• reading good books together lays a foundation for talking about things that matter (feelings, friendship, etc.)
• they are able to understand more sophisticated stories than they can read on their own.
• when you read together, you can share reflections, questions, predictions, and other thoughts that good readers naturally consider while reading.
• as an experienced reader, you can model reading aloud smoothly with appropriate expression.
• it enriches vocabulary and builds sight words?words that are instantly recognized.
• reading well takes practice. If your child is a reluctant reader, read aloud to them and focus on enjoying the book.

2. Alternate reading a story with your beginning reader. The adult should read more pages than the beginning reader.
3. When your beginning reader struggles, first offer a gentle reminder of some strategies they might use, if appropriate. If the strategy doesn’t help, tell your child the word.
4. Beginning reading books are for beginning readers. Choose age-appropriate books beyond your child?s ability when you read aloud to them.
5. Series books are the best friends of reading. Help your beginning reader connect with familiar language, characters, setting, and plot in every new series book.
6. When sharing books with your beginning reader, model the ways that good readers use expression as they read.
7. Share your thinking with your child as you read. Ask questions, make connections, reflect, predict, enjoy!
8. When reading to your child, smoothly glide your index finger under the line of text, matching your voice to the word as your finger slides by.
9. Praise your beginning reader and their reading choices.
10. Make sure your child understands how to choose “just-right” books.

Beginning readers blossom when they have:

• heard, thought about, and discussed hundreds of stories.
• excitement and enthusiasm about reading and becoming a reader.
• the chance to learn, practice, and remember skills.
• supportive parents and teachers.

• • with expression, so it sounds like talking.
  • with a varied pace. Speed up or slow down based on what is happening in the story.
  • bold, capital, or italic words with emphasis.
• You model good thinking when you:
  • make predictions about what will happen next based on what has already happened.
  • make connections (This reminds me of...)
  • wonder as you read (I wonder what will happen next? I wonder why...? I wonder how...?)
  • share the thoughts you usually keep inside. For example: “I love the funny way this author writes,” or “I’m confused about what is happening here. I’ll go back and re-read the last page to see if I skipped something that explains what is going on.”
• Read different types of books (genres) including non-fiction, poetry, humor, and a variety of fiction including realistic fiction, folklore, fantasy, etc.)
• Choose a cozy, well-lit spot with your child and enjoy a good story.
• Make reading a daily habit for you and your child(ren.)

• beginning chapter books which have:
  • shorter/simpler sentences.
  • shorter chapters.
  • plots that are easy to follow.
  • simple controlled vocabulary (carefully chosen words intended for new readers).
  • occasional pictures.
  • content that reflects the world or life experience of young readers.

• non-fiction books written for young readers with clearly presented facts and lots of photos and illustrations.
• picture books--keep reading a wide variety of picture books!
• joke, riddle, and knock-knock books. Beginning readers love to laugh and tell jokes.
• how-to books including cookbooks, craft/building books, etc.
• graphic novels and comics.
• poetry including rhymes and chants.
• magazines.
• biographies written for beginning readers (often leveled on the front cover).
• communication with friends and family through letters, postcards, text messages, e-mails, and greeting cards.

As teachers, we begin to see red flags if a child is not beginning to read by the middle of the third year of school.

• • make predictions about what might happen next.
  • sound out unknown words.
  • break words into parts (syllables or root words/prefixes/suffixes).
  • look for parts of words within larger words (top inside stop).
  • figure out an unknown word by looking at the words surrounding it (using context clues).

• • sound out the word for/with them.
  • break the word into parts for/with them (syllables or root words/prefixes/suffixes).
  • look for small words inside bigger words (it inside sit).
  • enjoy and use the illustrations on the page.
  • encourage your child to guess what would make sense in place of the unknown word.

• Reading is supposed to make sense. When it doesn’t, ask your child:
  • Does that make sense? Let’s read that again.
  • Does that word look right, sound right, or make sense in the sentence?

• Take your child to see and hear authors they like.
• If your child has a favorite author or series, visit the author’s website for activities, interviews, and updates about new books.
• Expose your child to new books. Read the first chapter of the book to them and then leave it nearby with a bookmark where you stopped reading. They may choose to read the book on their own.
• Show your child the plot summary or interest-grabber frequently found on the back cover or front jacket flap of the book.
• Talk about books you liked as a child when you first began to read (but don’t always expect your child to share your enthusiasm).
• Visit the children’s section of your local independent bookstore.

• • they can read smoothly (fluently).
  • they understand.
  • has words that your child can read instantly.
  • is enjoyable and interesting.

• “Just-right” books are important because they:
  • give your child confidence.
  • help your child recognize and read new words.
  • ensure that your child will be able to successfully read the books they choose.
  • won’t discourage your beginning reader’s enthusiasm.
  • encourage more reading (which helps them grow as readers).

• intended for older children who have enough life experience to understand the content (such as the deep friendship and permanence of death encountered in Charlotte’s Web,or the poignant adolescent issues encountered in the later versions of Harry Potter).
• that are academically advanced or clearly intended for much older readers.
• with topics or stories you find fascinating which may not match your child’s interest (feel free to introduce these, but don’t expect your child to always share your enthusiasm).

Learning to read is an exciting stage for children and parents. As your child begins reading independently and experiences the joys of reading, you can help navigate the path to becoming a lifelong reader. Continue reading to your child every day and praise them when they read on their own.