BORO PRIDE Summer Reading Challenge
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Resources to support virtual learning during school closure:
Scholastic Learn at Home- Great access to popular book titles, animated and fun for young students. Books and activities for students in grades PreK-9. https://classroommagazines.scholastic.com/support/learnathome.html?caching
Audible - free stories for kids for as long as schools are closed. https://stories.audible.com/start-listen
Open Library- free access to e-books. Parents, sign up for a free access to an online library for your children today. https://openlibrary.org/
Scholastic Learn at Home- Great access to popular book titles, animated and fun for young students. Books and activities for students in grades PreK-9. https://classroommagazines.scholastic.com/support/learnathome.html?caching
Audible - free stories for kids for as long as schools are closed. https://stories.audible.com/start-listen
Open Library- free access to e-books. Parents, sign up for a free access to an online library for your children today. https://openlibrary.org/
Understanding Your Child's Reading Level |
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In Willingboro, we use the Fountas & Pinnell Benchmark Assessment System to measure students' reading levels in grades K-4. A benchmark assessment is a series of texts that can be used to identify a student's current reading level and reading progress along a gradient of text levels over time. The word "benchmark" simply refers to a standard against which to measure something. That said, I want to emphasize that this assessment is NOT a test but a way for the teacher to observe reading behaviors for instructional purposes. The information gathered through this assessment helps the teacher to instruct the student.
Teachers combine two scores- how the student decodes (Accuracy) and how the student understands (Comprehension). It is important to note that one alone does not determine the level of text a student should read during guided reading instruction or alone.
One of our goals during the assessment is to find the student's independent and instructional reading levels. The instructional level means that the student requires additional instruction and supports at that text level and it is not the students’ independent level which they can read on their own without support.
When reporting data, our teachers are required to report students’ instructional and independent reading levels three times a year; fall, winter, and spring (please note, Kindergarten students are assessed in the winter and spring only). See the Fountas and Pinnell Instructional Level Expectations for Reading chart (below) to understand grade level expectations at different times of the year. Also, feel free to contact your child's teacher to view and discuss the assessment and your child's reading progress.
Finally, our students are encouraged to read books for enjoyment, as well as for specific purposes. The overall goal is to support all students as they become thoughtful, engaged readers. While leveled text are used in instruction (as in guided reading), students are encouraged to read independent level text to ease the emphasis on decoding and provide more opportunity to focus on the thinking that goes into comprehension and making meaning - the main goals of reading!
Teachers combine two scores- how the student decodes (Accuracy) and how the student understands (Comprehension). It is important to note that one alone does not determine the level of text a student should read during guided reading instruction or alone.
One of our goals during the assessment is to find the student's independent and instructional reading levels. The instructional level means that the student requires additional instruction and supports at that text level and it is not the students’ independent level which they can read on their own without support.
When reporting data, our teachers are required to report students’ instructional and independent reading levels three times a year; fall, winter, and spring (please note, Kindergarten students are assessed in the winter and spring only). See the Fountas and Pinnell Instructional Level Expectations for Reading chart (below) to understand grade level expectations at different times of the year. Also, feel free to contact your child's teacher to view and discuss the assessment and your child's reading progress.
Finally, our students are encouraged to read books for enjoyment, as well as for specific purposes. The overall goal is to support all students as they become thoughtful, engaged readers. While leveled text are used in instruction (as in guided reading), students are encouraged to read independent level text to ease the emphasis on decoding and provide more opportunity to focus on the thinking that goes into comprehension and making meaning - the main goals of reading!
Want to see how the Fountas & Pinnell Benchmark Assessment is administered?
Fun Phonics and Word Study Practice at Home
Fundations at Home - support your child's reading development at home with these resources.
Grade PreK Home Support Resources-
Kindergarten Home Support Resources-
First Grade Home Support Resources-
Second Grade Home Support Resources-
Dolch Sight Word Lists - The Dolch Sight Words list is the most commonly used set of sight words. Educator Dr. Edward William Dolch developed the list in the 1930s-40s by studying the most frequently occurring words in children’s books of that era. These words comprise 80% of the words you would find in a typical children’s book and 50% of the words found in writing for adults. Once a child knows this list of words, it makes reading much easier, because the child can then focus his or her attention on the remaining words.
The Dolch words are commonly divided into groups by grade level, ranging from pre-kindergarten to second grade. There are a total of 315 Dolch Sight Words. Visit https://sightwords.com/sight-words/dolch/#lists for games and resources to support your child's sight word recognition and reading development.
Pre K Sight Words
(40 words) a, and, away, big, blue, can, come, down, find for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you |
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Kindergarten Sight Words
(52 words) all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yes |
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First Grade Sight Words.
(41 words) after, again, an, any, as, ask, by, could, every, fly, from, give, going, had, has, her, him, his, how, just, know, let, live, may, of, old, once, open, over, put, round, some, stop, take, thank, them, then, think, walk, were, when |
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Second Grade Sight Words
(46 words) always, around, because, been, before, best, both, buy, call, cold, does, don’t, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would, write, your |
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Third Grade Sight Words
(41 words) about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try, warm |
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