The purpose of teaching reading is no longer viewed as two distinct functions: (1) learning to read in grades K-2; and (2) reading to learn that occurs in grade 3 and above. Learning to read consists of the fundamental skills of reading: knowledge of letters and their sounds, sight words, decoding skills, and fluency.
Reading to learn focuses on comprehension skills. With the adoption of the Common Core State Standards (CCSS), learning to read and reading to learn are now taught concurrently beginning in kindergarten. To teach both, the goal for teachers is to use nonfiction texts sooner and more frequently. The topics are of great interest to the students and the structure of the text promotes the development of comprehension.
Comprehension in a snapshot can be viewed as four levels of depth and complexity: (1) recognition and recall using information from the text: words, illustrations, labels, and graphic tables, (2) interpretation of information to distinguish similarities and differences, categorize, generate predictions and recognizing relationships such as cause and effect, (3) strategic thinking to draw conclusions and cite evidence, and (4) extended thinking to analyze, synthesize, and apply knowledge learned. It is important to note that the responses to questions generated in Levels 3 and 4 will provide students with opportunities for more than one response. The criteria are that children justify and explain their reasoning. A mix of levels can also be addressed at each grade, as shown in the examples below.
As a parent, you are essential in helping your child’s reading success. In preparing your child for kindergarten, fiction books such as nursery rhymes, predictive or pattern books, and puzzle books are still appropriate and necessary to set the stage for nonfiction text. For example, by reading aloud Brown Bear, Brown Bear, a predictable text to your child, the comprehension skill of listing/sequencing events can be practiced and retelling through the pictures. The story of Goldilocks and the Three Bears is a great read to practice the higher level cause and effect skill. Practicing these skills with fiction books will lay the foundation for the complexity of nonfiction reading.
first grade nonfiction
Subject: Growing a pumpkin
Text Features: Sentences at this level are about six to eight words long and consist of single high-frequency words, several one-syllable words, with illustrations that show what is happening in the text to help children make valid predictions, establishing relationships such as cause and effect and problem and solution.
Sample Text: The boy put the seeds in the hole.
Level One: Using the pictures, ask your child to list the order of events: (1) he dug the hole, (2) he put the seeds in the hole, (3) he covered the hole with dirt, (4) he watered the seeds and (5) grew pumpkin plants
Level Two: Once your child reads the sentence, The boy put the seed in the hole, ask him to predict what will happen next. As your child reads the next few pages, ask him to confirm that the prediction was correct. Ask your child to prove his answer using specific examples from the text.
Level Three: Describe cause and effect. Ask: What would happen if the seeds were not watered? Child’s response – They would not grow (effect)
Level Four Have your child apply the process of growing pumpkins to other vegetables, fruits, and flowers.
Third Grade Nonfiction
Subject: Recycling
Text Features: Sentences are approximately eleven to fourteen words long, all sight words, words that require higher levels of decoding (prefixes, multi-syllable words), and compound sentences.
Test example: Recycling is important because it reuses or makes things out of people’s trash.
Level One: List the benefits of recycling. The answers are found directly in the text.
Level Two: Categorize the types of items that can be recycled: glass, cans, plastic, and paper
Level Three: Have your child describe why recycling is their responsibility. What items does he/she use that can be recycled?
Level Four: Have your child explain how their actions can benefit or harm our planet. Cite evidence from multiple sources.
In summary, a comprehensive view of reading includes both decoding and comprehension to enable your child to read with comprehension and ultimately gain new knowledge for further application, reflection, and synthesis. The development of these skills begins early. Practicing these skills with your child will support her reading success.