Kindergarten and First Grade
In this tab you can find activities, games, stories, and resources to engage your children according to different age levels. These resources can help your child get excited about reading and learning to read.
These activities are targeted for ages Kindergarten and First Grade.
What we know about beginning readers
Children progress as readers at different rates, but they pass through predictable stages of development. For typically-developing readers, the stages of reading can be mapped onto grade levels, but as a homeschool teacher you have the advantage of being able to provide the instruction your children need, regardless of their grade.
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At Reading Partners we know the learning doesn’t begin and end in the classroom. Research shows that family involvement is the number one predictor of early literacy success and future academic achievement. We encourage family members to read at home with their kids every day and stay involved in their children’s educational experience.
We want parents, guardians, and other relatives caring for children to become the best reading partners for their kids. Here are some resources to stay educated and informed about early literacy.
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- Audiobooks and digital text-to-speech books can be a good way to help kids with reading issues.
- You can get these books for free from libraries, schools, and online sources like Bookshare.
- Talk to your school and local library about what’s available for your child.
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Summer is the perfect time for children to relax, read, and get swept away to places near and far. Together, we can combat the summer reading slide and keep our nation’s children reading and thriving. RIF offers a variety of resources and activities to engage young readers all summer long.
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Research suggests the most effective read alouds happen when children ask and answer questions about the text, instead of just listening to the story—this is what’s called an Interactive Read Aloud (IRA). According to McGee and Schickedanzk (2007), the kind of talk that occurs is important too, and analytic talk is the most effective kind during an IRA. Two examples of analytic talk are predictions and inferences.
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There are a few ways kids in pre-K and kindergarten can get ready to read. One way is by noticing and playing with the words, rhymes, and syllables they hear in everyday speech. This called phonological awareness .
Kids also start to tune in to the individual sounds or phonemes in words. This is called phonemic awareness. The more you can build on these early “pre-reading” skills, the more prepared your child will be for the challenge of learning to read.
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with dinnertime storytelling, family conversation, and books about food. Regular family dinner may be a more powerful vocabulary-builder for young kids than reading.
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Unite for Literacy projects build home libraries and support families to develop a daily habit of reading, both of which are key factors in growing lifelong readers. Read together and listen to books of your choice in a variety of languages.
Start Reading Today!
How Parents Can Instill Reading. Parents often ask how they can help their children learn to read; and it’s no wonder that they’re interested in this essential skill. Reading plays an important role in later school success. Parents often ask how they can help their children learn to read; and it’s no wonder that they’re interested in this essential skill. Reading plays an important role in later school success.
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As a parent, you can
help your child want to learn in a way no one else can. That desire to learn is
a key to your child’s later success. Enjoyment is important! So, if you and your
child don’t enjoy one activity, move on to another. You can always return to
any activity later on.
Helping Your Child Become a Reader
Some ideas you will find here.
Mothers, fathers, grandparents, and caregivers, this booklet is for you. It gives ideas for playing, talking, and reading with your child that will help him* become a good reader and writer later in life.
Kindergarten (pages 9-18)
1st grade (pages 19-25)
Learning to read is difficult. While spoken language develops in most cases naturally, reading requires explicit, systematic instruction.
This page from The National Center on Improving Literacy, describes typical reading development from emergent through fluent reading. Sometimes we have concerns. This article offers a quick overview of the skills to look for and what to do if the child in your life seems to not be acquiring the skills.
Basic listening skills and “word awareness” are critical precursors to phonological awareness. Learn the milestones for acquiring phonological skills. This page helps parents to understand the importance of developmental phonological skills through easy to understand definitions. There is also a table which notes the age where 80 to 90 percent of typical students have achieved each phonological skill.
Success in school starts with reading. When children become good readers in the early grades, they are more likely to become better learners throughout their school years and beyond. Learning to read is hard work for children.
Put Reading First – Parent Guide
Dyslexia is a brain-based learning disability
that specifically impairs a person’s ability to read. For individuals with
dyslexia, specific portions of the brain typically associated with important
reading processes may not function in the same ways that they do in individuals
without dyslexia. Individuals with dyslexia often have difficulty with
phonological processing, spelling, or rapid visual-verbal responding.
Importantly, dyslexia is related to reading difficulties, not difficulties that
arise from intellectual functioning.
- Defining Dyslexia
Dyslexia affects about one in every five individuals, making it the most commonly diagnosed learning disability. Dyslexia affects the brain areas associated with detection and processing of sounds and their corresponding letters. These letter-sound linkages are fundamental to reading. When these brain regions do not function efficiently to make these connections, reading development is affected.
Parents and Families- Explore by Topic-Dyslexia
The purpose of the Family and Community Toolbox is to provide resources in order to build upon the natural learning opportunities that occur within a child’s daily routine in the home and community. The resources contained in this toolbox provide encouragement to families and caregivers in supporting the early language and literacy development of children in their care.
Family and Community Toolbox
The Standards support the development and well-being of young children to foster their learning. Because the infant/toddler years are marked by rapid developmental change, the Standards are divided into three meaningful transitional periods: Infants (birth to around 8 months), Young Toddlers (6 to around 18 months), and Older Toddlers (16 to around 36 months).
page has information you can use to help guide your child’s education.
Active, involved parents are an essential resource for Ohio’s schools in making
the most of every child’s educational experience, from pre-kindergarten all the
way through high school.
Ohio’s Early Learning & Development Standards (Pages 15-34)
Active, involved parents are an essential resource for Ohio’s schools in making the most of every child’s educational experience, from pre-kindergarten all the way through high school. This page has information you can use to help guide your child’s education.
My Child is in…Preschool, Kindergarten, Elementary School, etc.