Reading Levels
(Kindergarten and First Grade)

Earliest Reader

The Earliest Reader: Ages 1-3

• I can carry books.
• I turn pages and look at books independently.
• I point to pictures.
• I make sounds of animals in pictures.
• I have favorite stories/books.
• I name objects in pictures.
• I recognize some similarities in sounds, objects.
• I show interest in non-fiction pictures material.

Pre-Emergent Reader

The Pre-Emergent Reader: Ages 3-5

• Begins to choose reading materials (e.g. books, magazines and charts) and has favorites
• Shows interest in reading signs, labels and logos, (environmental print)
• Recognizes own name in print.
• Holds a book and turns pages correctly.
• Shows beginning/end of book or story.
• Knows some letter names.
• Listens and responds to literature.
• Comments on illustrations in books.
• Participates in group reading (books, rhymes, poems and songs.)

Family Support Tips

• Have a cozy reading corner that invites reading.
• Read aloud daily, even if it’s only 10 minutes. Snuggle up on the couch or hold your child in your lap.
• Reading at bedtime is a wonderful way to end the day.
• Share your love of books and reading.
• Visit bookstores and libraries with your child.
• Children at this age like books with appealing pictures that match their age and interests. They like books with rhythm, rhyme and repetition.
• Find out about when authors or storytellers are speaking at the bookstores or library.
• Talk about the story and pictures in the books you read together.
• This time together should be natural and fun.
• Buy or make tapes of favorite songs and books to listen to at home or in the car.
• Encourage risk-taking as children learn to read and memorize their first books. Have your child chime in on repeated lines or a chorus.
• Respond enthusiastically to early attempts at reading.

Emergent Reader

The Emergent Reader: Ages 4-6

• Participates in reading of familiar books and poems.
• Uses illustrations to tell stories.
• Memorizes pattern books, poems and familiar books.
• Rhymes and plays with words.
• Makes meaningful predictions with guidance.
• Knows most letter names and some letter sounds.
• Pretends to read using pictures or a text.
• Recognizes some names and some words in context.
• Begins to read signs, labels and logos.
• Reads top to bottom, left to right and front to back with guidance.
• Connects books read aloud to won experiences with guidance.
• Demonstrates an eagerness to read.

Family Support

• Read aloud daily to your child.
• Make a cozy place to read at home.
• Go to the library regularly and visit bookstores. The people who work there can often help you find just the right books for your child.
• Check out books on tape from the library. Listen to them at bedtime or in the car.
• Talk about the books and materials you read with your child.
• Point out words around you (like signs, logos, commercials and billboards).
• Write notes to your child (in their lunchbox, notes on their bed) using simple words
• Read picture books with predictable patterns and rhymes and familiar stories.
• Re-read favorites stories and poems.
• Encourage your child to chime in as you tell or read stories, sing songs or recite poems.
• Ask your child to guess what will happen next as you read aloud.
• Tape record your child telling a story and send it to a relative or friend and ask them to respond.
• Celebrate early memorizing as reading (it’s the first step).
• Ask children questions about what you read together to help them connect books with their won lives and experiences.
• Reinforce early reading attempts without correcting mistakes.
• Tell stories and ask family members and friend to tell stories.
• Tell “add-on” stories as you hike or on a car trip.
• Encourage your child to tell stories from pictures in magazines, photographs and newspapers.

Developing Reader

The Developing Reader: Ages 5-7

• Knows most letter sounds.
• Reads simple words.
• Participates in guiding literature discussions.
• Retells main event or idea in literature.
• Explains why literature is liked/disliked during class discussions with guidance.
• Relies on illustrations and prints.
• Uses finger-voice-print matching.
• Reads books with simple patterns.
• Begins to read own writing.
• Begins to read independently for short periods (5-10 minutes).
• Identifies title and author in literature.
• Sees self as a reader.

Family Support

• Read aloud daily.
• Visit bookstores and libraries regularly.
• Watch Reading Rainbow on TV together.
• Expose your child to computer games and CD-ROM games related to reading (like Reader Rabbit and Magic Schoolbus).
• Read lots of different things aloud (stories, poetry, recipes, letters, history, science, directions, etc).
• Subscribe to a magazine (like Sesame Street, Ranger Rick or Highlights) and read it together.
• Find books with patterns, rhythm and rhyme that help children as they first begin to read on their own.
• As you read together, ask your child to predict what might happen next or talk about how the book or article relates to your child’s life.
• Once in a while, make a mistake while you're reading and problem solve with your child about how to figure out what would have made more sense.
• Retell stories with your child in your own words after reading a story.
• Talk about the characters in the books you read. Ask questions like, “Does that character remind you of anyone you know or anyone else in another book?”
• Keep a list of “favorite books we’ve read” or wish list of “books to buy”.
• Talk about interesting words, authors and illustrators.
• Ask friends and relatives to give books as gifts.
• Encourage your child to read to friends, children in your family or other relatives.