What does instructional reading level mean

Your Child's Reading Level Explained — Avenue Education

Ashley Day-Bohn, M.Ed.

DEVELOPMENTAL READING ASSESSMENT SECOND EDITION PLUS KIT GRADE 4/8 COPYRIGHT 2012

By CELEBRATION PRESS

   There are several common assessments used to measure a child’s reading level, such as the Developmental Reading Assessment (DRA), which is typically administered one-on-one with a teacher.  Another popular leveling system is the The Lexile Reading Framework, which is usually assessed on the computer. Both types of tests will give you a numerical score which identifies your child’s reading fluency (speed and accuracy of decoding the text) and comprehension compared to grade level expectations.

   If your child attends school and you are not sure of his or her reading level, contact the classroom teacher, who will likely have this information on file.  If your child is home-schooled, you can contact a certified teacher/evaluator through Avenue Education to obtain a complete diagnostic reading assessment.  

   The instructional reading level is the highest level of text your child can read without reaching the point of frustration.  It is the optimal level for teaching reading concepts, since the text provides just enough challenge to introduce new concepts without overwhelming the student.   Accordingly, children may need help with a few words here and there when reading text at the instructional level.  This is different from the independent reading level, which involves easier text that can be read without help.  The ideas of instructional and independent levels are derived from a theory of learning called the “Zone of Proximal Development” (Vygotsky, 1978). For example, a Lexile score of 500-550 represents a ZPD ranging from independent (500) to instructional (550).  

   Books for your child’s home reading library should fall somewhere in that ZPD range, depending on how you plan to use them. Books that are slightly above your child’s reading level are great for reading aloud, such as for a bedtime story. Shared reading builds vocabulary and comprehension skills. Independent reading should be fun and stress-free.  Scholastic.com/teachers has a great tool called the Book Wizard, which can help you find materials within their inventory according to reading level.  Another excellent resource is ARBookFinder, which allows you to search the Accellerated Reader catalog to identify the approximate level of a given book you may already have in mind.

   If you are in the library or bookstore with your child, you can use a simple trick teachers like to call, “The Five Finger Rule.”  Your child reads one page from the book aloud.  If you count more than five errors on one page, the book is too difficult for them to read alone.  If your child makes fewer than five errors, this book is probably a good fit for independent reading.  If they make no errors, the book may be too easy.  This method is so simple, children can start using it to make good selections for themselves.  It can teach them responsibility and self-awareness, plus save you time and frustration!

Ashley Day-Bohn, M.Ed.
Founder, Avenue Education

McLeod, S. A. (2012). Zone of Proximal Development. Retrieved from www.simplypsychology.org/Zone-of-Proximal-Development.html

For more tips on choosing books for your child:
"3 Simple Tips for Choosing Age-Appropriate Children’s Books" 

Like Avenue Education on Facebook

Follow us on Pinterest

I Can Read All-Time Favorites 16-Book Box Set

By Various, Jan Berenstain, Alyssa Satin Capucilli, James Dean, Kevin Henkes, Syd Hoff, Victoria Kann, Nurit Karlin, Arnold Lobel, Mercer Mayer, Jane O'Connor, Herman Parish, Peggy Parish, John Sazaklis, Rob Scotton, Michael Teitelbaum

Buy on Amazon

60 Scholastic Little Leveled Readers Learn to Read Preschool Kindergarten First Grade Children's Book Lot (15 Books Each in Levels A, B, C, and D)

By Maria Fleming

Buy on Amazon

National Geographic Kids Readers 6 Book Set (National Geographic Kids Readers, Levels : 1 & 2)

By Anne Schreiber, Laura Marsh

Buy on Amazon

     Nonfiction books support new Common Core Standards.  The books below have articles written on four different reading levels!  They include comprehension questions for each article.  

Leveled Texts for Social Studies: 4-Book Set

By Shell Education

Buy on Amazon

Education, Children's Literature, Reading AssessmentAshley Day-BohnSeptember 28, 20151277 N Semoran Ste 106reading, readinglevel, childrensliterature, leveledbooks, assessment, readingassessment, childrensbooks, booksets, zoneofproximaldevelopment, learningtheory, educationalproducts, nonfictiontext, commoncore, commoncorereading, readingdevelopment, earlyreading, fivefingerrule, bookwizard, eduacationalpsychology, edpsych, leveledreaders, Lexile, LexileReadingFramework, DRA, DevelopmentalReadingAssessment, ARBookFinder, NationalGeographicKids, SocialStudies, Icanreadbooks, Vygotsky, AccelleratedReader, homeschool, home-school, evaluatorComment

Why Instructional-Level Text (Usually) Isn't Enough for Lower Readers

Do you have any students in your class who aren’t yet reading at grade level?

Even if those lower students are making progress, they still may not be “bridging the gap. ”

(In other words, the higher readers are making progress, too. And the lower readers are still behind, even though they may be getting better every day.)

So how do we bridge the gap?

That’s exactly what I’m going to tackle in this blog post!

Years ago, when I was getting my master’s degree in literacy leadership (at the University of Illinois at Chicago), I worked in the university literacy clinic.

At the clinic, we served struggling readers in elementary school and high school. We were tasked with having students read grade-level text, even though the students’ independent reading levels were significantly lower.

This approach was a bit different from what I’d learned about teaching reading, especially to struggling readers.

Before that, I’d always been told to use instructional-level text.

Instructional-level text is text that’s slightly harder than what a student can read independently. The idea is that the student can be successful with that challenging text, given teacher support.

In theory, instructional-level text can help bring kids forward in their reading. They’re being challenged by the text, but not so much that they’re overwhelmed or unable to grasp the text.

Going beyond instructional-level text

At the reading clinic, however, we were going over students’ instructional level. In some cases, we went way over!

Our professor (Dr. Tatum) explained that if students are always given instructional-level text, then they may not ever “bridge the gap” and catch up to their peers.

That idea made a lot of sense to me. (And I also saw that it really worked! The 7th grade student I worked with really did improve in her reading!)

Yet…I also don’t believe that reading grade-level text is always enough to help lower readers “bridge the gap.”

My experience has shown me that students who read below grade level (and all students, really) should read texts at a variety of levels, not just instructional-level and/or grade-level text!

This concept is similar to the act of climbing stairs.

If some students are currently at the “bottom stair” (aka reading far below grade level), working in grade-level text likely won’t help them magically leap up the stairs.

In this example, there are multiple steps in between the student’s current reading level and grade-level text. (This image shows two steps, but obviously, the actual number of steps would vary.)

I propose that we give students opportunities to read books at a variety of levels.

For lower readers, this means having them read texts:

• At their independent reading level (on their own)
• At their instructional level (with teacher support…or maybe even on their own sometimes!)
• At grade-level (with teacher support)
• At levels BETWEEN their instructional level and grade level

Whoa. That’s a lotta levels!

But this actually isn’t very difficult in practice. It just means that we choose texts at different levels for our small-group reading instruction / guided reading.

(By the way, if you’d benefit from having passages at a variety of levels so you can make this happen, check out my First & Second Grade Literacy Club. Members get new passages every month!)

When we give students a more challenging text, we also have to provide them with appropriate support. We can’t just hand them grade-level text and expect magic to happen!

In my next post, I’ll explain specific strategies to help any student successfully read challenging text. Stay tuned!

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 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.

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.

Russian language for students in grades 1-4

We develop thinking skills, prepare for the Olympiads and improve the results of the Russian language in an interactive format

learn more

The concept of semantic reading - For teachers

reading

the best teaching. Follow the thoughts of a great man - is the most entertaining science" Pushkin complexity of the reading process, most researchers distinguish two aspects of it: technical and semantic. The technical side involves optical perception, reproduction of the sound shell of the word, speech movements, that is, decoding texts and their translation into oral-speech form (T. G. Egorov, A. N. Kornev, A. R. Luria, M. I. Omorokova, L. S. Tsvetkova, D. B. Elkonin). semantic side includes understanding the meaning and meaning of individual words and the whole statements (T. G Egorov, A. N. Kornev, A. R. Luria, L. S. Tsvetkova, D. B. Elkonin) or translation of the author's code into your own semantic code (M. I. Omorokova). U for a beginner reader, understanding arises as a result of the analysis and synthesis of syllables in words, and for an experienced one, the semantic side is ahead of the technical one, as evidenced by the appearance of semantic guesses in the process of reading (A. R. Luria, M. N. Rusetskaya). Meaningful reading associated with understanding Levels of understanding text Purpose semantic reading - to understand the content of the text as accurately and fully as possible, to catch all the details and practically comprehend the extracted information. It's considerate reading and penetrating the meaning with the help of text analysis. When a person is really reads thoughtfully, then his imagination is sure to work, he can actively interact with your inner images. Man installs himself relationship between themselves, the text and the surrounding world. When a child has meaning reading, then his oral speech develops and, as the next important stage of development, written speech. Semantic reading cannot exist without cognitive activity. After all, for so that reading is meaningful, learners it is necessary to accurately and fully understand the content of the text, to draw up your own system images, comprehend information, i. e. carry out cognitive activities. Exists many ways of organizing cognitive activity that contribute to development of semantic reading skills such as: problem-search method, discussion, discussion, modeling, drawing. Semantic reading is different from any other reading (for example, "introductory" or “search for information”) by the fact that during the semantic form of reading, processes comprehension by the reader of the value-semantic moment, i.e., the process of interpretation is carried out, giving meaning. One one of the ways to develop reading literacy is a strategic approach to semantic reading. Semantic reading – type of reading, which is aimed at understanding the semantic content of the text by the reader. AT concepts of universal educational activities (Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A. etc.) semantic reading actions related to: comprehension of the purpose and choice of the type of reading in depending on the communicative task; definition of primary and secondary information; formulating the problem and the main idea text. For semantic understanding is not enough just to read the text, it is necessary to evaluate information, respond to content. Because reading is a meta-subject skill, then its constituent parts will be in structure of all universal educational activities: personal UUD includes reading motivation, motives teachings, attitude to oneself and to the school; into regulatory UUD - the student's acceptance of the educational tasks, arbitrary regulation of activity; into cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration, vocabulary volume. B scientific literature "strategies semantic reading" are understood as various combinations of techniques that students use to perceive graphically designed textual information and its processing into personal-semantic attitudes in accordance with the communicative-cognitive task. Essence semantic reading strategies lies in the fact that the strategy is related to choice, functions automatically at an unconscious level and is formed in the course of development of cognitive activity. Reading strategy training includes self acquisition skills: · distinguishing types of message content - facts, opinions, judgments, assessments; recognition of the hierarchy of meanings within the text - main idea, theme and its components; own understanding is a process of reflective perception of the cultural meaning of information. According to N.N. Smetannikova, strategy is a plan-program of joint activities in which a lot of students works independently under the guidance of a teacher. K semantic reading strategies include technologies aimed at developing critical thinking of students. Critical thinking means process correlation of external information with the knowledge available to a person, development decisions about what can be accepted, what needs to be supplemented, and what should be rejected. At the same time, situations arise when you have to adjust your own beliefs or even abandon them if they contradict new knowledge. Methodological The foundations of critical thinking include three stages that must be present in the lesson in the process of cognition: challenge (motivation), comprehension (implementation), reflection (thinking). Sequential implementation of the basic three-phase model in the classroom helps to increase the efficiency of the pedagogical process. Critical development technologies thinking, as well as strategies for the development of semantic reading, are aimed at the formation thoughtful reader who analyzes, compares, compares and evaluates familiar and new information. Follow to note that working on the formation of a functionally literate reader, should take into account the modern conditions in which our students live. It's about about the technologization of all spheres of life. International studies show close relationship between the quality of reading in the electronic environment and the quality of reading text presented on paper. That is, if students show high or low level of literacy, reading on paper, they show similar results when reading in an electronic environment. Tem However, teaching screen reading requires both theoretical rethinking the concept of reading, and the creation of new teaching methods (new technologies). 1. When screen reading increases the importance of viewing, search views reading, as well as the role of information selection during repeated reading. 2. The very structure of the electronic text can be represented as a hypertext. In hypertext, the direction of reading is not necessarily linear, as in printed text. Screen reading is revolutionizing the broader field of communication by in one row with the letter, and the screen with a page of written text. from here we conclude: the school needs to teach children to work not only with printed, but and with electronic and audio editions. All this is related to the concept functional literacy is the ability of a person to use reading and letters in terms of obtaining information from the text and in order to transmit such information. This is different from elementary literacy as an ability of the individual read, understand, compose simple short texts and perform the simplest arithmetic operations. In this regard, the words of Alvin Toffler are interesting: “At 21 century, the illiterate will not be considered the one who cannot read and write, but the one who who does not know how to learn and relearn, using the ability to read and write. Reading is the most important means of socialization students. We are currently seeing the dominance of pop culture through everything. channels and mass media. The environment does not always shape the child's need to think, experience. Radio and television shows, there is no such cultural environment in which a child would have the opportunity to immerse yourself in the world of quality literature. decisive influence on The quality of reading, according to experts, is leisure reading. students, who read every day for pleasure show significantly higher results in reading literacy than their non-reading peers. Today, when access to information becomes one of the main criteria for success, the ability to to process it effectively, we, educators, especially need the development of those qualities that yesterday seemed natural and did not require special attention. Right now, the ability to quickly learn and retrain in any age, development of their potential and expansion of existing abilities, and also the formation of strategic reading skills can be the key to success every teacher. Location semantic reading in GEF Reading - the foundation of all educational results indicated in the Federal State Educational Standard. Leading the purpose of general education is development of motivational, operational and cognitive resources of the individual a student in the conditions of a system-activity approach to the organization of education. motivational resources are value orientations, educational needs and interests, which determine the motives of activity; operational resources include mastered universal and special methods activities; cognitive resources are, first of all, knowledge that forms the basis of scientific representation about the world, subject skills and abilities. Development motivational, operational and cognitive resources of the individual correspond to personal, meta-subject and subject results of education. On the scheme presents groups of meta-subject results related to the semantic reading. System-activity the approach determines the form of organization of learning: learning activities. Key the concepts of learning activity are "motivation" and "action". First stage in the organization of educational activities is the creation of conditions for motivation of students to activity. Motives expressed through the cognitive interest of students. The motive implies a special selective orientation of the individual to educational activities. Criteria cognitive interest are: active involvement in educational activities, focus on this activity, the emergence of students questions that they ask each other and the teacher or on the basis of which the information request is formulated. Under educational actions understand specific ways of transforming educational material in the process of completing educational tasks. Training action is an integral element of activity, transforming not only form of information, but also translating it into an internal plan that causes a change the student himself, his understanding of processes and phenomena, the meaning of the material being studied. Action performed on the basis of operations, correlated with specific conditions and means. Action is a collection operations for the purpose. Task teacher is to highlight the appropriate learning activities and create conditions for their development students and determine the means of activity. B exemplary programs, subject goals and planned learning outcomes are specified to the level of educational activities that students must master in the educational activities for the development of subject content. Allocate universal (UUD) and subject learning activities. The instrumental basis of educational activities are universal learning activities that are over-subject in nature. K they include the actions of goal-setting, search and selection of the necessary information, modeling, research, design, interaction, self-control and other. Universal learning activities - a set of student actions and related learning skills that ensure his ability to independent the assimilation of new knowledge and skills, including the organization of this process. Universal learning activities reveal the internal essential connections of objects and phenomena, give the truth in all concreteness and objectivity, form the basis of scientific outlook and practical activity, have the property of broad transfer. Universal learning activities act as the basis for achieving educational results, since they contribute to the development of theoretical thinking: generalization, analysis, synthesis, evaluation, reflection and others. Subject actions are a special kind of practical activity that exists within science and serving her. Subject actions are directly related to the purpose of educational activities, have certain subject matter. In objective actions, an attitude is manifested to reality. Subject actions provide practical activity - in this case actually reading. Contents education is seen as a unity of knowledge, activity and development students. Fundamental the core of the content of general education is: system of scientific knowledge permeated with worldview ideas. The main elements of scientific knowledge of methodological, system-forming and ideological nature, intended for compulsory study are: key theories, ideas, concepts, facts, methods. universal learning activities, the formation of which is aimed at the educational process. Specification, differentiation and individualization of the invariant content of education is provided in the shell, which is a variable part, represented by an additional, auxiliary, alternative educational material and special subject actions. Skills semantic reading are the basis for mastering the main content education. What such meaning meaning - s-thought, i.e. with thought. Simply put, it means what thought is inside word, text, gesture, picture, building, etc. thought, in turn is always tied to action. Any thought means certain actions leading to the final goal, state, image. This is not a flow of information, but a hint at actions and results. meaning as applied to a text, and in particular to the minimum unit of that text the holistic content of any statement is understood, not reducible to meanings its constituent parts and elements, but itself defining these meanings. Meaning actualizes in the system of meanings of the word that side of it, which is determined given situation, given context. Required understand the difference between the concepts of "meaning" and "meaning". L.S. Vygotsky (“Thinking and Speech”, 1934) noted that “if the ‘meaning’ of a word is objective reflection of a system of connections and relationships, then “meaning” is the introduction of subjective aspects of meaning appropriate to the moment and situation. Stages in the perception of the text, decoding the information contained in the text. First stage - the actual perception of information, contained in the text (direct perception of meanings, reception of a message). On At this stage, it is important to understand the meaning of the words, utterances found in the text, fragments. They serve as a means of expressing meaning. For different contexts, may be different. And comprehend the linguistic means of the text (i.e. open them meaning) does not mean to understand the meaning of the text. Second stage - understanding (comprehension of the message through the analysis of the external form). understand text means: choose in words contextually actualized meanings reveal surface meaning based on these meanings. Third stage - interpretation. To understand the text, active analysis is required, comparison of text elements with each other. Few understand the immediate meaning messages in the text, a process of transition from the text to the selection of the one in the text is necessary. what is the inner meaning - interpretation. Awareness of inner meaning takes place taking into account the context and motivation of the reader. Degree and the depth of perception of the inner meaning depends on many reasons related to reader's personality: erudition, level education, intuition, sensitivity to word, intonation, skill experience emotionally, spiritual subtlety. "Contents text always has many degrees of freedom: different people understand the same text in different ways due to their individual characteristics and life experience” (L. Vygotsky). Ability evaluate internal subtext, which may not correlate at all with ability for logical thinking. “These both systems are a system of logical operations in cognitive activity and a system for evaluating the emotional meaning or deep meaning of a text. A.R. Luria, are completely different psychological systems. Understanding text is a complex process of three stages: selection in words contextually actualized meanings; identification superficial meaning based on these meanings; interpretation – comprehension of the inner meaning, taking into account contextual motivation. Method work with text Stage 1. Perception Work with primary perception (formation of semantic attitudes). Formation emotional evaluation of the text using questions: What did you like? (Not did you like it?) Why? What is the text about? (primary work with title) Stage 2. Structural-functional analysis Work with parts of the text. Application of schemes, tables, other visualization techniques. B literary texts also analyze the plot, composition, are characterized characters (their appearance, speech characteristics, attitude, actions, motivation actions), the system of images is analyzed, the chronotope is built. Work on the meaning of the episode or key scene. Stage 3. Reconstruction of semantic structures Isolation episodes, building alternative models. B literary texts: interrupting the action at the climax and making hypotheses regarding the plot, the fate of the characters, the meaning of the work as a whole. Learn more Free reading story Sid the science kid live Learning counting for kids 4 and 5 year old activities Rhyming words with grow 4Th grade guided reading level Being verbs list Is your mama a llama song Child having trouble learning alphabet Sight word fun activities What does my child need to know for first grade