Scholastic reading level guide

Leveling Chart | Scholastic Guided Reading Program for the Classroom

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The Guided Reading Levels Chart and What It Means

Have you ever found yourself using a system, but not really knowing why? Maybe you are using it because someone introduced you to it and you just rolled with it. Maybe you have found yourself using it because you knew there was a purpose but weren’t sure what it was. I know I have been in this place. I have been there with guided reading levels and the guided reading levels chart for sure.

When I first started teaching guided reading, I found myself wondering things like, “What does this guided reading level mean?” Or “What does this have to do with how this child is learning to read?” Or even “Why on earth are some numbers and other’s letters?”

I want to help make things clear for you so I am sharing all I can about guided reading levels, the guided reading levels chart, and what it all means.

What are guided reading levels?

Guided reading levels are simply a system developed originally by Irene Fountas and Gay Su Pinnell to help organize reading skills and strategies so that readers are not overwhelmed. The goal of guided reading is to work within a child’s instructional level. Anything above that can cause frustration for the reader and anything below does not allow for enough teachable moments.

The most common system for leveling is Fountas and Pinnell’s guided reading levels system which uses letters to indicate each level. It ranges from levels A-Z with A being the simplest and Z being the most complex of the guided reading levels. Other popular systems are DRA, which uses numbers, Reading A-Z, and Rigby. Lexile levels are another familiar system that uses large ranges. Personally, I have found this system to be the most difficult to work within.

All good teachers teach within a “system” naturally. Never would we dump algebra on a child who is learning basic number patterns, yet the number patterns will set them up for later success in deeper math concepts!

Books are assigned reading levels and as children are assessed, children are given leveled books to work within that do not overwhelm them. The goal is that they have a useful tool that allows the teacher to come alongside them and coach them through.

Remember, children are not assigned levels. Books are assigned levels.

This is something that I am guilty of in the past and while it can be wonderful motivation for some as they work to move up levels, it’s also not great for many.

How do you determine a guided reading level?

Guided Reading Levels for Books

Assigning a guided reading level to a book is complex. Many factors are taken into account. Scholastic lists the following:

Genre: The type of book (here’s your guide to children’s book genres) 
Text Structure: How the book is organized and presented
Content: The subject matter of a book
Themes and Ideas: The big ideas that are communicated by the author
Language and Literary Features: The types of writing techniques employed by the writer
Sentence Complexity: How challenging the syntax in each sentence is
Vocabulary: The frequency of new words introduced in the book
Words: The ease at which the words in the book can be figured out or decoded by a reader
Illustrations: The correlation and consistency of images and pictures in the books to the words printed on the page
Book and Print Features: The physical aspects of the printed word on the page –Mary Doman, A Parent’s Guide to Guided Reading, Scholastic. com

Just remember there is no perfect book and no perfect system. I know firsthand from leveling my own sets of guided reading books that it’s super tricky and one word can change the whole level! Being aware of your readers’ skills is so important!

Matching Just Right Books with Children

When it comes to matching guided reading levels with readers, there are a few ways you can do this. If you are a teacher, the best way to is to take a running record. This will allow you to get accurate data on the child and really see their strengths and growing points. If you are a parent, you can use a simple five finger test to determine if a book is too hard or just right. Every time a word is missed, the child raises a finger. Once they get to five, they know it’s too tricky right now.

It’s important to remember that when searching for a good fit you take into consideration more than just the text. You must also consider comprehension. If a child is struggling to comprehend the text, then it’s likely too hard. If the child can comprehend it well and can read it well, then it may be too easy for the child.

What does each of the guided reading levels mean?

So what do each of the guided reading levels mean? I love to look at them from the perspective of what they encourage readers to be working towards and how much a child can do when they advance levels.

In my guided reading resource card FREEBIE, all of the strategies, skills, behaviors, and comprehension focuses are explained at each level. They not only help you, the teacher, meet your readers where they are, but they help you have a roadmap to see where they are going next, too.

I love to use them when planning my guided reading lessons!

Where do I go from here?

Once you know where a reader is working and you know that you have leveled text, you may be looking for some easy to follow guided reading lessons. After years of planning my own lessons and hearing from teachers that they weren’t sure where to even begin, I created guided reading lessons for Kindergarten, First Grade, and Second Grade readers.

The lessons have an easy to follow format, guided reading books, notes about each level and where students are working, word work activities, comprehension activities to follow up the text reading, and even notes for parents.

Shop Kindergarten Guided Reading Lessons

Shop First Grade Guided Reading Lessons

Shop Second Grade Guided Reading Lessons

No matter where you are in your guided reading journey, it’s important to simply begin and keep moving forward. Teachers, myself included, are always learning, growing, changing our practice, and improving! I’m rooting for you!

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Want to use the latest research to boost your readers during small groups? This FREE guide is packed with engaging ideas to help them grow!

Reading aloud guide. A handbook for loving parents, caring grandparents, and intelligent educators

Jim Trelease's Read-Aloud Handbook

edited and revised by Cyndi Giorgis

Translated from English by Marina Aromshtam and Olga Lisenkova

, 1989, 1995, 2001, 2006, 2013

© The James J. Trelease Read-Aloud Royalties Revocable Trust, 2019

© M. Aromshtam, O. Lisenkova, Russian translation, 2021

© Russian edition, design. Azbuka-Atticus Publishing Group LLC, 2021

CoLibri®

* * *

Reading is the heart of education. The acquisition of knowledge in almost any subject is associated with reading. To understand the essence of a mathematical problem, the student must read it. If a child is not able to read a text in a textbook on physics or social studies, how will he answer the questions after the paragraph?

Since reading is the core around which learning is built, we can say that this is the key to longevity. The American non-profit organization RAND at one time investigated the factors that affect life expectancy - racial, gender, geographic, educational, marital status, diet, smoking, and even church attendance. It turned out that the main determining factor is education. Another researcher studied the era of a hundred years ago, when universal compulsory education was introduced in the United States. It turned out that each year of training prolongs a person's life by an average of one and a half years. The same pattern emerged in other countries. And scientists studying Alzheimer's disease have found that reading in childhood and expanding vocabulary can be preventive measures against the devastating effects of this disease. You will find more information about this on the pages of this book.

Summarizing all of the above, it can be argued that it is reading (and not watching videos or exchanging text messages) that is the most significant factor in social life. The formula that I give here may seem too simple, but its every statement is substantiated and documented.

Jim Treleese

Reading aloud is a joyful experience for both child and parent. Trelease's book offers helpful clues as to why this experience is so pleasurable for both parties, and how to achieve this effect.

Arthur Schlesinger, historian, writer, politician

This classic guide to reading aloud, updated and expanded, is a real source of inspiration for parents, teachers and anyone who loves children and cares about their future.

The Denver Post

The most important thing we as parents can do for our children is to read to them as often as possible from early childhood. Reading is the road to success in school and in life. If a child learns to love books, he will love to learn.

Laura Bush, Former School Librarian, Former First Lady of the United States

As I read this treasure book, I became more and more fascinated by its contents... I give my unqualified recommendation.

"Dear Abby" (Dear Abby), the cult American column of answers to letters from readers

Preface to the Russian edition

What needs to be done to make a book enter the life of a child?

Read aloud to him.

Not that this was an incredible discovery. Many of us have been read as children. Many of us, having become parents and teachers, read to our own children and students. But this was something taken for granted, almost a routine of life for any intelligent family, where, due to unspoken rules and Soviet traditions, a special attitude to books was cultivated.

And suddenly it turned out that reading aloud is not just a way to spend time with a child: it is a powerful tool of socio-pedagogical influence with far-reaching consequences. It is a way to transform social reality.

A new understanding of reading aloud emerged in the 1980s with the book The Reading Aloud Guide by American author Jim Treleese. I should probably call him "Educator" with a capital P, even though Treleese had no teaching background and never worked as a teacher. Apparently, he also did not think about an academic career, having graduated from the university with a bachelor's degree. Jim Treleese enjoyed and rather successfully (judging by the awards he received) worked as a journalist and artist for a regional newspaper in Springfield. True, before starting his journalistic career, Jim served in the army as a military analyst.

Perhaps his background in analytics played an important role when Jim Treleese began to sort out his impressions of communicating with sixth graders, whom he met as a volunteer in extracurricular courses and told about the profession of journalism. It turned out that among children there are readers and those who do not read. For some reason, the existence of non-reading children was a discovery for Jim Trelez and greatly upset him (apparently, the interest of schoolchildren in journalism, combined with an unwillingness to read, looked like a glaring paradox).

And Jim began to THINK about it.

Reading children... Where do they come from? It turned out that for many children who read, school teachers read during the lessons ...

And then he found a study that substantiated the benefits of reading aloud. For people with ideas about the value of critical thinking, the rationale for certain actions is incredibly important. A well-founded judgment is the best argument for promoting an idea into practice. And Jim, using his journalistic skills, recounted his “discovered” research, providing it with comments and examples from his own experience. The result was a small 32-page brochure. In the same 19In 1979, a pamphlet called The Read-Aloud Handbook was published by Weekly Reader Books. But Jim Treleese had to pay for the publication himself.

It turned out that the book is in demand. In 1982, the "Guide" came out, albeit in paperback, but in one of the leading American publishers Penguin Books - and produced the effect of an exploding bomb.

In 1983, the book entered the New York Times bestseller list.

Just think: a book on how and why to read to a child has become a bestseller!

From that moment the triumphal procession of the book around the world began. It was published in English-speaking countries - both in the UK and in Australia. It has been translated into Spanish, Japanese, Korean, Chinese and Indonesian. The book was quoted at every opportunity, and now on the Internet you can stumble upon publications like "20 quotes from the book of Jim Treleese . ..", "32 most important quotes from the book of Jim Treleese ...".

The Manual was reprinted seven times, and each new edition was marked "revised": true to himself, Jim Treleese included references to new reading research.

This is not surprising. In the 1980s, 1,200 research projects on the topic of "children's reading" were launched annually in the United States. And in 1985, the Reading Commission was established in America, whose task was to collect material, analyze and develop recommendations for the development of children's reading literacy. The report of the commission, titled "Becoming a Reading Nation," contained important data and no less important conclusions, and Jim Treleese could not help but react to this event: in 1989, the third revised edition of his book was published with references to the results of the commission's work. In the same year, the American International Reading Association included The Handbook in its list of the eight greatest books on education produced in the 80s, and the year before, Jim Treleese was awarded the Jeremiah Ludington, founder of the association, for his outstanding contribution to the field of educational publishing. publishers of educational paperbacks.

The 2006 edition was already a mature, well-structured teaching aid, and included chapters on book start, the stages of reading aloud, and the do's and don'ts of reading to a child. It also included an annotated list of books selected by Jim Treleese for adult and child reading, which Jim himself called "The Book Treasury."

* * *

The name of Jim Treleese and the mention of his book in our country first appeared in 2009, in the abstract collection “Reading from the sight, from the screen and “by ear”: the experience of Russia and other countries” (M.: Russkaya school library association). It was from this collection that Russian-speaking experts learned both about Treleese's book and about the Reading Commission, created in response to the concerns of the American pedagogical community in connection with the reading crisis (at that moment it was associated with the rapid development of television: by the mid-80s in every American the family had an average of three televisions), and that this crisis can be countered with something.

And now, ten years after the first mention, we have the opportunity to get acquainted with the eighth edition of the book, which was published in the USA quite recently - in 2018. True, the eighth edition was prepared for publication not by Jim Treleese himself, but by children's literature specialist and university lecturer Cindy Georgis. Probably, you should not be surprised at this, just look at the date of birth of Jim Treleese - 1941. Apparently, this work is important for him not only and not so much as a text written by himself, but as a conductor of a certain idea: it is necessary to convey to parents and teachers the data of new research in the field of children's reading, it is necessary not to abandon attempts to teach as many people as possible to read aloud, because it can change their lives. And Cindy Georgis shares his ideas about the role of reading aloud in education and is a recognized expert in the field of children's books.

But, for all the relevance of the topic and general problems, for all its "practical orientation", translated into Russian "Guide" is not at all a simple and easy book.

First of all, this is explained by American specifics: the author appeals to the experience of American parents and teachers, talks about discussions on the problems of American school education, refers to studies conducted by American scientists, and lists of recommended books include works only by American authors, a significant part which are unknown to us.

But this feature of the book may even arouse more interest in it. On the one hand, it can be read in accordance with the intention of the authors (Jim Treleese and Cindy Georgis) - in order to gain additional arguments in favor of reading aloud, write out certain maxims or practical algorithms, take note of some books (how many , it turns out, translated into Russian!).

And you can consider the "Guide" as a kind of culturological journey: this, then, is how the problems of reading are understood in American society! These are the kinds of discussions that arise there, these are the decisions school directors and individual teachers can make! This is the role libraries play in American cities and towns! And here is an interesting reading-aloud experience in the American army (even more interesting is the practice of reading aloud in British prisons - a rare case when Cindy Georgis refers to a non-American experience).

All this is incredibly interesting material for analysis. For example, for the authors of this book, there is an obvious relationship between a child's reading level and the social status of the family in which he grows up. And the degree of development of reading skills largely determines the child's ability to learn, his ability to move from one educational level to another, get a "good education" and, as a result, take a place in society that allows him to "earn good money." There is a direct and irrevocable connection here: education in the United States plays the role of a social elevator. So by helping children learn to read (and reading aloud is seen as one of the most important ways to encourage independent reading), American educators and librarians are helping them rise to a new level of social well-being. And reading aloud becomes almost the main way to fight ... against poverty!

Such a "social" turn of the topic is completely unexpected for the Russian reader. When we talk about reading aloud, we think of anything but fighting poverty. Our reading is loaded with a completely different meaning.

Yes, indeed, in every intelligent Soviet family, books were cultivated and read aloud to children. But, we will notice, only to small children. And only until the time when they learned to read on their own. The true value was not at all shared experiences when reading aloud, but reading to oneself, because with it a person acquired an additional degree of freedom - not external, but internal. I don’t know if the image of a child who has covered himself with a blanket and in the darkness of this cozy cave, illuminating the pages of a book with a flashlight, will say anything to an American teacher. Perhaps such a "niche of peace", such a secret individual space is characteristic only of the child of the Soviet era. And with such a reading experience, some sort of “History without an End” by Michael Ende, where reading was seen as an escape from reality, fit in perfectly. And the statuses of "a person who reads" and "a person who is socially prosperous" in our country were not directly connected and still are not connected.

Perhaps that is why Jim Treleese's book came to us so late - about ten years later than the idea itself. And the idea took root, because in the late 90s in our country they suddenly started talking about the crisis of reading: they say, what is it? Kids today don't read at all! What to do?

Unlike the Americans with their 1,200 reading research projects a year, our public anxiety was only confirmed by the sharp drop in library attendance at the start of the 2000s. But these "data" were opposed by others - related to the intensively developing book market and the ability to freely purchase books for personal use, which was so difficult under Soviet rule.

And what we called the “children’s reading crisis”, in my opinion, was due to a much more serious phenomenon: we suddenly felt a cultural gap between people of the “Soviet mix” (or “anti-Soviet”, in this context there is not much difference between them ) and "new" children. It turned out that the “new” children (just like the Americans) do not at all strive, armed with a flashlight, to hide with a book in a “cave” from a blanket. And, what is especially unpleasant, they have little interest in the books that we read in childhood. They generally have a completely different attitude to information and education. And their ideas about the "niche of peace" are completely different.

So reading aloud was almost the only way for us to bridge the resulting cultural gap. If you want, the opportunity to preserve with children (and grandchildren) a common cultural identity. What we can read to them will become part of their cultural baggage, and will unite us with them.

In the wake of such aspirations in the early 2000s, we really liked the book of the French writer Daniel Pennack "Like a Novel" - a personal experience of dealing with non-reading teenagers and the opportunity to turn the tide through reading aloud. We hoped that such an approach would, among other things, teach us to accept children as they "turned out. " But Pennack's provocative and harsh thesis - "The child has the right not to read" - plunged us into despondency, despite all the efforts we made to come to terms with it.

I think that for both Jim Treleese and Cindy Georgis such a statement would be completely unacceptable. It's like saying, "A child has the right to live in poverty" or even "A child has the right to go to jail." You demand from the child that he clean the room or wash before bed, even if he does not want to do it, writes Cindy Georgis. And the habit of reading is no less important for life than the habit of personal hygiene.

Something tells me that such a position is more acceptable to Russian readers.

In other words, the book by Jim Treleese and Cindy Georgis gives a serious impetus to reflection - just as its appearance at one time became the starting point for an entire international movement, which, however, did not affect European countries and the countries of the former USSR. Only the Poles fell under the influence of this book. It was not translated into Polish - apparently it was read in English - but in 2001 Poland launched the national campaign "All Poles Read to Children". By 2007, 87% of the country's population knew about it, and 37% of parents claimed to read to their children. True, it was about children of preschool age. Also a lot.

In fact, the most important thing is to give the child the right cultural start. And the "Guide", without any doubt, has a great power of persuasion. I would even say that after reading the book, you understand that the ideas presented in it have simply eaten into your brain. This is how they are presented there: they convince you, and they speak, and they set you up, and they call you to action. And you naively thought that even without any "Guidelines" you are adept at reading aloud...

So reading this book is also an interesting experiment set on yourself and helping you move to a new level of progressive parenthood.

Marina Aromshtam,

writer, teacher, translator, creator of the website www. papmambook.ru for those who read to children published in Russian are marked in the text with a special sign ★.

Cindy Georgis reads aloud to second graders during Dr. Seuss' Birthday General Reading Day (March 2)

The 8th edition of the Reading Aloud Guide is dedicated to two Jims:

to Jim Treleese for his passion for reading aloud and for his educational work in this area. Jim, I am forever indebted to you for allowing me to share this incredible legacy with you.

to Jim Kruger for love and endless support over the years. You are the best science assistant in the world. I am grateful to you for reading and rereading this work, for your advice and editing of the new edition. You and I are a great team!

Cindy Georgis

It is important that your baby's first encounters with a book bring him pleasure. Only then will the child want to repeat this experience - both in the near future and in the future. Our main goal is to grow a lifelong reader

Acknowledgments Cindy Georgis

When you have the opportunity to rewrite one of the most famous and authoritative books on reading aloud, nothing is more important than the support of loved ones, colleagues, teachers, children, librarians and editors.

I would like to express my deep gratitude:

to my parents, Donna Zanetti and Glenn Martens. If only they had lived to see me rise to this incredible new level of professional development! My parents did not have a higher education, but they managed to instill a love of reading in me and my sister Glenda. As a child, my mother read books to us, and my father read magazines and the daily press, involving us in a discussion of a variety of issues. They did exactly what needs to be done and what I talk about in this book;

- to my past and present students. They let me know time and time again that reading aloud together brings people together. I read books to six-year-olds, nineteen-year-old boys and girls, and people over the age of forty. The applause that bursts out of your listeners after reading the picture book is amazing;

to my friends, old and new, who shared their reading stories with me. I want to give special thanks to Melissa Olans Antinoff, Kathleen Armstrong, Jim Bailey, Diane Crawford, Matt de la Peña, Charity Delach, Peter Delach, Christine Draper, Sean Dudley, Alma S. Baca Hernandez, Clara Lackey, Mark Lackey, Erica and Richard McCallum , Tiffany Nay, Elisha O'Brien, Jasmine E. Rich-Arnold, Scott Riley, Maria Rue, Jessica Saad, Francisco Sanchez, Megan Sloan and Jimma Teidlek;

to my wonderful friends and colleagues Nancy Johnson and Marie LeJeune, not only for their stories, but also for understanding the importance of the work I undertook. I cannot express how much I value our friendship;

to children's book publishers and marketers: Laurie Benton, Terry Borzumato-Greenberg, Lucy Del Priore, Lisa DiSarro, Cathy Halata, Emily Huddleson, Angus Killick, Neil Porter, Lisette Serrano, Dina Sherman, Victoria Stapleton and Jaime Wong. You were ready at any moment to give me friendly support and offer the books I needed for the work;

, to children's writers Rosemary Wells and Kate DiCamillo, longtime readers of reading aloud. Rosemary wrote the book Read to Your Bunny and launched a campaign of the same name to encourage parents to read aloud to their children for 20 minutes each day. And Kate is not only a wonderful writer and storyteller, but also a National Ambassador for Children's Literature. She never ceases to remind that reading aloud can change someone's life, and her voice is heard by children, parents, educators and librarians around the world;

to my editors Catherine Court and Victoria Sevan. From the moment we first met, I knew that you, like me, love this book with all your heart and would like parents, teachers, librarians, all members of the community to once again take it in their hands and experience its beneficial effects.

Last but not least, I would like to thank my husband Jim Krueger. Thank you for making your own meals and taking the dogs out for walks without me countless times. Thank you for letting me read sentences, phrases and paragraphs aloud to you to check how they sound.

School website - PRO reading

The role of the book

in the intellectual development of the child

Issues:

1. Children's lack of interest in reading is a nationwide problem.

2. Functional illiteracy of the younger generation. How to overcome it?

3. Loss of family traditions of reading.

Targets:

1. Awakening interest in reading among younger students.

2. Consideration of reading as insurance against the degradation of personality.

Tasks :

1. “You cannot force reading, but you can interest, captivate, “infect”

by reading".

2. Develop family reading traditions.

3. Saturate the soul with the book.

4. Help make a book your best friend.

Direction :

1. Increasing the prestige of reading and the status of "Reader"

2. Increasing the role of schools and libraries in developing the level of reading culture

children and youth.

3. Development of reading in the family.

4. Internet and young people reading.

You can't force to read, but you can captivate, interest, "infect" with reading.

Dear parents! Today in our conversation we single out the main theme: the lack of interest of children in reading. This is the problem with our children. And the fault lies with us adults. Something that no one could have expected happened - from the most reading country in the world, we turned into a country of semi-literate people.

Citizens of Russia have ceased to subscribe to and read newspapers and magazines. In families, children do not see their parents sitting with a book in their hands. Basically, electronic means are used to obtain information - televisions, computers, video equipment. That is, everything that does not make you think, does not teach you to think.

So, when printing out a ready-made text of an essay from the Internet, a student is sometimes not even ready to retell its content. What for? Everything has already been written for him. Teacher, get and rate! That is, the teacher must evaluate someone's work, but not his student ...

Meanwhile, first-graders are initially drawn to books. But then in the second, third grade, interest begins to disappear. And here we need the support of the family, the authority of the family. After all, no matter how well the teacher teaches, only the family can “infect” and captivate the child with reading by their example.

Read with him, talk about the book. (Role play example)

2. Develop family reading traditions

So what is happening to us? Why don't we read, why don't our children read, and will our grandchildren pick up a book? Rossiyskaya Gazeta once called for answers to these questions in its article “ Tell me what you read and I will tell you what Russia will be like!”.

However, if you think about this question, you can understand that the newspaper is so late for 10 years. Now we need to say not what it will be, but what Russia that does not read has already become - ignorant, immoral and criminal.

The conclusion suggests itself: the salvation of Russia is in reading.

But how can a nation that is not reading now be turned into a nation that reads? Reading is not for doing lessons, not for fun and not for solving crossword puzzles, but in order to remain a person and get insurance against the degradation of the personality - yourself and your children.

There are no special secrets here. It's very simple: pay attention to your children. Neither lectures, nor shouting, nor prodding can be forced to read! With children, they are children! - you have to know how to play. You need to deal with children, talk to them, answer all their questions, no matter how stupid they may seem. Children need to talk about themselves, about their childhood. Children need to share their impressions and consult. Yes Yes! And one day you will be surprised to hear how the truth speaks through the mouth of a child.

3. Saturate the soul with the book

on how the heart and mind of the child develops, his whole subsequent life depends.

“What you know in childhood,” wrote Marina Tsvetaeva, “you know all your life. And what you don’t know, you don’t know for the rest of your life.”

This phenomenon of childhood memory is explained by the fact that the child gives himself over to his impressions and experiences directly, without regard to authorities, without those mental layers that arise in a person with age.

So it is precisely from great literature, capable of giving rise in the reader to contempt for everything low and vile and respect for honest, high, that the current generation has turned away, recognizing it as "sucks" and "tediousness".

Turned away from our great Russian literature and publishing - the works of Pushkin, Lermontov, Tolstoy and Dostoevsky and other writers are published in faceless bindings, in small print, without illustrations. There is nothing good in schools either - the Ministry of Education cut the hours of literature so much that it was on the verge of extinction altogether. And parents buy detective consumer goods like Dontsova and Marinina into their libraries ...

Children suffered the most from this. If they were allowed to realize this, they would have been shouting SOS for a long time. Unfortunately, they do not understand, just as many adults do not understand: what our children READ or DO NOT READ today really depends on their life, their behavior, their moral character, character and destiny. And along with this, the fate of Russia .

Writer, playwright V. Rozov, for example, says this about this national tragedy:

- Neither opera, nor ballet, nor drama, and I don't even say filthy TV, can replace a book. Why? Here, for example, the audience is watching “War and Peace”, where the magnificent Ktorov, Tikhonov, Savelyeva play ... But the viewer in this case does not create an image - the image is presented to him ready, and he thinks: this was Natasha Rostova, this was Andrei Bolkonsky .

But when you are dealing with a book, you have no visual perception, except for black letters. And you read these letters and YOU create the image of both Natasha Rostova and all the other heroes of the novel. And you can imagine the famous Battle of Borodino yourself. And you ACTIVELY participate YOURSELF in all these actions, without any scenery. It is extremely important to understand that a book, like nothing, saturates the soul ...

4. Help make a book your best friend

Sociologists believe that reading is a sensitive, reliable, and even universal indicator of the state of society. That is why in many countries children's reading has become a state program.

If we just talked about the need to support our children in reading, then let's talk in more detail about this very process - ABOUT READING. Reading is not an easy thing. There are countless forms of it. For example , reading-search - it is used when you need to find some information (for example, to me, a librarian), reading-viewing - this is a fluent reading of the entire text, acquaintance with the main content (the student will need such reading in the lesson to retell a summary of what you have read). Well, and so on.

Next, as parents of 3rd graders, you are probably already familiar with such reading terms as reading speed , learning rate and productivity reading. In our city, the following standard of reading speed has been defined: a first grader should read 25 words per minute, a second grader - 50, a third grader - 70-75, a 4th grader - more than 90 words per minute. Now compare: in 1985, all these reading speed figures were twice as high. It is not surprising that when passing such an exam, even children who read well begin to stutter and get worried. Teach them to be friends with any book, let them not be afraid of books, and then the letters will not scatter before their eyes.

Some more statistics. Scientists warn us: functional illiteracy develops already in the third grade (that is, they seem to have learned to read and write, but we read and understand nothing, and there is nothing to say about writing - a foreigner will write more competently). In the 8th grade, 60% of class teachers complain that children do not have reading and writing skills. Thus, we have to state that in our highly developed country, after graduating from schools, about a third of the younger generation does not master such fundamental0201 information tools modern society, like reading and writing.

By the way, now let's also talk about electronic media. So, allowing your child to endlessly play computer games so as not to get in the way, remember: your child will really use the computer to gain knowledge in high school only when he LEARNS TO READ ALREADY TODAY (!). And I will add - yes, even in English.

So, a 3rd grader who has not really been taught to read and write will never come to the library for books. This is another tomorrow's illiterate. But he will grow up, and still choose a profession. And you and I already know how terrible this kind of illiteracy, which comes from school childhood. She is a danger to others! Negligence, oversight, accidents… They didn’t read the instructions there… They made a wrong diagnosis… They didn’t think of it… They didn’t finish it… Is it any wonder that we live like this? And the number of underachievers is growing.

(An example from the life of a school library:

Pupils of the 11th grade (!): - Give me a book about Mayakovsky…

- Biography or some work

Mayakovsky?

- Yes, yes, a product.

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