| It is very helpful to understand what teachers are | | | | words and an illustrator draws the pictures. |
| striving to achieve as they work with your child. | | | | Knows the words usually |
| Once you know where the teacher is headed, | | | | convey the main message of a book, not the |
| you will be able to reinforce the lessons and help | | | | pictures. |
| your child grasp new concepts. Children in the | | | | Predicts what will happen in a |
| earliest school years are often at very different | | | | story and can retell the story. |
| achievement levels with regard to reading skills. | | | | Knows the difference between |
| You may look at this listing and think, "Charlie can | | | | "made up" stories and "real" nonfiction books. |
| do most of that already!" If so, Charlie will feel | | | | Knows the difference between |
| more comfortable in school and will be able to | | | | a story and a poem. |
| work on the next level of skills. If not, Charlie will | | | | |
| benefit from your understanding of what he | | | | As you read through the Kindergartner goals, you |
| should be learning. | | | | may find your child has mastered some of these |
| | | | | goals. Tailor your reading interaction to exercise |
| Alphabet goals. | | | | those goals not yet mastered. But remember, |
| Knows shapes and names of | | | | you will have the best effect if you make reading |
| letters. | | | | a fun activity rather than a chore. Play alphabet |
| Writes many uppercase and | | | | and word games as part of your everyday living |
| lowercase letters on his own. | | | | activities. |
| Sounds out letters. | | | | |
| Uses what he knows to sound | | | | Model the love of reading in your own behavior. |
| out and write down words. | | | | Choose books which interest the child. Do not |
| Can write down letters as they | | | | make every reading session a quiz show for your |
| are said to him. | | | | child. Instead choose to read books which let |
| | | | | you cuddle up together and enjoy a good story. |
| Word Recognition goals. | | | | Have your child turn the pages. Rather than |
| Knows the order of letters in a | | | | forcing a conversation about the story, let it arise |
| written word stands for the order of sounds in | | | | naturally. Make it OK for the child to drift off if |
| the spoken word. | | | | they are sleepy. Don't push too hard. |
| Knows some common words | | | | The earlier you start to read out loud to your |
| on sight like a, the, I, you. | | | | child, the better. This is especially true if you are |
| Can tell when words begin with | | | | not a strong reader. Not only will you be helping |
| the same sound. | | | | your child learn to read, you will be practicing your |
| Recognizes and makes | | | | own reading skills and strengthening them. You |
| rhymes. | | | | can also listen to books on tape or CD while you |
| Knows and uses words for | | | | and your child follow along with the book. |
| colors, shapes, numbers, family members, home | | | | |
| (kitchen, bathroom, bed, etc). | | | | If you have several children include all of them in |
| Writes his own first and last | | | | the reading time. This is not a competition but a |
| name and the first names of some friends and | | | | relaxing, fun time to enjoy a good story. With |
| family. | | | | that mindset, every child will benefit from the |
| Plays with words and uses | | | | experience and look forward to story hour. |
| new words in his own speech. | | | | |
| | | | | When your child has mastered all of the goals |
| Book-related goals. | | | | mentioned here, advance to the reading goals for |
| Knows the parts of a book. | | | | First Graders. |
| Knows an author writes the | | | | |