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