Reading Levels.....for me

Building fluency and meaning

In second grade, children begin reading for meaning, not simply as a way of sounding out simple sentences. Classrooms should give children many opportunities to read — silently on their own, aloud in groups, and aloud with a partner. Second grade curriculum should also include listening to books read aloud. Students often reread stories to increase their fluency, or their ability to read quickly and accurately with expression.

Decoding words

Your second-grader should be able to recognize a growing number of words, using knowledge of word structures and letter-sound relationships and a variety of strategies to read. Not only do second-graders develop skills to hear and say separate sounds in words, but they also use patterns to decode words. Second graders should be able to read new words by breaking them into syllables. A strong reading curriculum should include learning the meanings of many prefixes and suffixes.

Reading chapter books

As second-graders graduate to more complex material, they learn to read across subject areas, including social studies, science, and math. They begin to read books that have several chapters and develop a larger vocabulary.
In second grade, kids are taught to use different parts of a book to find information, including the table of contents, index, glossary, title page, introduction, and preface. Second-graders should know that there are different purposes for reading: for pleasure, to get directions, and to gather information.
Second-graders should be able to choose their own books based on their interests, but reading specialist Jennifer Thompson recommends using the "five-finger test" to help them choose a book at the appropriate reading level. "Have your child open to any page," she says. "If she finds five words that she does not know, the book is too difficult."

Doing research

Second-graders learn to use books to research different subjects and answer questions about a topic. They may use encyclopedias, informational books, and the Internet to dig up facts.
"Reading informational text is critical for second- and third-graders," explains Thompson. "Most of the federally mandated tests contain a great deal of nonfiction reading. Children need to learn to read nonfiction for understanding and need to be taught how to use all of the conventions of nonfiction to assist with understanding. These include the table of contents, index, glossary, captions, illustrations, bold print, diagrams, charts, and graphs."

Reading aloud

By second grade the emphasis should be on students reading their own material, but they should still get many opportunities to listen to books read aloud. Not only does this offer kids a model of fluency, but it also fosters a love of books. It should also help your child understand vocabulary and language patterns in more complex texts. By discussing books before and after they are read aloud, teachers and parents can increase literacy no matter what a child's reading level is.

Reading for meaning

In second grade, children learn strategies to draw meaning from what they read. They should be able to recognize the sequence of events in a story, as well as anticipate the possible outcome. Important skills should include retell familiar stories, summarizing the main ideas and plot, and identifying the characters and settings. Kids may be asked to compare and contrast characters in stories to their own lives. They may also be asked questions about the text, such as who, what, when, where, why, and how. Kids at this age should learn to use a dictionary and thesaurus to discover the meanings of words.

3rd grade

The leap to learning

In third grade, students are expected to make a huge change in their fluency and understanding. Suddenly, reading is seen as a tool for learning rather than the object of the learning itself. At this stage, children should be able to read a variety of books including contemporary fiction, historical fiction, legends, fables, myths, and biographies.
Third-graders are expected to read with fluency, comprehension, and expression. As they read a variety of books, they expand their vocabulary and interpret the ideas in the texts.
Third-graders are introduced to the ways language is used by learning about similes, metaphors, personification, and imagery. They should be able to select books at their reading level that interest them. Reading specialist Jennifer Thompson recommends using the "five-finger test" to choose appropriate books: "Have your child open the book to any page. If he can find five words that he does not know, the book is too difficult."

Doing research

Third-graders improve on their beginning research skills by reading books on different subjects and answering questions about a topic. Third-graders should be able to use the index, glossary, title page, introduction, preface, and appendix of a book to find information. Using encyclopedias, informational books, and the Internet may be part of a research project.
"Reading informational text is critical for second- and third-graders," says Thompson. "Most of the federally mandated tests contain a great deal of nonfiction reading. Children need to learn to read nonfiction for understanding and need to be taught how to use all of the conventions of nonfiction to assist with understanding. These include the table of contents, index, glossary, captions, illustrations, bold print, diagrams, charts, and graphs."

Decoding words

Third-graders are expected to able to read unknown words automatically, though some children may not be capable of this. The strategies used to decode and read unknown words include using roots, suffixes, prefixes, homophones (for example, aloud and allowed), and word families (such as ack and ight). Third-graders should be able to use context to figure out the meaning of unknown words as well as look them up in a dictionary.

Reading for meaning

Third-graders learn strategies to derive meaning from what is read — including illustrations, text, and prior knowledge to make predictions and grasp the story. They should be able to recognize the sequence of events in a story, as well as their cause and effect. They retell familiar stories, summarizing the main ideas and plot and identifying the characters and settings. They are expected to answer questions about the text, such as who, what, when, where, why, and how. Third-graders begin to distinguish fact from opinion and explore themes that recur across literary works.

Shared reading

Third-graders may take part in shared reading, an interactive reading experience guided by the teacher. During the reading, the teacher demonstrates strategies students can use to read and derive meaning. The teacher may pause in the reading to teach vocabulary, introduce a reading skill, or encourage children to predict what comes next. The book is typically read multiple times over several days.