But when Fanwa enters primary school, her parents must have deep feelings, and the teacher always emphasizes the need to strengthen reading.
OK now in the second grade, the reading comprehension on the usual practice paper of the language has been more difficult for children, and because the time spent in the front is too long, it directly leads to the lack of time to write the text. The Chinese teacher reminded everyone in the group yesterday to pay attention to it, take advantage of the winter vacation to let the children read more books, and the requirements for reading ability in the third grade will be a pull-up.
I asked a friend who was in the third grade, and she photographed me of her son's practice papers. I look at it, reading comprehension does account for a large proportion, the text itself has some difficulty not to say, the key is that the topic of the child's reading ability requirements are really not low, this ability includes the ability to extract key information, can penetrate the understanding into the inner meaning, can use concise language to summarize the meaning, in short, to be able to understand, but also to be able to summarize.
(Swipe up and down to see)
The homeroom teacher of a friend's class, like our teacher, clearly pointed out that "we need to improve the speed of reading", which is a real hard indicator.
However, improving the speed of reading depends not on consciousness, but on skills.
Looking back now, this skill is actually a step-by-step accumulation that began with independent reading in the early days.
Accumulation is divided into two dimensions, one is time, the earlier you start reading the more accumulation; one is the quality, the higher the quality of reading, the thicker the accumulation.
So at present, although we are not so anxious for our parents who have not yet reached the primary school stage, it is already a window period for children in middle and high schools, and we need to understand how to choose reading materials for children's independent reading, and how to read.
01
You need to start establishing graded reading
The significance of graded reading is to help children to have the ability to read, because through the form of grading to increase the difficulty, it can ensure that the child can see the reading materials that match his current cognitive and language development at every stage.
Children are at different stages and their reading ability is different. Reading not only requires children's cognition and comprehension, but also requires the synchronous reserve of language knowledge (literacy, sentence pattern, grammar, style) and reading skills, and the process of graded reading is dynamic and personalized, so it is practical and effective to improve the reading ability of children.
Many mothers' troubles are the same: they read a lot of books with their children, and their children are also very interested in some content, but the state is very unstable, some can read themselves, some want to listen to them, and some are not interested.
This is actually a message for us, and we need to add the awareness of "graded reading" when choosing books for children and reading together.
You know, just having an interest in reading does not move the improvement of reading ability. Reading interest is a relatively simple thing, what kind of theme, plot, character or painting style the child likes, are still relatively natural parts, the child's reading interest is often triggered by a certain point (such as a special picture, interesting plot) suddenly triggered, but the reading ability will not be so easy to be triggered, the reading ability needs is down-to-earth, step-by-step accumulation and learning.
02
Graded reading ≠ buy graded reading picture books
However, when it comes to graded reading, parents will be anxious to recommend what good graded reading materials are available.
At present, there are indeed some sets of Chinese graded reading in China, and there are roughly two types of books that we can contact: non-original book classification and original books.
The non-original book classification is a simple age classification of some picture books/children's books of different difficulties on the market by commercial institutions that do not have the ability to be original in content, forming a small classification library, and packaging the book classification with the concept of graded reading. It can save some of our own energy in choosing books, but it is like a restaurant you report a budget and it provides you with a row of dishes, which can be eaten, but the restaurant will not rank the most cost-effective dishes. Some books that are put in by others can be read, but they will not be the best quality books, and some books that may be relatively old can be found by spending some energy on their own.
Original graded books are developed by a set of books by a relatively strong publishing company, with their own author resources and original editors, these readings have a clear outline and goals, each volume has a clear foothold, how many words to know, how many words to learn, and then gradually advance to the way of expression. However, this kind of book is generally boring and mechanical, lacks precipitation, and lacks feelings, more like books that serve literacy. A good set of picture books, the axis must be the entire storyline, and the reading experience brought, if you blindly stick to the "keywords" how many times appear, how many vocabulary injection, then the reading itself will lose its original meaning!
Therefore, I don't recommend necessarily relying on graded readings. At present, the Chinese picture book reading in China does not have such a perfect English graded picture book as Oxford Tree and Pearson English, and there is no clear Chinese grading standard. Dr. Wang Lei of Capital Normal University has released the first academic standard for graded reading Chinese, but only for primary school students in grades 1-6, the graded reading of preschool children still needs parents to have the awareness of graded reading and consciously guide their children!
03
In the initial stage of book selection, we must grasp the amount of text
For children who grow up in Chinese mother tongue environment, their ability to understand Chinese stories must be far more than the ability to read. For example, a three- or four-year-old child can understand his mother's "Journey to the West", but it is almost impossible for him to read "Journey to the West" by himself. Therefore, choosing the right book for children can be one with lower text requirements and higher interest and comprehension.
When OK was three years old, I found that he listened to stories very energetically, but whenever I mentioned a little and asked him to try to repeat it himself, I resisted. Later, by chance, I found out that he had read a book called "Aha! The picture book of "" was found out, and the recitation of "aha" and "aha" where to sit was very engaged. The words in that picture book are really pitiful, and "ah" and "ha" are repeated from beginning to end. I immediately understood the reason why OK didn't want to open my mouth before - I just don't know the words!
After that, when I selected a book for OK, I would consciously take into account his actual reading ability problems, and then explore a relatively scientific difficult and easy intersection model.
The difficult part, the storyline is relatively complex, the text will be more, mainly by me to read to him, appropriate will do a little expansion; simple part, to find the text is simple enough, but the picture imagination space can fully match the understanding of the big child.
For example, there is a copy of Evana Chimilleska's "Trouble", each page of the picture book, there are only a few words, the pictures are very interesting, just a few simple lines added to the iron print, it sets off the rich inner world of the child.
Because the directivity of the picture is particularly strong, OK in the process of watching, even the mask guessed the text inside a lot.
This kind of picture book with a "low child" but not low emotion, I later found a lot, and also summed up some routines: these books seem simple but are not simple, either the brain hole is very large, or it is particularly convenient to play, or it has a very good use of onomatopoeia, and the sense of rhythm is very strong... These simple, fun, and smooth books, when children go to read, there is no psychological burden, and it is naturally easier to complete the accumulation of word recognition and language sense in the process of reading.
04
Establish the habit of thinking about layered reading
After advancing to the stage of more words and gradually removing the obstacles of words, the method of reading becomes more and more important.
For example, the "Magic School Bus" picture book version, you need to use the hierarchical reading method, more text, more knowledge points, many characters, need to split the content into three lines, the main story line, situational dialogue and knowledge points, only one line at a time.
Through this method of splitting, the difficulty of the picture book can be reduced, and the reading time can be controlled within the acceptable range of the child.
In hierarchical reading, new levels of reading can also be expanded.
For example, before, OK and I read "Purr, Purr, Moo", and stumbled upon a lot of onomatopoeia next to the spoken word in the book, so after reading it a few times in a very routine way, I played a word-finding game. This kind of layered reading method that does not take the level of the picture book itself as a level can be said to be tried and tested on OK. This time it is to find the word next to the mouth, the next time it may be to find the word of the grass head, or the word with three points of water... Of course, these words and related vocabulary basically have a feature, that is, it is particularly suitable for using some knowledge of the evolution of words, to tell children about the origin and meaning, much more vivid and interesting than dry reading and recognition, children recognize and remember them, it will become easier.
OK Mom finally said:
After stepping into independent reading, each child's progress will be different, but no matter what the situation, we need to continue to "push a bit" and "push another time" to help them accumulate small steps and small steps.