Designed to meet ambitious 21st century global standards, this reading series offers grade-by-grade curricula rooted in the Project’s best practices and newest thinking. They pay close attention to characters, setting, and plot while reading fictional stories, become experts in nonfiction topics as they read together in clubs, and play with rhyme and rhythm while reading poetryĭrawing on learning gleaned from decades of research, curriculum development, and working shoulder-to-shoulder with students, teachers, and school leaders, Lucy Calkins and her colleagues at the Teachers College Reading and Writing Project have developed the Units of Study for Teaching Reading. The last kindergarten unit, Becoming Avid Readers, helps youngsters role-play their way into being the readers you want them to become.

$learning reading for kindergarten$

In the third unit, Bigger Books, Bigger Reading Muscles, children attempt more difficult books with greater independence and use reading strategies to read with more accuracy, fluency, and comprehension. The second unit, Super Powers: Reading with Print Strategies and Sight Word Power, glories in children’s love of play as they learn “super power” strategies that help them work on fluency. In the first unit, We Are Readers, children will develop concepts of print, phonemic awareness, phonics, and the knowledge necessary to use story language to support their approximations of reading. They also suggest that young children can isolate parental behaviours that help them learn to read, and that in doing so, may incorporate these parental behaviours into their conceptions of parenting to guide their own behaviours as parents in the future.In kindergarten, your students begin to establish their identities as readers while they build the foundational skills for reading. These results suggest that young children can reflect on their learning process and can be useful informants on literacy practices in the home. Home observations showed that the way parents responded to children’s reading errors was in accordance with the child reports. Children reported that learning to read was important and offered several different ways that they were learning to read at home, most frequently being their parents reading to/with them, telling them the words, and having them sound out words.

How parents responded to their children’s word reading difficulties in these interactions was coded. In this study 65 kindergarten children in southwestern Ontario, Canada were asked how they were learning to read at home and observed with their parents in shared book reading.

Learning reading for kindergarten