If your child:
Then:
Does not recognize word that rhyme
Sing nursery rhymes with your child.
Does not recognize most letters of the alphabet.
Play with words and letters using alphabet magnets on
the refrigerator.
Say words that begin with the letter sounds and say the
sounds and words: “B is for bear- /b/ /b/ bear.”
Use flashcards to practice sight words and label
household objects
Read stories several times while keeping track of how
long it takes to read. Try to read the same story in
fewer minutes each time.
Practice pausing at periods and commas. Also use
correct expression with exclamation marks, question
marks, and quotation marks.
Practice retelling a story a page or chapter at a time,
either orally or in writing.
Build confidence by encouraging reading and good
book choices that are on the child’s reading level (not
necessarily grade level).
Help your child select books that interest him/her, such
as books about ballet, space, motorcycles, etc. Visiting
the school or public library will expose your child to a
variety of books.
Point out the ways that non-fiction reading is different
than story reading. Practice using bold print words,
captions, headings, highlighted phrases, etc. when
determining meaning.
Cannot say the common sounds of most letters.
Stumbles through words
Reads very slowly with many pauses
Reads too fast, blurring words, rushing through
information
Reads words but can’t answer questions about what
he/she read
Does not believe he/she is a good reader.
Does not enjoy reading
Appears to have difficulty using science, math, or
social studies textbooks to complete assignments
and/or does not appear to put much effort into reading
assignments
Phonemic Awareness- Recognizing and using individual sounds to create words.
Phonics- Understanding the relationship between written letters and spoken
sounds.
Reading Fluency- Developing the ability to read a text with ease, rhythm, and
expression.
Vocabulary Development- Learning the meaning and pronunciation of words,
including prefixes, suffixes and base words.
Reading Comprehension Strategies- Acquiring strategies to understand,
communicate, and remember what is read: Asking questions, discussing, and
writing about text.
This document is adapted from Duval County Public Schools’ Parent Guide for Elementary School Reading.
Hearing and distinguishing sounds (all auditory)
Activities:
•Play rhyming games
•Break words apart according to sounds and
syllables
•Push sounds together using beans, buttons, or
pennies.
Saying the sounds (visual)
Activities:
• Have child write word family words on a cookie sheet
in sugar, pudding, or shaving cream. Ex: “at” word
family…sat, pat, mat
• Write consonants on index cards. Say several words
that begin with the same consonant. Have the child
pick up the index card that all the words began with.
Do the same with ending sounds.
• Secret Stories
Reading smoothly
• If it sounds choppy have child reread so it
sounds smooth
• Echo read-I read, you read
• Read together
• I read a page then the child reads a page
• Slide finger under words as reading (do not
pick up)
Understanding what is read
•
•
•
•
•
Utilize comprehension cube
Summarize story (in own words)
Connect to own life or previous books read
Indentify beginning, middle, and end
Infer- bringing past experiences/knowledge together
with clues from the story
• Predict what is going to happen in the story
Understanding meaning of words
Activities:
• Write several words at the top of a page. Have
your child write a story using the new vocabulary
words.
• Place vocabulary words around the house and
have your child use the word in a sentence. Ex:
Boastful on the refrigerator. Before they can
open it they must use the word in a sentence.
What do I do if I’m stuck on a word???
Kindergarten Range of levels: A-C
• Semester Target: B (0.5)
• End of Year Target: C (1.0)
First Grade Range of levels: D-J
• Semester Target: G (1.5)
• End of Year Target: J (2.0)
Second GradeRange of levels: K-N
• Semester Target:
K (2.3)
• End of Year Target: N (3.0)