge, skills and abilities of students in elementary school. Suggested tests are exemplary and are chosen by the teacher based on the level of formation reading skills not only of the class as a whole, but also of each student individually, but also taking into account the requirements of variable copyright programs.
Individual test of reading skill (reading aloud) gives the teacher has a fairly complete picture of the level of formation of this skills in younger students. Students are encouraged to read aloud unfamiliar text accessible by content. The teacher by fixing admitted reading errors, determining the number of unreasonable pauses, the time spent for reading, answers to the questions posed, assesses the level of mastering the skill reading by students.
This a collection of texts was compiled to help the teacher. Often when checking equipment Reading has a problem when selecting text. Therefore, when choosing material, I focused on the different level of preparation of the class and each student in separately. Texts can also be used for preliminary preparation for control check of reading technique. Questions are given at the end of each piece. and tasks that allow you to check not only the speed of reading, but also to find out how much the student understood the meaning of the work.
Norms of Reading technique
Mandatory level:
1 quarter-65 words
2 quarter-70 words
3 quarter-75 words
4 quarter-80 words
9000
Possible level :
1 quarter-75 words
2 quarter-80 words
3 quarter-85 words
4 quarter-90 words
3
0002
1 quarter
Level 1
ANIMAL FRIENDS.
October Seryozha and Vitya were fishing from a boat in a forest river. Vitya threw a fishing rod and froze from amazement.
By river squirrels swam. The animals tried to swim across the river. But a strong current carried them away from coast. The squirrels began to sink.
Boys decided to help the animals. With nets and hands they caught squirrels. Passengers boldly sat in the boat.
Boat filled up. Vitya moored to the shore. The squirrels quickly rushed into the forest. More than an hour the boys labored until they caught the squirrels from the water.
Guys helped animals escape hunger. After all, the squirrels went to look for other forests, where in this year, a lot of nuts, cones, acorns were born.
(G. Skrebitsky)
(90 words)
Questions and assignments:
1. What surprised the boy while fishing?
2. What caused the squirrels to drown?
3. How did the boys help save the animals?
Level 2
WHAT THERE IS DEW ON THE GRASS.
When on a sunny morning, in summer, If you go into the forest, then in the fields, in the grass, diamonds are visible. All these diamonds are shining shimmer in the sun in different colors - and yellow, and red, and blue. When come closer and see what it is, you will see that it is dew drops gathered in triangular sheets of grass and glisten in the sun.
The leaf of this grass is shaggy and fluffy inside, like velvet. And the drops roll on the sheet and do not wet it.
When you inadvertently tear off a leaf from dewdrop, then the drop will roll down like a ball of light, and you will not see how slip past the stem. It used to be that you would tear off such a cup, slowly bring it up to your mouth and drink a dewdrop; and this dewdrop seems to be tastier than any drink.
(L. Tolstoy) (115 words)
Questions and assignments:
1. Tell me where and when you can see dew.
2. What does she look like?
3. Why does this dewdrop seem tastier than any drink?
FROG AND DUCKS .
Many years ago two Ducks and one Frog were in great friendship with each other. But then the day came when the lake was not enough water, and the Ducks decided to move to another place. The Frog found out about this and became ask her friends to take her with them: she is so used to them that even considers himself one with them. The ducks agreed to fulfill the request of the Frog. They found a plank, put the Frog on it and, taking the plank with their paws for both end, fly. The frog was strictly ordered not to screamed.
They flew over one aul. frog thirsty, and she croaked. The people of the village heard the croaking and began to look up. And when they saw the Ducks, they raised a fuss, began to throw stones at them. Frightened Ducks scattered in different directions and dropped the Frog.
(Kazakh folk tale) (129 words)
Questions and tasks:
1. Why did the ducks decide to move to another place?
2. In what way did the Ducks decide to transport the Frog?
3 Why did the Frog violate the order of the Ducks?
Level 3
GOLDEN MEADOW
golden from many blooming dandelions. It was very beautiful. All They said: “Very beautiful! The meadow is golden.
One day I got up early to fish and noticed that the meadow was not gold and green. When I returned home about noon, the meadow was again all gold. I began to observe. By evening the meadow turned green again. Then I went found a dandelion, and it turned out that he squeezed his petals, as if if our fingers were yellow on the side of the palm and, clenching our fists, we would close yellow. In the morning, when the sun rose, I saw dandelions open their palms, and from this the meadow becomes golden again.
Since then, dandelion has become one of the most interesting for us flowers, because dandelions went to bed with us children, and with we got up.
( M. Prishvin )
( 140 words )
Questions and tasks:
1. Why was the meadow called golden?
2. At what time of the day did the meadow turn green?
3. Why dandelion has become one of the most interesting colors?
HOW THE BADGER AND THE MARTEN WERE SUITABLE
forest path and saw a piece of meat. They ran to their find.
- I found a piece of meat! - shouting badger.
– No, I found a piece of meat! - shouts to the whole forest marten.
Badger own:
- I found this! Nothing to argue!
Marten:
- I saw it first!
So they argued and argued, almost tore themselves apart.
Then the badger said:
– Let's go to the judge. Let us judge judge.
And the fox was the judge in this forest. listened to fox badger and marten and says:
- Give me your find here.
The debaters gave the judge a piece of meat. The fox said:
- We need to divide this piece into two equal parts. Let the badger take one part, and the marten the other.
With these words, the fox tore the piece into two pieces.
– It’s not fair, whined badger.
- The marten has a larger piece.
– We will correct this trouble now, – said the cunning fox and bit off a fair amount of meat from the marten's share.
- Now the badger has a larger piece, - screamed the marten.
- It's not fair!
– Never mind, we will fix this problem too! I I like everything to be fair.
Having said this, the fox again bit off a piece of meat, only this time from the share of the badger. Now it turned out that the marten had a piece larger than the badger. But the fox is not confused and bit off a piece of marten.
And so she leveled the piece until there was nothing from the find left.
Apparently, smart people tell the truth: greedy and uncompromising always at a loss there are.
( 226 words )
Questions and tasks:
1. Where, Where does the events described in the text take place?
A) In the meadow;
B) in the forest;
B) in the field;
D) in the village.
2. Due to Why do animals have a dispute?
A) They did not know how to share the find;
B) were afraid to deprive each other;
C) found out who found the piece of meat.
3. Identify what meaning does the author put into the expression almost torn ?
A) Nearly torn to pieces;
B) nearly got into a big fight;
C) almost made a hole.
4. Who held judgment in this forest?
A) Fox;
B) bear;
C) wolf.
5. What the definition given to the fox in this text?
A) sly;
B) cheat;
C) a red-haired robber.
6. What human vice condemns the people in this work?
A) Greed;
B) cunning;
C) cowardice.
2nd quarter
Level 1
BELA AND WOLF.
The squirrel jumped from branch to branch and fell right on sleepy wolf. The wolf jumped up and wanted to eat her.
Squirrel began to ask:
- Let me go.
The wolf said:
- All right, I'll let you in, just tell me why you squirrels are so cheerful. to me it's always boring, but you look at you - you're all playing and jumping up there.
The squirrel said:
- Let me go up the tree first, and from there I'll tell you, otherwise I'm afraid of you. Wolf let him go, and the squirrel went up the tree and said from there:
- You are bored because you are angry. Anger burns your heart. And we are happy because that we are kind and do no harm to anyone.
( L. Tolstoy)
(103 words)
Questions and assignments:
1. What story happened to the squirrel?
2. What question tormented and tormented the wolf?
3. What did the squirrel answer him?
4. What feelings did the forest animals experience, the squirrel and the wolf, when did you meet in the forest?
SWORD AND ROSE.
Somehow the Sword and the Rose argued. The sword said:
- I am stronger! I will not be bent by the most evil hurricanes and storms. And you are weak and thin. You will quickly disappear!
- Why do you offend me so? Rose said. - Because I'm like that. gorgeous!
- What's the use of your beauty? – observed Sword with mockery.
At that moment, an old man appeared on the road, and Rose said to the Sword:
- Let's ask the old man!
The sword agreed and asked the Sage:
- Judge us, tell me, in whom is more useful for a person - in a sword or in rose?
The sage thought for a moment and said this:
- A person on earth needs both a rose and a sword together. The sword protects him from dangers, but the rose brings joy to the human heart.
The Sword and Rose rejoiced at what the Sage said and stopped argue.
(123 words)
Questions and tasks:
1. Why The sword was so dismissive of the lush Rose?
2. How did the Sage judge the dispute between the Sword and the Rose?
3. Read the most important words of the text. How do you understand them?
Level 2
UNCLE AU.
Second story "Mr.
Au and the sick tree". Uncle Au woke up cheerful in the morning.
He looked out the window. A yellow leaf flew past the window. Mr. Au shuddered.
"What? The apple tree must be sick. Every autumn, this tree loses its leaves. I have to help him."
He found in the drawers a band-aid, a needle, thread, scissors, grandfather's medicine for cough and baldness and went outside.
It was surprisingly light outside. Yellow leaf caught on a thorn roses. Under the apple tree lay other yellow, red leaves.
Uncle Au brought a ladder and carefully climbed it. He glued the leaves with a plaster, sewed them to the branches, wrapped them with threads and dyed into green. Then he poured all the medicines on the roots of the tree and returned home.
"Good for me!" Uncle praised himself.
He even wrote a poster on a piece of paper: "THE WOOD TO BE GREEN!" - and walked with this poster around the apple tree until it got dark.
By evening he was so tired that he went to bed. He lay and dreamed: "If the tree will be with leaves all winter, then I will have winter apples".
He was pleased with himself, Mr. Au!
( H. Mäkelya, E. Uspensky )
( 160 words )
Questions and tasks:
1. What do you think, who is Mr. Au, or Uncle Au? Describe it.
2. What did you find amusing about his behavior?
3. Find and read Uncle Au's slogan. What a noble feeling he put into your slogan?
4. What regularity in nature was this fairy-tale hero trying to prove? How will his idea run out?
5. We advise you to read this interesting book.
Level 3
PUZZLE.
The weather was terrible. The last darkened autumn puddles. A pensive sparrow stood near a puddle. He is so tense thought his feathers were moving. Sparrow could not understand why those snowflakes that fall on the asphalt lie - sparkle, and those that are in a puddle - disappear. Why? Unclear.
Solving the riddle, the sparrow paid no attention to anything. In vain: a skinny stray cat had been following him for a long time.
"Now," thought the cat, "jump and..." He gathered himself into a tight ball and jumped.
Sparrow was so busy with snowflakes that he wasn't even scared.
- Don't interfere! - the sparrow waved its wing and hit the cat in the eye.
The cat was surprised and indignant.
- Do you understand who I am? he hissed.
Sparrow finally understood and was frightened, but continued to follow snowflakes. “Well, well,” the hungry cat was surprised. Why don't I eat it? Something prevented the cat from rushing at the sparrow.
“We’ll take it…” he said hesitantly and suddenly became interested: “What are you staring into a puddle?
“A miracle happens,” the sparrow timidly backed away. - A puddle of snowflakes swallows. - AND suddenly took off.
And the cat was no longer up to the sparrow. He was very interested in the mystery. snowflakes. He sat by the puddle and thought: “Why is that? A snowflake fell on the asphalt - sparkles, fell into a puddle - disappeared. Why so? But why? Unclear".
(N.K. Abramtseva)
(188 words)
Questions and assignments:
1. How did the author show us the sparrow? Tell.
2. What riddle captivated the thoughtful little sparrow?
3. How did the author show the cat at the beginning of the text?
4. What miraculous transformation happened to the cat? Why?
5. What is the genre of this work?
6. How would you solve this riddle?
SMART MOTHER LARK
sown field. When the summer passed, the baby larks grew up. Wheat too increased.
And then one day the owner went out into the field, looked at the wheat and said to his son: “I think it's time to put away the bread. Tomorrow I will ask the neighbors to come help me".
The little larks heard these words and ran to their mother: “The owner wants to harvest tomorrow. We are afraid that he will destroy our nest. Let's fly away from this field today!" “Today we are still out of danger,” she said. lark mom. “We can stay here one more day.”
The next morning the owner and his son went out into the field. They were waiting for a long, long time, but not a single neighbor came to help them. Everyone was busy with their fields.
The next day the owner and his son went out into the field again. Master looked at the wheat and said, “Indeed, it is time to harvest it. Now I will ask my brothers and sisters to come and help me."
The little larks heard these words. They got scared and run to mom. "Mother! they shouted. The owner wants to clean up the bread tomorrow. He going to call for help from his brothers and sisters.
"Don't be frightened," said the early mother. - There are still dangers no. We can safely stay here one more day.”
Indeed, the next day, neither the brothers nor the sisters of the owner did not come. They all said that, unfortunately, they were very busy with their own fields. On the third day, the owner got up early in the morning, went out into the field and began to work. one.
When the mother-lark saw this, she said: “Now we it's time to fly away. 'Cause the deed is only done when the man does it himself, and does not wait for others to do it.
( Aesop )
Questions and assignments:
1. How do you understand the expression: The lark family has made its nest ?
Built;
fashioned;
dug out.
2. At what time of the year do the events described in the text take place?
Winter;
in spring;
in summer;
in autumn.
3. What kind of crop was planted in the field?
Rye;
oats;
wheat.
4. Why did the little larks tell their mother to fly away from the field?
It's time to fly to warm the edges;
were afraid that they would destroy their nest;
there was little food.
5. Why did neighbors and relatives refuse to help the owner of the field?
Were employed on our own fields;
were offended by the owner fields;
considered that the harvest is still not mature.
6. Think Which expression best helps to understand the main idea of the text?
Things are done only when when a person does it himself, and does not wait for others to do it.
Whoever gets up late has bread is missing.
Winter will ask what stocked up in autumn.
3rd quarter
Level 1
WHY WOULD A SQUIRREL TAIL?
Two schoolchildren were walking through the forest. Caught a squirrel in the forest. Them many in our forests. The squirrel is beautiful, the tail is large, fluffy.
The schoolchildren argued which of them was the first to catch the squirrel. Squirrel endured, endured and even bit the schoolboy who held it in his hands. And she ran away.
The schoolboy cried.
Then I came up and asked:
- Why does a squirrel need a tail?
“For beauty,” one of them said uncertainly.
- In order to fly from tree to tree, - said the second.
- That's right! .. - I said. – What else?
They couldn't answer me anything.
Two or three days have passed. I look - my familiar boys.
“Come with us,” said one.
"We'll show you something," added the second.
It was raining outside. We entered the forest.
- Look! Look there! the boys whispered.
A squirrel was sitting on a branch. It was raining, but the squirrel covered himself with his tail, and she did not seem to be afraid.
- Ours, - the guys whispered. Now we know why the squirrel has a tail.
- You see, - I said, - and for beauty, and in order to fly from a tree to a tree, and for warmth, a squirrel needs an umbrella tail and a coat tail.
(168 words)
Questions and tasks:
1. Why did the guys manage to catch the squirrel?
2. What were the children arguing about?
3. Why the guys really wanted to show the squirrel to a familiar person once?
4. Briefly retell the text.
Level 2
FOREST ECHO.
I was then five or six years old. We lived in the village.
Once my mother and I went to the forest for strawberries. Strawberries were born that year lots of. She grew up in an old forest clearing.
As I remember this day now, although more than fifty have passed since then years. The day was sunny and hot. But as soon as we approached the forest, suddenly ran blue curly cloud. A heavy rain fell from it.
And the sun kept shining. Raindrops fell to the ground, hard splashed on the leaves. Then they hung on the grass, on the branches of bushes and trees. AT each drop reflected, played the iridescent radiant sun.
Mom and I stood under a tree, and the warm rain had already ended.
“Look, Yura, how beautiful it is,” my mother said, coming out from under the branches.
I looked. Stretched across the sky in a colorful arc rainbow. One end of it rested against our village, and the other went far into river meadows.
- Wow, great! - I said. - Just like a bridge. Here's a run through it!
- You better run on the ground, - mother laughed, and we went to the forest to collect strawberries... A light steam came from the ground.
- Hey! Ay! I shouted.
"Aw! Ay! -, responded from the forest distance.
- Don't be afraid, it's an echo! Mom said.
I feel good and calm with my mother.
(G. Skrebitsky)
(194 words)
Questions and tasks:
1. About what childhood memories told us the author?
2. When a rainbow appeared and what did it look like?
3. What feelings and desires arose in the boy?
4. Why Mom smiled and what did she teach her son?
5. What character traits in childhood helped the boy later become great a writer?
UNDER THE TREE.
I'll tell you how it was in the forest before most rain. There was such silence that it seemed that every leaf, every the needle struggled to be the first and catch the first drop of rain.
I saw a Christmas tree. She grew up in the shade, and that's why she had branches lowered down. Under the tree turned out a good hut.
It is impossible to convey the charm of being in the forest under the tree during warm summer rain. Crested hazel grouse, driven by rain, burst into the middle of our thick Christmas tree and sat down under the very hut. Quite in sight underneath a finch settled down like a twig. The hedgehog has arrived. A hare hobbled past. And for a long time the rain whispered, whispered something to our tree ...
And we sat for a long time, and everything was as if the real owner of the forests he gave each of us a cozy place and separately whispered to each of us, whispered, whispered in my ear. ..
But the rain stopped and a warm gentle sun came out.
(According to M. Prishvin)
(129 words)
Questions and assignments:
1. As an author describes a forest waiting for rain?
2. Who hid from the rain under a thick hospitable spruce?
3. Dream up: if you were in such a hut, what do you feel good about I would think under the spruce?
level
WHIP.
- Grandfather, look what a whip I found! Grandfather raised his glasses to his forehead. - Look, you are a belt! And, in any way, woven into six ends.
I swung the whip and clicked loudly.
- Clever... And where did you find it?
- And on the road.
- And you don't know whose whip it is?
I shrugged as naturally as possible. Although I certainly knew whose whip is this. Grandfather Egor! He just went to the station yesterday and, apparently, dropped him, returning drunk in the evening. Grandfather sighed:
- The day has just begun, and you have already sinned twice: someone else took the whip for me too lied.
And again he began to beat off the scythe. When finished, he called me:
- Hey, Vovk, I keep thinking, where are you going to crack this whip. On the street is not allowed. Suddenly Egor will see or the guys. And they will tell him. AT garden, right? But you can’t swing there - there is no space. This is how it turns out - you need to hide it.
In the evening, at the samovar, grandfather again spoke of the whip.
- Well, have you thought about where you are going to hide it? Under the pillow it's like most reliable...
I blushed. I was just thinking about exactly this - where to hide the whip. And grandfather continued, slowly sipping from the saucer:
- Taking someone else's thing is a simple matter. But hide it so that the owner does not I saw - here you need to think hard. But you are a big head. Mother says - you study for one five ...
Red and sweaty - not from hot tea, but from grandfather's mocking eyes - I slowly got down from the bench, in the entrance hall I took a whip and went out gardens.
Finally clicked there, and without any pleasure, wandered country path to the house of grandfather Yegor. And then he suddenly ran: so I I wanted to get rid of this ill-fated whip as soon as possible.
(V. Volkov)
(261 words)
Questions and assignments:
1. Where do the events described in the text occur? Justify your answer: write out the words from text confirming your choice.
a) In the town;
b) in the village.
2.B What time of day do the events described in the text take place?
a) In the morning;
b) morning, afternoon, evening;
c) in the morning, in the evening.
4. What find does the grandson show off to his grandfather?
5. Where did Vovka find the whip?
6. What was the joy of owning a whip?
a) Clicking loudly;
b) brag to the guys;
c) store under pillow.
7. What sins, according to the grandfather, did the grandson commit?
8. Why, according to grandfather, you can not snap a whip in the street?
9. What advice did the grandfather give to his grandson?
10. Why did Vovka want to get rid of the ill-fated whip?
11. What moral lesson did the grandson learn?
FUNNY CUCKOO.
Gunnar and Gunilla's mother sighed.
- Mom, what time is it? - with this question, the children turned to their mother and father every hour.
Dad is also tired of fulfilling the incessant requests of the children, even he!
“I think,” he decided, “to buy the children their own watches.
And tomorrow.
Dad brought the clock and immediately hung it on the wall. And told that These cuckoo clocks are made in Switzerland.
An amazing gift, thought Gunnar and Gunilla.
When the hands of the clock struck ten, the cuckoo jumped out and sang ten times.
- How do you think she knows how many times she needs cuckoo? Gunilla asked.
- Of course, why. This mechanism works.
But then a real miracle happened. The window opened and from there jumped out a small wooden cuckoo.
- I know mathematics well, so I can count well, - the cuckoo spoke.
"She... she can count," whispered Gunnar.
“Of course, I can also speak,” cuckoo cuckooed. She flew down and sat down on the back of the bed.
- Aren't you attached to a watch? the children asked.
- Of course not. It's just the way people think. Only mom shouldn't talk. This is a secret that only children can know, - the cuckoo answered and disappeared into the clock again.
The cuckoo flew out the window many times and each time brought gifts to the children.
But then mother came in. She wished the children good night. At the same In a moment the window opened and a cuckoo jumped out and sang. She sang and sang and then cuckooed twenty-six times. Mom was stunned.
"Probably the mechanism has gone bad," she said. And the children, climbing under blanket, laughed out loud. After all, only children are supposed to know about miracles.
(A. Lindgren)
(245 words)
Questions and assignments:
1. How parents decided to get rid of numerous questions of children?
2. What was it for an "amazing gift"? Describe it.
3. What the secret was revealed to the children?
4. Compose outline of this text.
4th quarter
1st level
WHICH IS EASIER.
Three boys went to the forest. In the woods mushrooms, berries, birds. The boys were walking. Didn't notice how the day went by. will fall at home!
So they stopped on the road and think what is better: to lie or to tell the truth?
“I will say,” says the first, “that a wolf attacked me in the forest. frightened father will not scold.
- I'll tell you, - says the second one, - that I met my grandfather. The mother will be happy and not will scold me.
- And I'll tell the truth, - says the third. It's always easier to tell the truth because it's true and you don't need to invent anything.
So they all went home. Just said the first boy father about the wolf - look, the forest watchman is coming.
- No, - he says, - there are wolves in these places.
Father got angry. For the first guilt he got angry, but for a lie - twice.
The second boy told about his grandfather. And grandfather is right there - he is coming to visit.
Mother found out the truth. I got angry for the first guilt, but for a lie - twice.
And the third boy, as soon as he came, he confessed everything from the threshold. My aunt grumbled at him and forgave him.
( V. Oseeva )
( 157 words )
Questions and assignments:
1. Why Did the boys notice how the day went?
2. Why were the parents angry with the first and second boys?
3. Why is it always better to tell the truth?
2 Level
Mount HARE.
Once the Hare complained about his fate: “There is no more unfortunate than me, he says to himself, who only does not hunt for me: and a man and a dog, and a wolf, and a fox, and a hawk, and a goggle-eyed owl, even a stupid crow, and that takes away my children. I have nothing to defend. I can't jump like a squirrel trees. I can't dig a hole like a mouse. My teeth are sharp, but to bite the enemy lacks courage. It is worth hearing a rustle, and my heart is already pounding from fear, and I run without looking back. True, it's not so easy to catch up with me, and that's good, that my tail is short: the dog will not grab it. But still there is no salvation for me, In less than a year, I will be caught and killed. I live in fear all the time! How so to live, it is better to die!”
In desperation, the Hare ran to the river drown. He ran to the very shore and heard something jump out of him. from under his feet and flopped into the water. Hare guessed that it was a frog, and became thoughtful: “Wait, you see, I'm not the most cowardly in the world. It turns out that there are creatures who are afraid of me. Besides, they don't know how to run, I can even crush them. And they don't have warm skin. But they live and are not going to die! Why then I have to drown? Not! I'm not the most cowardly in the world yet. I still have to I will live!” - exclaimed the Hare and merrily ran along the road.
(Kazakh folk tale)
(232 words)
Questions and assignments:
1. Why Hare considered himself the most unfortunate?
2. Like a frog changed the opinion of the hare about yourself?
3. What does it teach story?
CHIZHIK - PYZHIK.
In autumn, Mavrik begged his grandmother to buy him a siskin, and grandmother bought. "Here's your Chizhik-Pyzhik," she said and put it on a large cage table. - Take care of him. Don't forget to drink and feed. And will come spring - release.
Mavrik was delighted: now Chizhik-Pyzhik will not have to freeze in the wind and fly tired from place to place to get food.
Every week, Mavrik cleaned the cage, changed the water in the drinker and poured plenty into grain feeder.
The chizhik lived in warmth all the long winter. And when spring came Mavrik took a cage with a chizhik through the whole city into the forest.
I fell in love with a stump, put a cage on it and opened the door. And you stepped aside.
- Fly, Chizhik-Pyzhik, fly free!
Chizhik jumped onto the threshold of the cage... and back into the cage.
- Why don't you fly, stupid?
And then the siskin seemed to understand what they wanted from him, flapped his wings and fluttered out of the cage. I looked around, and then I heard the call of a chizhin and flutter-flutter -
from branch to branch, from tree to tree - flew into a birch grove ...
(E. Permyak)
(162 words) Questions and assignments:
1. What did you want to get a boy for a gift? Who fulfilled his cherished dream?
2. What season did the siskin live near Mauritius? Support your thoughts with words from text.
3. Read the passage about how Mavrik released the siskin at will.
4. How did you feel when you read how the boy let out free bird? Why did you think so?
5. What proverb did you remember in connection with the plot of this passage?
Level 3
THIS FABLE IS ABOUT YOU.
Yes, the ingenious way was invented in ancient times by the sages, how, without causing a direct offense to a person, nevertheless tell him the truth in the eye. They are gave people a glimpse into a wonderful mirror in which all kinds of animals and strange things, which were a spectacle as entertaining as instructive. The sages called this mirror a fable, and no matter what the animals do, everything reasonable and stupid people involuntarily attributed to themselves and at the same time thought: this fable folded about me. Therefore, no one could be angry with the fable.
Let's take an example.
There were two high mountains, and on their tops stood castle. Down in the valley a hungry dog roamed, sniffing the ground in search of mice or partridges. Suddenly a trumpet sound was heard from one castle; he proclaimed that they are about to sit at the table. The dog immediately rushed up the mountain, hoping that a piece will fall to her, but before she had time to run halfway, they stopped trumpet, but trumpeted in another castle. Then the dog thought that in the first castle she will not be in time, apparently, they have already dined there, but in the second they are still only at the table sit down. She escaped from this mountain and rushed to another. Here they trumpeted again the first lock, but in the second the trumpet fell silent. The dog ran down again and again rushed up the mountain; so she ran back and forth until the both pipes, because both here and there they had already dined.
Well, guess what the ancients wanted to say with this fable wise men and who is this fool who runs until he falls off his feet, but nothing and finds neither here nor there?
( 256 words )
( H.K. Andersen )
9000
and assignments:
1. Select the closest explanation of the meaning of the phrase "brilliant way."
a) The best, perfect;
b) the most successful;
c) very correct.
2. Explain with the help of other words the meaning of the word "sage".
a) An old man;
b) a man of great intelligence and experience;
c) a person who invents incredible stories.
3. What genre H.K. Andersen called it a "wonderful mirror"?
a) Fairy tale;
b) a fable;
c) story.
4. Why on fable no one could get angry?
a) Only good things are said about people;
b) human shortcomings are discussed in the context of animals and outlandish of things;
c) describe events that cannot happen in people's lives.
5. Think which expression helps to understand the main idea of the fable better than others.
a) “Who gets up early, God gives him”;
b) "If you chase two hares, you won't catch one";
c) "Hurry, you'll make people laugh."
6. Reply to question H.K. Andersen: what did the ancient sages want to say with this fable?
Literature used:
1. Newspaper 1 September "Primary School"
2. "We teach children observe and tell. O.V. Marinicheva, N.V. Elkin. Yaroslavl. academy development. Academy Holding 2002
3.Kazakh folk tales. T. Daurenbekov. Alma-Ata "Kitap" 1979
4. Collection texts for presentations in elementary grades. IN AND. Yakovleva Moscow "Enlightenment" 1972
5.Internet resources.
standards for classes and quarters
Reading is a key skill that opens the gate to the land of knowledge for a child. Thanks to this skill, children learn about the phenomena and events of the world around them, get acquainted with the characters and actions of people, meet new problems and ideas. This skill helps them to broaden their horizons and ideas about the world, develops critical thinking and trains cognitive abilities - attention, imagination, memory. Reading is the foundation for further successful learning.
To understand how well a child develops this skill, it helps to check the reading technique. Reading technique is a multifactorial test that characterizes the development of a skill from different angles. In reading technique, the following are evaluated:
- reading speed,
- reading method,
- reading awareness,
- correct reading,
- expressiveness of reading.
A difficult reading skill consists of both a technical and a semantic component and is aimed at achieving the main goal - understanding and assimilation of the information read.
Reading technique parameters
Let's consider all the components of reading technique in more detail.
- Reading speed - the number of words read in a certain period of time. Often, parents focus on the formation of fluent reading, while the child makes many mistakes, does not understand and does not remember what he read. It is not necessary to force only speed, slower conscious reading and a gradual increase in tempo are better than fast mechanical reading with errors and inaccuracies.
- Reading method — syllabic reading or reading the whole word, smoothly. With the development of the skill, the child has a gradual transition from syllabic reading to smooth reading in whole words.
- The correct reading of is characterized by the absence of errors and hesitation. Inattention, problems of diction lead to inaccurate reading, indistinct articulation and, as a result, to a distortion of meaning. Pay attention to the correct reading - this will be the key to competent writing.
- Reading awareness involves reading comprehension, awareness of the idea and meaning of the text, and in the future it is the ability to catch subtext, humor, irony, the attitude of the author. Interfering with reading comprehension can be low reading speed, distorted reproduction - guessing words, changing the shape of words, not reading endings.
- Reading expressiveness - the use of pauses, finding the right intonation, the correct placement of stress. The expressiveness of reading is inextricably linked with awareness. When understanding what is read, it is easier for the child to observe the necessary pauses, select the correct intonation and place logical stresses.
Reading speed standards for elementary school
GEF standards determine the desired reading speed for a child by a certain point in learning, help to understand whether the development of a skill is successful or whether additional attention is required. Standards - indicative values; it is important to take into account the individual psychophysiological characteristics of each child and evaluate the growth of his personal indicators.
Grade 1 reading speed standards
Reading speed standards in grade 2
9,0003
Reading speed standards in grade 3
Reading rate in grade
9000
Reading speed, for which the lead schools, is reading at the speed of conversational speech, 110-120 words per minute. The human articulatory apparatus has adapted to this speed over time. And most importantly, the reading should be conscious, correct, expressive.
Other parameters of reading technique
Grade 1
At the end of the first half of the year. Reading is smooth syllabic, conscious and correct, with a clear pronunciation of syllables and words.
At the end of the second half of the year. Reading is conscious, correct, simple words are read as a word. Words with a complex syllabic structure can be read syllable by syllable.
Grade 2
At the end of the first half of the year. Reading consciously, correctly, in whole words. Compliance with logical stresses. Compound words can be read syllable by syllable.
At the end of the second half of the year. Reading meaningful, correct, in whole words. With observance of logical stresses, pauses and intonations. Syllabic reading is undesirable.
Grade 3
At the end of the first half of the year. Reading consciously, correctly, in whole words. With observance of pauses and intonations, with the help of which the child expresses an understanding of the meaning of what is being read.
At the end of the second half of the year. Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the child expresses understanding of the meaning of what is being read.
4th grade
At the end of the first half of the year. Reading consciously, correctly, in whole words. With the help of observed pauses and intonations, the child not only expresses an understanding of the meaning of what is being read, but is able to express his attitude to what he has read.
At the end of the second half of the year. Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the child expresses an understanding of the meaning of what is read, and his attitude to the content of what is read.
How can I test my child's reading skills on my own?
Invite your child to see how well they read already. Children usually love to know how many centimeters they have grown, and they may also be interested in knowing their progress in reading. Warn about the upcoming test and ask the child to read quickly.
The control of reading technique in sensitive children who, due to their temperament, can hardly tolerate various tests, can be carried out imperceptibly or in the form of a game. Do not create unnecessary excitement around the upcoming test, do not arrange a test in the form of an exam. If the child is worried, stutters, transfer control to another time.
Verification process:
- Prepare a clock with a second hand or use the stopwatch on your phone, and choose the appropriate text.
- Ask your child to take a seat.
- Show him the text and ask him to read it aloud.
- Track the time from the moment your child starts reading. Not all children are able to immediately start reading on command, which leads to inaccurate results.
- Usually, one minute is noted for checking, but some experts recommend taking 2 minutes for monitoring, since not all children are equally quickly included in the work. Divide the result obtained in 2 minutes in half.
- When reading, do not correct or interrupt. It is better to discuss the mistakes made after the child has finished reading.
- Evaluate the speed, correctness, awareness and expressiveness of reading.
- Retest and compare results. Reading technique may differ depending on the child's fatigue, health status and mood.
Which text is suitable for verification?
Both fiction and non-fiction texts appropriate for the child's age are suitable for this purpose. The text should be unfamiliar, but understandable to the child, have educational and educational value. The texts of V. Bianchi, L. Tolstoy, N. Nosov, B. Zhitkov, K. Ushinsky, V. Dragunsky are suitable. The text for verification can be found in special manuals or in a textbook on the Russian language and literature.
You should find the text that is located on the spread of the book so that the child does not have to waste time turning pages. Choose text without an abundance of punctuation marks and distracting illustrations. It is not desirable that the passage contains common complex sentences and dialogues. The font must be large enough and legible. The text should not have a technical focus and contain terms incomprehensible to the child.
Test score
Speed score
Count how many words the child read in one minute. When counting words, pay attention:
- prepositions, conjunctions, particles of 1-2 letters are counted as one word;
- when wrapping, a word counts as 2 words;
- if the word is written with a hyphen, look at how many letters are on both sides of the hyphen: if there are more than three, we count it as 2 words, for example, “long, long”, if less than three, for example, “somehow”, - as one .
Compare your score with your child's recommended limits and previous performance.
Comprehension score
Determine how well the child understood what they read. If the student reads slowly and has read only a couple of sentences, let him read the passage to the end. Ask your child a few questions about the text. Ask what or who he read about. Ask the child to identify the main idea of what they read and retell the text.
For a deeper check of the meaning of the reading and learning, use special teaching kits.
Correctness assessment
Pay attention to whether the child reads what is written correctly, whether he pronounces words clearly, whether there are hesitations and corrections, whether he alters words, whether he changes endings, whether he places stresses correctly. Discuss the mistakes with the student.
Evaluation of expressiveness
To assess the expressiveness of reading, the child is offered a familiar text. Listen to whether the child observes pauses and other punctuation marks, whether he changes intonation, whether he highlights the main idea.
Improving reading technique
Poor results in reading technique are not a reason to be upset, but only a signal that additional efforts need to be made to improve the skill. You can work with the child on your own or contact a specialist who will analyze the weak points and select the appropriate exercises. Conduct additional activities with the child in the mode of "sparing reading" without pressure. It is more important to observe the regularity and frequency of classes: 10-20 minutes daily.
How can you motivate your child to read:
- Reward for diligence with stickers, stars.
- Mark progress visually - create a progress board so your child can visually see their progress
- Conduct activities in the form of a game, such as "going to the library" or "reading to your favorite toys. "
- Choose books and texts that are interesting for your child.
- Let the child read to the pets, they are grateful and accepting listeners. Reading to them, the child is not afraid to make a mistake, he relaxes and overcomes the fear of failure.
- Have a reading competition between peers and siblings.
To improve the speed of reading will help:
- Reading by syllabic tables.
- Multiple reading. Read the same text several times, increasing the pace. From the second time the child will be able to read faster.
- "Tug". An adult leads a finger along the line, setting the pace. The child tries to read at a given pace.
- "Tops and roots". The child reads the words, covering the upper or lower half of the letters with a ruler.
- Reading in a book turned upside down.
- Lightning. Alternating reading at a comfortable pace with reading at the highest possible speed for 20 seconds on the command "Lightning!".
- "Sprint". Reading speed competition between classmates.
- Work on expanding the field of view according to the Schulte tables.
- Reading with a window to eliminate "regression" - recurrent eye movements, leading to repeated reading.
For correct reading:
- Work on clear diction, do articulatory gymnastics.
- Read tongue twisters and tongue twisters.
- Invite the child to correct the deformed sentences: "The weather is good on the street."
- "Imaginary word". When reading, the wrong word is pronounced, the child must correct it.
Reading comprehension
- “Wave Reading”. First, the child reads aloud, then retells what he read.
- Drawing up a plan for reading.
- The student reads to himself at a comfortable pace, tells what he understood and felt, what he thought about
- Discuss unfamiliar words and expressions.
- Invite the child to draw a picture of the passage they read.