Reading strategies for second grade
Comprehension: Activities for Your Second Grader
Second graders are becoming independent, active readers who ask questions and think about what they're reading! Here are some of the things your second grader can do:
Here are some basic things you can do to boost your child's comprehension skills:
Although your second grader may be reading independently, it's still a good idea to build in some read aloud time. You will continue to introduce your child to more sophisticated vocabulary and stories, including chapter books. Reading aloud is one of the best ways to help children learn about the world and make connections between their own lives and what's in the book — and that helps children see the world with empathy. And last but not least, it's a chance to spend one-on-one time with your child and share the experience of reading and discovery together.
Remember that reading together should spark curiosity, joy, and a desire to explore and learn. Conversations about books should be enjoyable, and not a set of quizzes and questions. As you try some of the activities listed below, remember to keep it light and lively for your child.
Sharing family stories out loud and listening to audiobooks are wonderful ways to expose your child to language, how stories are built, and knowledge about the world.
There are so many great nonfiction and informational books for young kids (such as the popular DK Eyewitness series and National Geographic series). Try to include some of these during your next trip to the public library. Children love learning about the real world and are proud to share what they know!
Even a walk around the neighborhood or a trip to the grocery store can be a rich learning experience for young children. On a walk, your child may watch what's going on at a construction site, and then be able to connect it to stories about what it takes to design and construct a building and the impressive machines that make it happen.
These personal connections help children connect what they read with what they know — a powerful way to build comprehension skills!
Try these comprehension activities at home
Active reading
Model active reading when you read with your child. Talk about what's happening as you're reading. Stop and discuss any interesting or tricky vocabulary words. Help your child make pictures of the story in his mind. Ask your child, "What just happened here? How do you think that character feels? Have you ever felt like that? What do you think will happen next?" Not only will this develop your child’s comprehension, but critical thinking skills as well.
"I predict ..."
When you sit down for a read aloud, look at the book's cover together. Ask, "What do you think this book might be about? Why? Can you make some predictions?" Guide your child through the pages, discuss the pictures, and brainstorm what might happen in the story. Talk about any personal experiences your child may have that relate to the story.
Mind movies
When you come to a descriptive passage in a book, have your child close her eyes and create a mental movie of the scene. Encourage her to use all five senses. Read the passage over together, looking for details that bring the scene to life. Ask questions like, “How do you know it was a hot day? Which words help you understand that the child was lonely?”
Map this book!
Draw a map of the book's setting, and be sure to include the places where the main action happens!
Beginning-middle-end
This is a great way to see if your child understands the main parts of a story. After reading a book together, give your child three sheets of paper, with "beginning" on one sheet, "middle" on the second sheet, and "end" on the third sheet. Ask your child to think about the three parts of the story, and then draw what happened on each on the sheets. Arrange the sheets in order, left to right. What happens if you re-arrange the sheets? Does the story still make sense?
Tell me about it
After a read aloud, one of the best and easiest ways to check for understanding is to ask your child to summarize what the book was about in their own words.
You can ask a question or two to help your child clarify her thinking or to add more detail.
Can your child tell you what happened in the story?
This video is from Home Reading Helper, a resource for parents to elevate children’s reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.
Think alouds
Connect the book to your child's own life experience. For example, A River Dream: "This book reminds me of the time my father took me fishing. Do you remember the time we went fishing?"
Connect the book to other books they have read. For example, Mufaro's Beautiful Daughters: "This story reminds me of Cinderella. Both stories are about sisters.
Do you know any other stories about nice and mean sisters? Let's keep reading to find out other ways the stories are similar."
Connect the book to big ideas/lessons. For example, Stellaluna: "This story helps me understand that we are all the same in many ways, but it's our differences that make us special."
Words, words, words
Be sure to include books with rich vocabulary in your read alouds and call attention to interesting words and phrases from the story. This may include repeated phrases or idioms (such as "get cold feet" or "I'm all ears"). Offer a kid-friendly definition and connect the new word or phrase to something your child already knows.Talk about how the author used language or words to make the text interesting, informative, funny, or sad.
Illustrated timelines
After reading a story, have your child create an illustrated timeline of events from the story. Tape together five sheets of paper along the 8-1/2-inch side to create one very wide sheet that is 55 inches X 8-1/2 inches.
To help plan the timeline, your child can add numbers that mark important points of the story. Then it's time to fill in the sequence of events with words and pictures. Once the timeline is complete, ask your child to re-tell the story — acting it out is okay, too! Variation: Create the timeline using Post-Its on a wall or outside using sidewalk chalk.
Comic creator
Lots of kids love comics and graphic novels. Help your child make a comic based on a favorite book — stories with action work especially well. Talk about what happened in the story, and help your child choose which event from the story that she wants to draw. Ask your child to think about the beginning, middle, and end of the event. Using a ruler and marker, divide a paper into squares (or print out this comic strip template from Scholastic). Using colored pencils or fine markers, your child can begin the comic strip, drawing one scene per square. Don't forget to include captions beneath each drawing or in graphic novel-style speech bubbles! When the strip is done, ask your child to share her story.
Talk show
Set up a talk show set with two chairs facing each other. If you like, make two microphones out of paper tubes or other craft supplies. You are the host and your child is a character from the book. Ask questions about the character, such as who you are, why you are important to the story, what happened to you in the story, what is the craziest interaction you had with another character, etc. Then switch roles!
Book trailer
Using a cell phone camera or other recording device, make a short video of your child talking about about why he recommends this book. Encourage your child to show the book cover and some of the inside pages when talking about a certain character or action sequence. Share the book trailer with family and friends!
Show what you know
Does your child love reading nonfiction books (and yes, The Magic School Bus is nonfiction, in a way)? Kids this age enjoy learning facts about things and trying to understand how the world works.
If you've been poring over some nonfiction books at home, take 10 minutes to ask your child specific "fact" questions, listen to her answer, and then ask her to show you where to find that in the book.
The power of having your child find answers in an informational book
This video is from Home Reading Helper, a resource for parents to elevate children’s reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.
Finding the right book
The library is the perfect place to feed eight-year-old T.J.'s growing appetite for information — especially about dinosaurs. His mom, Andrea, has figured out that what makes these trips fun for T.J. is letting him pick his topics and direct his own search. (From our PBS Launching Young Readers program Reading for Meaning.
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More comprehension resources
Reading Comprehension Strategies for 2nd-Graders
Reading comprehension strategies for 2nd graders and how to teach them. This post contains affiliate links.
Reading Comprehension Strategies are Like a Messy Closet
You know how when you try to clean out a closet, things get complicated really fast? Soon you end up with stuff scattered all over the room just so you can get a handle on what the heck you’re working with!
After a while, you see commonalities. You start to put things in piles:
things to donate
things to throw away
things for a different season
Suddenly an overwhelming job seems more do-able. Each item you pull out goes in a pile. Piles are manageable!
Shaping reading comprehension skills into something useful is like organizing a closet.
The list of standards and skills is long! You can throw each one individually at your 2nd-graders but pretty soon it’s like the contents of your closet all over the floor. It’s a complete mess that no one can make sense of!
To get a handle on things, great readers (and teachers) put comprehension strategies into mental “piles.”
You can think of each pile as an understanding about reading.
To improve reading comprehension for 2nd graders, organize your instruction around the following five understandings:
Understanding 1 – What I Read Should Make Sense
You might be thinking Thanks a lot, Captain Obvious! but this isn’t obvious to weaker readers.
In 2nd grade, kids are still building up their phonics skills. They may get to the end of a sentence, satisfied that they’ve decoded each word correctly, but unaware of the sentence’s meaning.
Perhaps the most important understanding about reading is that what is read should make sense.
Watch the video for ways to build up this understanding:
Understanding 2 – Text Has Predictable Patterns
Text can be written about any number of topics, but the same structures are used over and over again. When kids know what to expect and look for in a text, they are more likely to pick out and remember the important parts.
Watch the video for ways to build up this understanding:
Find out more about nonfiction text structures HERE.
Understanding 3 – Author’s Write to Share a Message
By 2nd-grade, kids can take on texts that are more than simple stories or descriptions.
They can begin to look for the lesson or message that an author is sharing with them.
Watch the video for ways to build up this understanding:
Understanding 4 – Images Add to a Text’s Meaning
At the 2nd-grade level, most texts include some kind of illustration, photograph, chart, or diagram. Meaning can be pulled from both the text and the images.
Watch the video for ways to build up this understanding:
Understanding 5 – I Can Use Evidence When Talking About Text
When kids are answering questions about text, it’s easy for them to get sidetracked into the things that they feel and have experienced.
Sometimes a personal connection to text is important, but most responses to text require some kind of text evidence.
Watch the video for ways to build up this understanding:
The next time you’re drowning in lists of reading standards, remember the 5 piles understandings. Each fragmented strategy supports one of the understandings.
You can simplify strategy learning for your students by going back to the understandings. It might sound like this:
“Today we’re learning about character traits. Noticing character traits will help us to look for the author’s message.”
Now the isolated skill (looking for character traits) fits into a bigger understanding (finding the author’s message).
With the five understandings serving as your framework, you can confidently guide your students toward better reading comprehension!
The activities featured in the videos come from The Big Book of Comprehension Activities for 2nd Grade
Pin this post for later!
Hannah Braun
Hannah Braun is a former teacher with 8 years of experience in the classroom and a master's degree in early childhood education.
She designs engaging, organized classroom resources for 1st-3rd grade teachers.
texts to test reading technique - NAUMENOK
It is desirable to test the formation of reading skills 3 times a year: at the beginning of the academic year, at the end of the first half of the year and at the end of the fourth quarter. But sometimes the teacher prefers to check the reading technique at the end of each quarter.
The reading technique test includes not only reading speed, but also reading accuracy, comprehension and expressiveness. I wrote about this in more detail in article 9.0005 "How to test a child's reading technique."
- Special texts are selected to test the reading technique.
- The text should be unfamiliar to the child, but understandable.
- Sentences should be short, without any complicating constructions or signs.
- It is better if the text for checking reading is without illustrations and dialogues so that children do not get distracted while reading.
- Text must be placed on one page.
- While reading the text, you can not interrupt the child, correct mistakes. After completing the reading, you need to return to those words that caused difficulty or were read incorrectly and ask the child to read them again. In the process of reading, a first grader can follow the text with his finger so as not to lose the line. nine0010
- To test reading comprehension, you need to ask a few questions about the text.
Reading technique norm in grade 2
1st half year
Reading is correct, conscious, in whole words. There is a logical emphasis.
Reading pace - 40-50 words per minute.
2 semester
Meaningful, correct reading of whole words, observing pauses, intonations and logical stresses.
Reading pace - 50-60 words per minute.
These texts can be used not only to test the child's reading skills, but also for retelling.
How to teach a child to retell can be found in the article “Teaching a child to retell”.
2nd grade reading test
Sparrow thermometer
My birds don't sit around. Sparrows show my temperature like thermometers.
In the morning just look out the window at the feeder and I already know whether it is warm or cold outside. If the sparrows are smooth and lean, it means that it is warm outside, and if they are plump and disheveled, like inflated balls, it means that the frost is crackling, take care of your ears and nose!
And if only the sparrows let me down. (According to N. Sladkov)
(58 words)
Questions:
- How does the author recognize the weather from sparrows?
- What do sparrows look like when it's warm outside? nine0010
- In what weather do sparrows fluff their feathers?
Flower clock
The children made a flower clock at the camp.
Poppies were planted along the edge of the flower bed. They wake up first. A carnation was placed nearby. She opens the petals after the poppy. Behind the carnation are marigolds. They bloom during the day. The last thing in the flowerbed was fragrant tobacco. It shows evening time.
Sunflowers were planted in the center of the flower bed. Their golden heads face the sun all day long. Sunflowers will be the hands of the clock. (According to V. Vetlipa)
(60 words)
Questions:
- Which flower wakes up first?
- Where did sunflowers grow and why?
Hedgehog
A gray hedgehog went for a walk in the forest on a dark night. I saw a red cranberry and pricked it on a gray needle. I saw a yellow fox and also pricked it.
Finally noticed a blue star in a blue puddle. I also wanted to prick - but nothing happened. The hedgehog thought, thought, and covered it with a burlap: let it lie down until morning.
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In the morning, instead of a blue star, I found a red sun under the burlap. Here the hedgehog laughed. (G. Tsiferov)
(61 words)
Questions:
- When did the hedgehog go for a walk?
- What did the hedgehog find?
- What has the blue star turned into in the morning?
Beavers
A big beaver came out on the shore. The tail is thick and flat, like a shovel. The front legs are shorter than the hind legs.
He examined a young aspen, grabbed the trunk with his front paws, and began to gnaw. The beaver worked quickly. The tree collapsed.
The beaver bit the branches and dragged them to the water. He moved quickly, deftly. Soon the beaver appeared again and went to the tree.
Hills rose on the shore. The beavers covered the branches of the trees with mud.
These were the dwellings of the beavers. (According to Yu. Dmitriev)
(61 words)
Questions:
- What does a beaver's tail look like?
- What tree was the beaver eating?
- What do beaver dwellings look like?
The eagle
The eagle made his nest on the high road, far from the sea, and brought out the children.
Once people were working near a tree, and an eagle flew up to the nest with a big fish in its claws. People saw the fish, surrounded the tree, shouted and threw stones at the eagle.
The eagle dropped the fish, and the people picked it up and left. nine0006
The eagle sat on the edge of the nest, and the eaglets raised their heads and began to squeak: they asked for food.
(65 words)
Questions:
- Where did the eagle make his nest?
- For whom did the eagle catch the fish?
- How did the people act?
Ducklings and a dragonfly
Every morning the hostess brought a plate full of chopped eggs to the ducklings.
She put the plate near the bush, and she left.
As soon as the ducklings ran to the plate, a large dragonfly flew out of the garden. She chirped terribly. The ducklings ran away and hid in the grass. They were afraid that the dragonfly would bite them all.
And the evil dragonfly sat on the plate, tasted the food and then flew away. After that, the ducklings did not approach the plate for a whole day. (According to E. Zhitkov)
(68 words)
Questions:
- What did the hostess feed the ducklings with? nine0010
- Who scared the kids?
- What did the ducklings do when the dragonfly flew away?
Mole
In a forest clearing, heaps of loose earth, like small beds. But who is digging the earth here?
Suddenly the grass began to stir up ahead. I froze, and the earth began to rise in a mound.
Two wide paws with claws appeared, wet nose. Well, of course it's a mole.
I looked out into the white light and again dived into the depths. And in the clearing there was a fresh pile of earth, like a small garden bed. Seeds fly from the trees, fall on the plowed land. A birch or pine will grow here. (According to E. Shim)
(70 words)
Questions:
- What did the mole look like?
- What did the animal do?
- What are the benefits of moles?
Squirrel
A squirrel built a nest on a tall pine tree in the forest. Everything is round, closed, and on one side a loophole is left so that you can climb inside.
The squirrel is a clever animal. All day long, from knot to knot, from tree to tree, he jumps - where he picks a berry, where a fir cone. And autumn will come - then the squirrel will begin to prepare supplies for the winter.
Either he will hang the mushrooms to dry, or he will hide the nuts in a hollow. It's cold, hungry in winter, so supplies will come in handy for the squirrel. (At V. Chaplin)
(70 words)
Questions:
- Where did the squirrel make a nest?
- What shape is the squirrel's nest?
- What stores does a squirrel make for the winter?
Morning rays
A wonderful sun came up to the sky. It began to scatter its golden rays.
The first beam hit the lark's nest. The lark fluttered out of its nest. He rose into the sky and sang a wonderful song. nine0006
The second beam hit the bunny. The bunny ran to get dewy grass for breakfast.
The third beam hit the chicken coop. The rooster flapped its wings and woke up the hens. They started looking for worms.
The fourth ray hit the hive.
A bee buzzed, crawled out of the hive and flew off to collect honey from fragrant flowers. (According to K. Ushinsky)
(72 words)
Questions:
- What did the lark do? nine0010
- Who was hit by the second ray of sun?
- Who was awakened by the third ray?
- What did the bee do?
Hands
Look at your hands. Look at them with respect.
Here is the table. You are sitting at the table. Here is the desk. You are learning at the desk. Here is the window. Through it you look at the street.
A book, a house, bread, a dress, a coat - all this was made by human hands. They can grow bread, build a house, write a book, throw a ball into a net, send a spaceship to the moon. Everything can be done, everything can be done by human hands. And a person must respect the work of his own hands and the work of another person.
(According to L. Kassil)
(75 words)
Questions:
- What can human hands do?
- How should one treat hands and work?
Frosty patterns
It got very cold during the night. It's a frosty morning. Patterns appeared on the glass. Rays of sunlight played on the glass with multi-colored lights.
Here is a long palm branch. Here is a wonderful flower. The snowy pattern is beautiful both in the brilliance of the morning sun and in the blue of the winter evening. nine0006
Where did the snow patterns come from? Moroz Ivanovich draws them. How does he draw them? Transparent steam, which is always in the air.
Warm water vapor settles on the cold glass of the window. They freeze. Other droplets stick to them. A garden of ice gradually grows on the window. The garden sparkles in the winter sun. (According to M.
Gumilevskaya)
(82 words)
Questions:
- What do frost patterns look like? nine0010
- How are they formed?
Harvest festival
In autumn, the villagers held a harvest festival. Tables were placed from end to end of the main street. There are baskets with bulk apples, juicy pears, and various vegetables on the tables.
Heads of cabbage came from the gardens for the harvest festival. Forty clothes and all without fasteners. Behind them are carrots. Whoever eats carrots will get more blood. And here is the beetroot - a master of blushing cheeks. Cucumbers, turnips, radishes, potatoes - all vegetables in the collection. nine0006
Each vegetable is good in its own way. Everyone stocked up for the winter with the summer sun, summer rains, and took from the earth a particle of its great strength. (According to I. Strelkova)
(88 words)
Questions:
- When did the residents organize a harvest festival?
- What vegetables did you bring to the holiday?
- What did vegetables stock up on over the summer?
Spring
In the morning a spring was born in the field.
As soon as the sun has risen, the grass has not yet dried up, and the bee is already flying to work to collect juice from flowers. The bee says to the fontanel:
— Spring, spring, where did you come from?
— I don't know, I'm still small.
— Spring, spring, — says the bee, — give me some water to drink.
- Drink your fill, please.
The bee got drunk, thanked and flew away.
The fontanel got stronger, gurgled more cheerfully. The sun rose high above the horizon.
A titmouse flew by, she saw him and asked:
— Spring, spring, where did you come from?
- Drink your fill, please.
The titmouse bird drank water, thanked him and flew off on his own business. And the fontanel became bigger, brighter, stronger.
The sun rose above the horizon, it became quite warm in the field.
(According to V. Belov)
(107 words)
Questions:
- Who was the first to see the spring? nine0010
- What was the fontanel?
- How did the fontanel become?
If the child's reading technique is below the norm, then he will not be able to study well. It is necessary to improve the quality of reading and reading comprehension. To do this, you need to read a lot (which is very difficult with poor reading quality) or use special techniques and exercises, because. The reasons for bad reading can be different.
Slow readers and children who are struggling to improve their reading speed can be helped by using syllabary reading or, much more effectively, by using an integrated approach that includes various professional techniques. nine0003
To do this, I suggest you use the books:
THE BIG BOOK OF SYLLING TABLES is
- a ready-made tool for training reading and speed reading skills;
- 200 syllabic tables of different levels of complexity;
- professional spreadsheet technique.
The most effective methods will allow each table to be used repeatedly several times, increasing the child's interest in reading. nine0003
Working with these syllabic tables the child will receive:
- improved reading skills;
- increased reading speed;
- improved diction;
- reading comprehension;
- development of thinking and attention;
- vocabulary expansion;
- increased self-confidence.
The child will stop stumbling over difficult words while reading. The reading process will become natural and painless. nine0003
You can easily print the pages you need. All pages of the book can be used separately.
THE BIG BOOK OF SAYLING TABLES is suitable for those who are just taking their first steps in reading, and for those who want to significantly improve the quality of reading.
Syllabaries help children develop their speed reading skills. But it often happens that a child gets stuck at a reading speed of 10-20 words per minute. It is important to track this moment in time and start immediately performing the necessary exercises. nine0003
I have created a training that will help you overcome this barrier without much difficulty. It is convenient to use both at home and when working with the whole class. A variety of tasks will not let children get bored, and parents and teachers will not have to select the necessary material for a long time and torment children with an exhausting, incredibly difficult process at this stage - reading.
Download TRAINING "Speed Reading and Speech Development"
Together with the training you will receive a small book as a gift - 20 syllabic tables for practicing reading skills (they do not repeat the tables of a large book). nine0617
O. Naumova "Noisy texts for reading and retelling"
Good reading and writing skills depend on the child's visual perception and attention.
The better the child recognizes visual images, the better he reads and writes more competently.
Working with noisy texts engages the child's brain as much as possible and greatly increases the productivity of classes. At the same time, there is a development of figurative thinking, attention, memory, the ability to understand what is read. nine0006
In the book you will find:
- Noisy texts with questions;
- Texts with questions for reading, retelling, checking reading technique;
- Method of working with noisy texts;
- High productivity options;
- Exercises for developing speech and reading comprehension.
As a result, the child:
- reading speed increases;
- attention and memory develop;
- conscious reading skills are developed;
- develop self-control skills;
- speech develops;
- the number of writing errors decreases;
- the process of writing summaries and essays is facilitated;
- improvement of educational performance.
Suitable for individual and group lessons.
Easy to print and use.
The Noisy Texts book series consists of three parts.
Texts differ in the number of words, complexity and degree of noise.
It is desirable to work on all three levels of difficulty.
Level 1
Number of words in texts 25-55. A simple noisemaker. nine0003
Download
Level 2
Number of words in texts 35-75. Inclined skimmer.
Download
Level 3
Number of words in texts 45-95. Complicated noise.
Download
Also:
Come to
Bookshop for useful books!
Sincerely, Olga Naumova
Thank you for sharing this article on social networks! nine0006
standards for grades 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. nine0003
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.
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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. nine0010
- 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.
nine0010 - Reading awareness involves reading comprehension, awareness of the idea and meaning of the text, and in the future - this is the ability to catch the 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. nine0010
Reading speed standards for primary 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
Reading speed standards in grade 3
Reading velocity
Reading speed, to which it is necessary 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. nine0003
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. nine0003
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.
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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. nine0003
How can I test my child's reading skills on my own?
Have your child 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, stumbles, transfer control to another time. nine0003
Verification process:
- Prepare a clock with a second hand or use the stopwatch on your phone, and choose the appropriate text.
- Ask the 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. nine0010
- 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?
For this purpose, both fiction and popular science texts, appropriate for the age of the child, are suitable. 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. nine0003
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 the result with the recommended limits and the child's previous performance. nine0003
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. nine0003
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. nine0003
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. nine0003
How can you motivate your child to read:
- Reward your efforts with stickers, stars.
- Mark progress visually - create a success 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. nine0010
- 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. nine0010
- 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 Schulte tables.
- Reading with a window to eliminate "regression" - recurrent eye movements that lead 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
- “Reading in a wave”. First, the child reads aloud, then retells what he read. nine0009 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.
- Ask them to tell you what they liked about the text, what they remember.
For expressive reading
- Role-playing, staging.
- Put on a "radio show". nine0010
- Expressive recitation of poems.
- Voice flexibility training. The ability to speak quieter-louder, higher-lower.
- Conducting reading indicating the tone or strength of the voice.
- Live Picture. One reads, the other reacts with facial expressions.
