Category Archives: reading in kindergarten

Should kids leave kindergarten knowing how to read?

Posted on January 13, 2016 | Leave a comment

Yes, kids should finish kindergarten knowing how to read, according to a survey of kindergarten teachers. Eighty percent of teachers said yes in 2012, up from 31 percent in 1998.

boy reading

This change in thinking about kindergarteners’ reading achievement was discovered through research by the University of Virginia. The researchers looked at surveys of 2500 kindergarten teachers in 1998 and compared them with surveys of 2700 kindergarten teachers taken about five years ago.

Expectations of kindergarteners today are more like expectations of first graders in the recent past. According to the teachers, students should enter kindergarten knowing the alphabet and they should leave kindergarten knowing how to read.

Why the change? Credit (or blame) the 2001 No Child Left Behind law which required third graders to be tested in English language skills.  To raise third graders’ achievement levels, teachers needed to find more time to teach the basics.  That time was found in kindergarten.

This pressure to learn academic skills at younger and younger ages has come at a price, according to the researchers. The amount of time kindergarteners spend in art, music, play and child-selected activities has decreased.

Is this change good or bad for children? We will need to wait for future research to answer that question.

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Posted in early childhood education, No Child Left Behind, reading in kindergarten

For a struggling reader, intervene as early as possible, says new research

Posted on November 25, 2015 | Leave a comment

child with adult helping to readIf you notice a child is having trouble reading, intervene as soon as possible, even in preschool.

So conclude researchers who looked at the reading achievement of students for twelve years.  The researchers concluded that struggling readers should receive help as early as possible.

Their research shows that struggling readers are obvious to teachers in first grade (the earliest grade included in the research).  Without help, these kids will not improve over time.

In short, there is no advantage in waiting to intervene.  Start now.

Many children do not receive help until third grade–too late, according to the researchers.  This might be because many states have passed laws saying that all children should be reading by third grade.

Participants in the study were 414 people in the Connecticut Longitudinal Study who were assessed annually every year in elementary, middle and high school.

For more information, read “Achievement Gap in Reading Is Present as Early as First Grade and Persists through Adolescence” in the November 2015 issue of The Journal of Pediatrics.

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Posted in dyslexia, early childhood education, reading disabilities, reading in kindergarten, reading research

My kindergartener wants to read chapter books. What features should I be looking for so she doesn’t get discouraged?

Posted on September 28, 2015 | Leave a comment

Congratulations! Some early readers are ready for chapter books, but that doesn’t mean all chapter books are right for them. Here’s what you should be looking for.

  • Characters whom the child relates to and cares about are really important. That means child characters, ones the same age or just a bit older than the reader, or characters who behave in child-like ways, such as Toad in the Frog and Toad series. The characters in books for young readers must be encountering situations that the reader can relate to—like Junie B. Jones fearing to take the school bus, or of Nate the Great visiting his friends’ houses in search of a lost cat.
  • girl reading Junie B. JonesCharacters should be different from one another—their names, gender, and personalities. Junie B.’s friend, Lucille, is prissy and wears pretty dresses while her classmate, May, is a tattletale. Frog’s friend, Toad is a short, brown scared follower while Frog is a taller, green, organized leader.
  • If the chapter book is part of a series, familiar characters or activities should appear. Children delight in recognizing these patterns. They know that when reading Nate the Great stories, for example, Nate always takes a break to eat pancakes. His friend, Rosamond, always appears with her four black cats. Nate’s dog, Sludge, helps him solve crimes, while another dog, Fang, always makes an appearance.
  • Asian girl reading book Plots should be straightforward with no flashbacks or complicated subplots. If the story concerns finding one of Rosamond’s cats, then that becomes the whole focus of the story. Good books remind children what they have learned. A character like Nate might think about the clues he’s uncovered, and a list of them might appear as an illustration. The plots are shallow and move quickly through a series of events.
  • Good chapter books for young readers should contain illustrations. A page of text will appear harder to read than a page with a line drawing on it. The drawings should provide additional information that the text might not dwell on. For example, drawings of Junie B. show her with fly-away hair and one sock up, one sock down, telling us in pictures about her personality. Illustrations don’t need to appear on every page, but more illustrations make the book appear easier to read.  Also, illustrations lengthen the number of pages, so the child thinks she is reading more than she actually is.
  • girl looking at book displayPicture books are printed with large type, but chapter books have reduced size type. To offset this change, good chapter books for young readers will increase the space between the lines of type and increase white space by making margins larger. This makes the text easier to read and the page “friendlier.” Good children’s books use dialog too. Dialog is usually short, so more white space surrounds it. Hyphenations will not be used at the ends of lines to split words, and sentences will end on the bottom of a page rather than being carried forward to the next page.
  • Discouraged child thinks there are too many words in a book she is readingThe vocabulary of chapter books for young readers should be easy enough to read so that the child can read for enjoyment, without help. New words can be introduced, but in context, and should be repeated during the story so the child can master them.
  • Sentence structure should be normal, that is, subjects followed by predicates. When complex sentences are used, the dependent clause should come second. That is the way children speak and write, so that pattern will be easy to understand. Sentences should be shorter than adults would expect. Not all sentences need to be short, but longer sentences should make sense on the first read through.

Right now I am working with a second grader who is reading his first chapter book, Charlotte’s Web. It was assigned by his teacher. Some of the characters’ names are similar (Avery, and Mr. Arable, for example). The vocabulary is advanced. The pig is called “radiant”; he is put into a “crate”; he is watched by “goslings.” For a suburban child, these words are mysterious. The sentence structure is too sophisticated. Even though Charlotte’s Web is an excellent novel, it is not an appropriate first chapter book for my student. He is not ready to read it without help.

In my public library, chapter books for elementary school aged students are grouped together. Within those books, some are labeled on the spine, “First chap.” Those books are perfect for children reading their first chapter books. Or if you are lucky enough to have a children’s librarian, ask her what books she would suggest. Or phone or visit your school librarian and ask her for help.

Hundreds of wonderful books are appropriate for your kindergartener. Good luck!

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Posted in English grammar, reading comprehension, reading in kindergarten, reading readiness., vocabulary

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My grandson is scheduled to start kindergarten this fall, but I think he might not be ready. Is there any way to know for sure?

Posted on May 28, 2015 | Leave a comment

The old rule of thumb is that if a child can put his hand across the top of his head and touch his opposite ear, he is the right age to start school. If he can’t reach his ear yet, he is too young.

young child attempting to touch his ear with opposite hand

But such a test doesn’t begin to take into account all the criteria which could be used to judge the readiness of a child for school.

If your child has been to preschool, his pre-K teacher should be consulted. She has a good idea which students are ready to move on. And if you do send your child to kindergarten, and the kindergarten teacher contacts you in the early weeks of the school year saying your child is not ready, believe her. Not every child who is the right age is ready for kindergarten.

What criteria should you use to assess your child? According to the U.S. Department of Education’s National Center for Education Statistics, these criteria should be assessed:

  • Can your child communicate his wants and needs? Can he say, for example, that he needs to urinate or that another student is bothering him?
  • Can your child get along with peers by sharing and taking turns?
  •  Can your child count to 20?
  • Does your child recognize letters and numbers? Kindergartener are not expected to know how to read—although many can. But your child should recognize many letters and numbers and have an inkling of what they are used for.
  • Can your child follow directions? Sit or stand, line up, voices off, criss cross apple sauce—these are common directions that your child will be expected to follow.
  • Can your child sit still for ten, fifteen or twenty minutes, and pay attention to a teacher during that time? Kindergarteners have short attention spans, but they should be able to sit still long enough to listen to a teacher read a story or to watch a film about a baby whale. Not every five-year-old can do that.
  • Is your child able to hold a pencil or paint brush? Is he able to cut with a scissors? Most kindergarteners need more work on these skills as well as on gross motor skills, but they should show rudimentary skill.
child cutting with a scissors

EPSON MFP image

Kindergarten teachers who responded to the Fast Response Survey System (FRSS) Kindergarten Teacher Survey on Student Readiness said being able to communicate needs and wants and being curious and enthusiastic about trying new activities are the two most important skills kindergarteners need to start school with.

Some other things to look for include:

  • Can your child handle emotions? It’s normal for a five year old to break down in tears when she’s upset. But, it’s important that she has coping strategies.
  • Can your child use the toilet unassisted? And can he or she be trusted to behave in a restroom without adult supervision?
  • Is your child obviously meek and likely to be picked on? If so, he might need some coping skills to keep bullies at bay.

Although the first two or three years might be hard for young kindergarteners, research shows that they show no academic difference from their classmates by third grade.

If your child is in sports, another consideration is the cut-off birthday. Baseball in my state has a cut-off date of July 31, meaning any child born on August 1 or later cannot participate on the same teams as children born in July. For August-born children sent to kindergarten on schedule, this means they will play on teams with kids a year behind them in school. Their teammates might be strangers rather than classmates.

Still another consideration is driving. If a student is one of the youngest children in his class, his classmates will get their driving permits up to a year before he does. Your child might feel left out, or he might pressure you to let him drive as a passenger with his older friends. Will you be comfortable with that?

And will you be comfortable with your 17-year-old heading off for college with classmates who are already 18 and 19?

Good luck on your decision. There’s so much to consider.

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Posted in ABC's, reading in kindergarten, reading readiness., reading research

How to use spelling tests to reinforce CVC words

Posted on January 22, 2015 | Leave a comment

Years ago, I would cut  pictures of CVC words from various sources, paste them on index cards, sort them by vowel sound.  Then I would use them as spelling tests for beginning readers. (Now Mrs. A draws the pictures, including those below.)  This low-tech approach still works great with beginning readers and spellers.

Six drawings of short A CVC words

These drawings are samples of a packet of 12 pages of CVC drawings that can be downloaded for a small fee.  Click on the pictures for more information.  

Why use pictures for the spelling test instead of just dictating the words?

  • When the child is in charge of the pile of pictures, she can spell at her own pace, jotting down words she knows quickly and slowing down for words she is unsure of or for words she writes incorrectly and needs to repair.
  • Young children are people in motion, so the more parts of their bodies they can use to learn, the better. Taking off the rubber band, shuffling the cards, flipping them into a second pile as they are used and rubber-banding them again are fun.  Making learning fun is so important for children of any age, but especially for preschoolers.
  • Some children delight in erasing and will write a word incorrectly just so they can erase it. Spelling is a new experience for them, but it can take time, time when a tutor or mother might grow impatient. But since the child is working independently, the process can take as long as the child wants.
  • While the child is working independently, I can observe where she might need more help or prepare the next lesson, a better use of my time than dictating.
  • ESL students who might be shy about moving at a slow pace gain privacy by controlling the time it takes to complete the test.

One time I gave a preK student a short A test which he finished with pride—his first spelling test! When he found out I had more cards—more tests—he begged me to let him take the cards home and use them for the next week.  His mother later told me that  he took the spelling tests every day. What an eager learner!

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Posted in CVC words, early childhood education, English as a second language (ESL), Handwriting, how to make learning fun, letter sounds, methods of teaching reading, mixing up letters, phonics, reading in kindergarten, Spelling

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Should my child go to a full-day kindergarten? I have a choice.

Posted on October 7, 2014 | Leave a comment

Yes!  Research shows that

  • Students in full-day programs learn more than in half- day kindergartens, particularly in reading and math. Most full-day programs are 4.5 to 6 hours daily, while most half-day classes are 2 to 3 hours daily (30 hours weekly v. 15 hours weekly).

    Reading time in full-day and half-day kindergarten.

    Making the Most of Kindergarten: Present Trends and Future Issues in the Provision of Full-day Programs by Debra J. Ackerman, W. Steven Barnett, and Kenneth B. Robin (March 2005)

  • Full-day programs allow the student to spend close to an hour on self-directed activities which are linked to long-term learning, compared to about a half hour for such activities in half-day programs.

However, most states do not require districts to offer full-day kindergartens.

  • Alabama, Arkansas, Delaware, Louisiana, Maryland, Minnesota, Mississippi, North Carolina, Oklahoma, South Carolina, West Virginia and the District of Columbia require districts to offer full-day kindergartens.
  • Thirty-four other states require half-day kindergartens; however, many districts in those states offer full-day kindergarten.
  • Five states—Alaska, Idaho, Michigan, New Jersey, New York and Pennsylvania—do not require school districts to offer any kind of kindergarten, though most districts do.

The trend to attend kindergarten full-days is growing.  Only ten percent of kindergarteners attended full-days in the 1970’s, while more than half do now.

What is driving this trend?

  • Research showing academic gains by children in full-day programs is convincing legislators to budget more state money for full-day kindergartens.
  • The rigor of Common Core standards may be spurring longer kindergarten days.
  • The emphasis on early learning in general (prekindergarten through third grade) and the push to make all kids readers by third grade has educators looking for more time to teach children.

My older two children attended half-day kindergarten in Michigan—all that was offered in the school they attended.  But my youngest child attended full-days in Georgia.  He had not attended a pre-K program, so he found the long day in school tiring at first even though, after lunch, the lights went out and the blinds were drawn while the children lay on mats and were encouraged to nap.  Within a few weeks he had adjusted, paging through picture books while his friends napped.

Did I notice an academic advantage in my third child?  No.  Would I send all three to full-day kindergarten now if I had that opportunity?  Yes.  The growing research convinces me that full-day kindergarten gives children an advantage as they start first grade.  Other research shows that many students eventually lose that advantage as they move on to second and third grades.  However, that cannot be blamed on the kindergarten program.  –Mrs. K

I think the issue of full day kindergarten has changed from years ago.  The real question is, “What will my child be doing during the other half of the day if he is not in school?”  If a parent is lucky enough to be a full-time, stay-at-home parent, then maybe the child will be better off getting more TLC at home.   But if both parents are working, then those parents will probably want full day kindergarten .

One of my children had full-day kindergarten.  The other one had half-day kindergarten and half-day daycare.  My grandson is lucky enough to live in one of the three states that offer free preschool for four year olds.  He attends a half day program five days a week.  It seems to me that this year of preschool for four year olds is very much like what we used to call half-day kindergarten.  –Mrs. A

How about you?  Did you send your child to full-day kindergarten?  To half-day kindergarten?  Did it make a difference?

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Posted in early childhood education, reading in kindergarten

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