Second grade guided reading level

Level A Books

 I Can Run Big Cat I Hug I See a Cat

• Have just one line of text per page
• Use predictable language patterns
• Have many simple sight words
• Use a large, clear font
• May be just 8 pages long

Level B Books

 Up I See and See Pig Has a Plan Have You Seen My Cat?

• Are very much like level A
• Have up to 2 lines of text per page

Level C Books

 Pie for Chuck Little Ducks Go The Fly Flew In Bad Dog

• Are similar to levels A & B
• May be longer, with 2-5 lines of text per page
• Include mostly 1-2 syllable words
• Have many easy decodable words

Level D Books

 Car Goes Far Ed and Kip Fix This Mess Sick Day

• Are similar to level C
• Have slightly more complex stories
• May have sentences with 6+ words

Level E Books

 Pete Won’t Eat A Night at the Zoo The End of the Rainbow Grace

• Have 2-8 lines of text per page
• Have more complex stories
• Have fewer repeating patterns
• May have sentences that carry over more than one line
• May have more pages than previous levels

Level F Books

 Biscuit series Just Like Daddy “What is That?” Said the Cat A Hippo in Our Yard

• Are similar to level E
• Sentences may have 10+ words
• May have a slightly smaller font
• Stories start to have a clear beginning, middle, and end

Level G Books

 Are You Ready to Play Outside? More Spaghetti, I Say! Just For You Sheep in a Jeep

• Are similar to level F
• Have 1, 2, and 3-syllable words
• Have more challenging vocabulary and ideas

Level H Books

 Old Hat New Hat Just Me and My Dad Sammy the Seal The Watermelon Seed

• Include decodable words of 2 or more syllables
• May have a smaller font
• Have slightly more challenging ideas and vocabulary
• Are more literary and less repetitive

Level I Books

 Don’t Let the Pigeon Drive the Bus! Hi Fly Guy Big Dog … Little Dog There’s a Nightmare in My Closet

• Are similar to level H
• Include complex and compound sentences
• Have more complex stories with varied themes

Level J Books

 A Friend for Dragon Henry and Mudge series Poppleton series Mr. Putter & Tabby series

• Have 3-12 lines of text per page
• May have short chapters
• Include words with complex spelling patterns
• May have very few illustrations

Level K Books

 Frog and Toad series Mercy Watson series Ling & Ting series Nate the Great series

• Are similar to level J, but are often longer
• Still have a reader-friendly layout

Level L Books

 George and Martha books Oliver and Amanda pig books Pinky and Rex series Tacky the Penguin

• Have 5-24 lines of print per page
• Have a more challenging layout
• May have minimal or no illustrations
• May be 60-100 page long chapter books
• Are often simple chapter books with short chapters
• Include 1, 2, 3, and 4-syllable words

Level M Books

 Judy Moody series Vacation under the Volcano Junie B. Jones series Marvin Redpost series

• Include longer, more complex stories
• Have elaborate plots and multiple characters
• May have no illustrations

Level N Books

 The A to Z Mysteries series The Enormous Crocodile Gooney Bird series Nikki & Deja series

• Similar to level M, but slightly more challenging

Level O Books

 Ramona series Mrs. Piggle Wiggle books Huey & Julian books Amber Brown series

• Similar to level N, but slightly more challenging

Level P Books

 Bad Kitty books Encyclopedia Brown series Magic School Bus chapter book series Wayside School series

• Similar to Level O
• Slightly more complex themes
• Greater use of figurative language

And there you have it! An overview of the guided reading levels from A-P.

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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.

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 the technique of reading 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.

1. 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.
2. Way of reading — 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.
3. 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.
4. 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.
5. Reading expressiveness - the use of pauses, finding the right intonation, the correct placement of stresses. 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

Reading speed standards in grade 3

Reading speeds in grade 4,

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.

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?

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, stutters, transfer control to another time.

Verification process:

1. Prepare a clock with a second hand or use the stopwatch on your phone, and choose the appropriate text.
2. Ask the child to take a seat.
3. Show him the text and ask him to read it aloud.
4. 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.
5. 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.
6. Do not correct or interrupt while reading. It is better to discuss the mistakes made after the child has finished reading.
7. Assess the speed, correctness, awareness and expressiveness of reading.
8. 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, the word is counted 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 the recommended range and your child's 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:

1. Reward your efforts with stickers, stars.
2. Mark progress visually - create a success board so your child can visually see their progress
3. Conduct activities in the form of a game, such as "going to the library" or "reading to your favorite toys."
4. Choose books and texts that are interesting for your child.
5. Let the child read to 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.
6. Have a reading competition between peers and siblings.

To improve the speed of reading will help:

1. Reading by syllabic tables.
2. Multiple reading. Read the same text several times, increasing the pace. From the second time the child will be able to read faster.
3. "Tug". An adult leads a finger along the line, setting the pace. The child tries to read at a given pace.
4. Tops and roots. The child reads the words, covering the upper or lower half of the letters with a ruler.
5. Reading in a book turned upside down.
6. Lightning. Alternating reading at a comfortable pace with reading at the highest possible speed for 20 seconds on the command "Lightning!".
7. "Sprint". Reading speed competition between classmates.
8. Work on expanding the field of view according to Schulte tables.
9. Reading with a window to eliminate "regression" - recurrent eye movements that lead to repeated reading.

For correct reading:

1. Work on clear diction, do articulation exercises.
2. Read tongue twisters and tongue twisters.
3. Invite the child to correct the deformed sentences: "The weather is good on the street. "
4. "Imaginary word". When reading, the wrong word is pronounced, the child must correct it.

Reading comprehension

1. Wave Reading. First, the child reads aloud, then retells what he read.
2. Drawing up a plan for reading.
3. The student reads to himself at a comfortable pace, tells what he understood and felt, what he thought about
4. Discuss unfamiliar words and expressions.
5. Invite the child to draw a picture of the passage they read.
6. Ask them to tell you what they liked about the text, what they remember.

For expressive reading

1. Role-playing, staging.
2. Put on a "radio show".
3. Expressive recitation of poems.
4. Voice flexibility training. The ability to speak quieter-louder, higher-lower.
5. Conducting reading indicating the tone or strength of the voice.
6. Live Picture. One reads, the other reacts with facial expressions.

Improving reading skills in elementary school is very important. It is fluent and meaningful reading that activates the processes of thinking, attention, memory and is the basis for a child's successful education in the future. This detailed instruction on reading technique control will help you track and improve your child's skill development. 93 times a year: at the beginning of the school 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 "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.
• To test reading comprehension, you need to ask a few questions about the text.

Norm of reading technique in grade 2

1st half year

Reading is correct, conscious, in whole words. There is a logical emphasis.
Reading speed - 40-50 words per minute.

2 semester

Meaningful, correct reading of whole words, observing pauses, intonations and logical stresses.
Reading speed - 50-60 words per minute.

These texts can be used not only to test the child's reading technique, 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 are not idle. Sparrows show my temperature like thermometers.

In the morning I 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!

If only the sparrows let me down. (According to N. Sladkov)

(58 words)

Questions:

1. How does the author recognize the weather from sparrows?
2. What do sparrows look like when it's warm outside?
3. 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:

1. Which flower wakes up first?
2. 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.

And 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:

1. When did the hedgehog go for a walk?
2. What did the hedgehog find?
3. 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:

1. What does a beaver's tail look like?
2. What tree was the beaver eating?
3. What do beaver dwellings look like?

The eagle

The eagle built 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.

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:

1. Where did the eagle make his nest?
2. For whom did the eagle catch the fish?
3. 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:

1. What did the hostess feed the ducklings with?
2. Who scared the kids?
3. 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, a wet nose. Well, of course it's a mole.

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:

1. What did the mole look like?
2. What did the animal do?
3. 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:

1. Where did the squirrel make a nest?
2. What shape is the squirrel's nest?
3. 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.

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:

1. What did the lark do?
2. Who was hit by the second ray of sun?
3. Who was awakened by the third ray?
4. 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:

1. What can human hands do?
2. 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 branch of a palm tree. 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.

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:

1. What do frost patterns look like?
2. 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.

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:

1. When did the residents organize a harvest festival?
2. What vegetables did you bring to the holiday?
3. 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:

1. Who was the first to see the spring?
2. What was the fontanel?
3. 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.

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.

Working with these syllabic tables the child will receive:

• improvement in reading skills;
• reading speed increase;
• improved diction;
• reading comprehension;
• development of thinking and attention;
• expansion of vocabulary;
• increased self-confidence.

The child will stop stumbling over difficult words while reading. The reading process will become natural and painless.

You can easily print the pages you need. All pages of the book can be used separately.
THE BIG BOOK OF SAYLING CHARTS 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.

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).

O. Naumova "Noisy texts for reading and retelling"

The skill of high-quality reading and writing depends on the state of visual perception and attention of the child.
The better the child recognizes visual images, the better he reads and writes more competently.

Working with noisy texts engages the child's brain to the maximum and increases the productivity of classes many times over. At the same time, there is a development of figurative thinking, attention, memory, the ability to understand what is read.

• Noisy texts with questions;
• Texts with questions for reading, retelling, checking reading technique;
• Method of working with noisy texts;
• High productivity options;
• Exercises for the development of speech and reading comprehension.

• read 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;
  
• improving academic 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.

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