| When looking for a kindergarten, first, or | | | | you are moving them forward. If you find your |
| second grade reading activity, the first | | | | child getting off track or struggling, take a |
| point to accomplish is to find books that you | | | | step back, repeat an earlier book and gain |
| will both enjoy reading and listening to. | | | | some more practice and confidence... don't |
| Check with other friends or even family | | | | move forward with a frustration level |
| members that perhaps have children that are a | | | | building. |
| bit older and ask them what their favorites | | | | |
| turned out to be. When you're in the library | | | | It also about this age level that you want to |
| with your child make note of the sections or | | | | begin to introduce some timed readings as |
| types of books they seem to gravitate to. Do | | | | part of your second grade reading activities. |
| some quick research and see what books are | | | | You can begin rather innocuously, by |
| rated high by professional educators. | | | | monitoring how far your give gets over a |
| | | | given time without them actually aware of |
| The second grade reading level is just about | | | | timed reading. This block of time should be |
| that age where the child is beginning to | | | | followed up by you with some general |
| transfer from big letters and lots of | | | | questions and getting your child to tell the |
| descriptive pictures, to a bit more sentence | | | | story back to you. As your child progresses |
| and vocabulary building. Repetition, practice | | | | it is also at this age that you want to |
| and exposure to reading is always important, | | | | continue to work on the child's speed and |
| but at the second grade level it is really | | | | their fluency in their reading. Remember keep |
| accentuated for this very reason. | | | | a steady pace on their reading progress, |
| | | | introducing gradual levels of complexity, |
| Work to constantly to encourage your second | | | | monitor their understanding with some simple |
| grader to be able to grasp and understand the | | | | questions and dialog, begin to work on speed |
| longer more complex sentences by offering a | | | | with some timed reading and comprehension |
| few questions for them to answer at the end | | | | activities. And always make time for fun |
| of their reading time. This will give you | | | | family reading and family games that require |
| valuable feed back as to the pace at which | | | | reading and vocabulary building. |