Benchmarks

Your Baby: 0-18 Months  §  A newborn: Listens and reacts to your voice and other sounds. Enjoys listening to stories. Responds to words, rhymes and songs by cooing, gurgling, and smiling. Bonds with you—becomes emotionally close.  §  6-12 months: Shows emotions of love, frustration and distress. Begins to crawl. Reaches for books and pats pictures. Likes being close to family. Plays with sounds and babbles. Can play peek-a-boo. Waves arms and kicks feet to show excitement. Enjoys reading with a favorite person.  §  12-18 months: Understands and says simple words. Understands and reacts to hand movements, faces, and changes in tone of voice. Says simple words, such as "Da da." Puts books in his/her mouth. Turns pages of sturdy books. Likes having the same books repeated. Hold your little one on your lap and snuggle, use a lot of eye contact and voice inflection. Smile, relax and enjoy. Let your baby know you think books and reading are fun. Enjoy knowing that you are encouraging brain development as you read, sing and talk to your baby. At this age, your child needs to hear language and experience its rhythm, rhyme, vocabulary and syntax. You want your child to hear your voice and hear its inflections, which stimulate his or her brain to make the neural connections. Your child is also absorbing the social context of your interaction—cheerfulness, pleasure, stress, or anger. Positive emotions and experiences are important. Read with your child at a regular time every day and whenever he/she asks you, if possible.  §  //Animals On The Farm// by Feodor Rojankovsky  §  //Blue Hat, Green Hat// by Sandra Boynton  §  //The Real Mother Goose// by Blanche Fisher Wright  §  //All Fall Down// by Helen Oxenbury  §  //Black On White// by Tana Hoban  §  //Goodnight Moon// by Margret Wise Brown  §  //Peek-a-Boo!// by Janet and Allen Ahlberg  §  //How Baby Grows// by Stella Blackstone  §  //My First Baby Games// by Jane Manning  §  //Moon Bear// by Frank Asch  §  //Jamberry// by Bruce Degen  §  //Where's Spot// by Eric Hill  §  //Mama, Do You Love Me?// by Barbara Joose <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Peter's Chair// by Ezra Jack Keats <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Pat the Bunny// by Dorothy Kunhardt <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Clap Hands// by Helen Oxenbury <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Show Me!// by Tom Tracy <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //I Love Colors// by Margaret Miller <span style="font-size: 15pt; text-transform: uppercase; color: #c7583c; font-family: 'Times New Roman'; letter-spacing: 0.75pt; mso-fareast-font-family: SimSun; mso-font-kerning: 18.0pt; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> Your Toddler: 18-36 Months <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  18-24 months: Learns new words every day. Carries books around and pretends to read. (Look for books that let your toddler touch, feel, scratch and smell or pull pop-ups in the pages.) May recognize specific books by their covers. Can develop a book-sharing routine with a parent. Says many words and "tells" stories. Understands that books are handled in certain ways. <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  At about 18 months, children add new words to their vocabulary at the astounding rate of one every two hours. <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  By age 2, most children have a vocabulary of 1,000 to 2,000 words and uses them in simple combinations like "me hungry" and "all gone." <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  24-36 months: Speaks in sentences. Answers and asks simple questions-especially "why" questions. Likes to join in while you read aloud. Imitates adult sounds, words, and motions of characters in books. Labels some items in pictures. Requests adults to read. Follows a storyline and remembers content. Likes hearing the same books read aloud over and over. <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  By age 3, most children listen well to stories being read and enjoy naming objects in pictures. Children at this age begin making scribbles that look more like writing. ** Toddlers and preschool children need the 3 R's: Rhythm, rhymes and repetition. **  Find increasingly sophisticated ways to engage your child in what you read. Discussion builds comprehension skills. Ask who, what, why, when, where, and how questions. He or she is much more willing to play verbal games like, "What is this animal?", "How many birds can you see?", "What color is this car?", and "What do you think will happen next?" Be sure to let your child respond. Be very patient as they develop their own language to reply. These questions stimulate the connection of brain cells on a physical level and develop thinking and skills on the mental level. The questions also draw an increasingly mobile child back to you and the book. <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Keep paper and crayons available <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Select books with photos and pictures of children doing familiar things-eating, sleeping, playing <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Have sturdy books available within the child's reach—a low shelf or basket <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Choose books about food, animals, families and making friends <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Begin teaching that books are special. We keep books clean and handle them with respect so we don't damage them. <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Read stories with repetitious text and encourage your child to fill in rhymes and chant refrains <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //The Little Red Hen// by Bryon Barton <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Clifford The Big Red Dog// by Norman Bridwell <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Wibbly Pig Likes Bananas// by Mick Inkpen <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Stellaluna// by Jannell Cannon <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Brown Bear Brown Bear What Do You See?// by Bill Martin <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Planes// by Byron Barton <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Five Little Ladybugs// by Melanie Gerth <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Chicka Chicka Boom Boom// by Bill Martin Jr. and John Archambault <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Curious George// by H. A. Rey <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //The Cat In The Hat// by Dr. Seuss <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //1,2,3// by Tana Hoban <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Gingerbread Baby// by Jan Brett <span style="font-size: 15pt; text-transform: uppercase; color: #c7583c; font-family: 'Times New Roman'; letter-spacing: 0.75pt; mso-fareast-font-family: SimSun; mso-font-kerning: 18.0pt; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> Your Preschooler: 3 Years Old <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Knows that it is the print that is read in stories <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Pays attention to separable and repeating sounds in language (e.g., Peter, Peter, Pumpkin Eater) <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Has favorite books and likes to listen to them read often <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Plays with language and makes silly sounds <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Likes to participate by turning pages and saying words <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Shows understanding through comments and questions ** Just 20 minutes a day helps your child develop a lifelong love of reading! **  Talk about the story. Continue to ask the who, what, when, where, why, and how questions. Emphasize the meaning of story. This is a good time to introduce your child to more numbers, colors, animals, machines and classifications. Your child will comprehend these concepts more easily when encountering them later. Rhyming is another critical activity. Nursery rhymes can teach your child how to hear the difference between the 42 sounds we use in our language. Some experts believe that children who come to school having already memorized 4-6 common nursery rhymes are better readers by third grade. <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Talk frequently—explain the world and your vocabulary <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Put books where your child is…on the breakfast table, bathroom, bedside and car <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Have lots of books available—from the library, give as gifts, trade with friends <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Go to new places together and talk about your experiences <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Use books with predictable patterns and repeated phrasing that your child can "read" with you <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Read nursery rhymes, emphasizing pattern, rhythm and rhyme <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Enjoy counting books, alphabet books and books about animals <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Rain, Rain, Rain Forest// by Brenda Z. Guiberson <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Jamberry// by Bruce Degen <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //The Dinosaur Alphabet Book// by Jerry Pallotta <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //The Three Bears// by Paul Galdone <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Red Leaf, Yellow Leaf// by Lois Ehlert <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //The Random House Book Of Poetry For Children// by Jack Prelutsky <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Ducks On A Bike// by David Shannon <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //It Looked Like Spilt Milk// by Charles G. Shaw <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //The Tale Of Peter Rabbit// by Beatrix Potter <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Sylvester And The Magic Pebble// by William Strig <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Lyle, Lyle Crocodile// by Bernard Waber <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Mouse Paint// by Ellen Soll Walsh <span style="font-size: 15pt; text-transform: uppercase; color: #c7583c; font-family: 'Times New Roman'; letter-spacing: 0.75pt; mso-fareast-font-family: SimSun; mso-font-kerning: 18.0pt; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> Your Preschooler: 4 Years Old <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Knows some alphabet sounds. Can recognize sounds that are the same and sounds that are different as well as recognize some printed letters and numbers <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Understands there are three parts in a story-beginning, middle, end <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Listens, follows directions, and can focus on a specific task <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Takes turns speaking in a conversation <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Likes being read to and knows about books <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Often has some books memorized <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Can recognize rhyming words If you have been reading 20 minutes a day with your child from birth, you have given your child almost 400 hours of pre-literacy experience. By now, your child may insist on reading together daily. Your child may prefer to hear specific kinds of books and will enjoy sharing favorite stories again and again ..... and again. <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Jesse Bear, What Will You Wear?// by Nancy White Carlstrom <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Friends// by Helme Heine <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //The Owl And The Pussycat// by Jan Brett <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Counting in the Garden// by Kim Parker <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Cookie's Week// by Cindy Ward <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //The Cat On The Mat// by Brian Wildsmith <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Color Zoo// by Lois Ehlert <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //If You Give a Moose a Muffin// by Laura Joffe Numeroff <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Blueberries For Sal// by Robert McCloskey <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Bug Safari// by Bob Barner <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Jump, Frog, Jump!// by Robert Kalan <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  //Chrysanthemum// by Kevin Henkes <span style="font-size: 15pt; text-transform: uppercase; color: #c7583c; font-family: 'Times New Roman'; letter-spacing: 0.75pt; mso-fareast-font-family: SimSun; mso-font-kerning: 18.0pt; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> School Age: Kindergarten through 3rd Grade School Age: Kindergarten through 3rd Grade <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Begins to see him or herself as a reader <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Understands that print goes from left to right and has meaning <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Can say letters and point to letters of the alphabet <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Knows all the consonant sounds and may know the vowel sounds <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Recognizes simple words like "the", "and", "it", and "is" <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Starts to read signs, food packages, and other everyday items <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Likes being read to and has favorite books and stories <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Produces rhyming words <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Can write his or her own name ** Read with a child. It's the most important 20 minutes of your day. ** <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §   Reads aloud slowly and deliberately (about 30 words per minute) <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Begins to use strategies to figure out new words <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Recognizes words at a glance. Begins to read silently <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Has a 300-500 word reading vocabulary <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Can count the number of syllables in a word <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Can blend or segment the phonemes of most one syllable words ** At first, a child learns to read. By third grade, a child must //read// to learn. Reading is an essential skill that is required in all other school subjects. ** <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Reads about 60 words per minute <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Reads both fiction and non-fiction written for grade level <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Can sound out unknown words of one or two syllables <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Has improved comprehension <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Re-reads sentences when meaning is not clear <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Recalls facts and details from texts <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Poses possible answers to "how", "why" and "what if" questions <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Reads about 90 words per minute. Reads aloud with fluency and comprehension when using grade level material <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Has a good repertoire of "word attack" skills and strategies to sound out unknown words <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Can summarize major points from fiction and non-fiction stories <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Can infer word meanings from roots, prefixes and suffixes that they have been taught <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Reads many kinds of children's books <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Uses information from the story and personal knowledge to learn new words and understand stories <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Understands the themes or main ideas in what he or she reads You can help your child in kindergarten with exercises that help develop skills in sound recognition, letter recognition, simple blending and simple rhyming. In the first and second grades, there is additional focus on the 3 primary sub-areas of reading; accuracy, fluency and comprehension. By third grade, most children are reading independently. It is important to continue reading aloud in order to further develop essential skills with more complex reading material. When you read aloud you can read books at your child's //listening// level which is higher than his or her //reading// level. This gives you the opportunity to expand your child's vocabulary. The wonderful, unique words found in children's literature are often words we do not use in every day conversations. A large vocabulary will improve your child's comprehension as he or she reads more sophisticated books. <span style="font-size: 15pt; text-transform: uppercase; color: #c7583c; font-family: 'Times New Roman'; letter-spacing: 0.75pt; mso-fareast-font-family: SimSun; mso-font-kerning: 18.0pt; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> Tools For Parents Accuracy refers to a student's ability to read words without errors. A sudent who reads with accuracy generally demonstrates these skills: <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Sounds out words <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Looks at the picture and says the beginning sound of the word <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Breaks the word into parts <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Looks for familiar parts of the word <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Blends the letter sounds <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Skips the word and comes back to it <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §   Asks someone for assistance A student reads fluently when his/her reading voice sounds like talking. Fluency is a combination of speed and accuracy. It comes with an increasing ability to identify words automatically. Fluency improves with practice and is measured by errors made during a timed reading session. Students read with comprehension when they can understand the intended meaning of the text. Tests of comprehension become one of the primary sub-tests of reading ability by second grade. Students skills involve the following: <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Use of memory and vocabulary <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Knowledge about a topic <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Knowledge of how sentences are put together <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Knowledge of how to extract meaning from a sentence <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Use of decoding skills Each morning make sure your child is: <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Well rested <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Fed a good breakfast <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Properly dressed for climate and activity <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  On time (not rushed or frazzled) Each evening do the following with your child: <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Talk about school day (lessons and experience) <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Check homework <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Read papers from school <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Wingdings;"> §  Read aloud/with for 20 minutes <span style="font-size: 12pt; color: #c7583c; font-family: 'Times New Roman'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> Some researchers believe children who are able to recite 4-6 nursery rhymes prior to entering school are stronger readers by third grade. We have listed several traditional rhymes below. We encourage you to have fun and be silly as you sing, chant and dramatize these rhymes with your child. Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. All the king's horses, and all the king's men, Couldn't put Humpty together again. Hey! diddle, diddle, the cat and the fiddle, the cow jumped over the moon; The little dog laughed to see such a sight, and the dish ran away with the spoon. Little Miss Muffet sat on a tuffet, eating her curds and whey. Along came a spider, who sat down beside her, and frightened Miss Muffet away. Jack be nimble, Jack be quick; Jack jump over the candlestick. The itsy bitsy spider climbed up the waterspout, Down came the rain and washed the spider out. Out came the sun and dried up all the rain. Then the itsy bitsy spider went up the spout again! Peter, Peter, pumpkin-eater had a wife but couldn't keep her; He put her in a pumpkin shell and there he kept her very well. Twinkle, twinkle, little star how I wonder what you are! Up above the world so high like a diamond in the sky. Twinkle, twinkle, little star how I wonder what you are! Five little monkeys jumping on the bed. One fell off and bumped her head. Mamma called the doctor and the doctor said, "No more monkeys jumping on the bed!" (repeat, subracting a monkey each time. Say the rhyme using fingers or act it out) One, two buckle my shoe; Three, four, shut the door; Five, six, pick up sticks; Seven, eight, lay them straight; Nine, ten, let's count again! Teddy Bear, Teddy Bear, turn around. Teddy Bear, Teddy Bear, touch the ground. Teddy Bear, Teddy Bear, jump so high. Teddy Bear, Teddy Bear, touch the sky. Teddy Bear, Teddy Bear, walk along. Teddy Bear, Teddy Bear, sing a song. Teddy Bear, Teddy Bear, tie your shoe. Teddy Bear, Teddy Bear, I love you. Teddy Bear, Teddy Bear, turn off the light. Teddy Bear, Teddy Bear, say "Goodnight!" <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> ** Age Level Targets Ages 1-2 ** || Eye Movements || My eyes smoothly follow an object tracing “H” and “cross.” I focus near, then far. || Naming Letter Shapes || I repeatedly see my first initial displayed around my house || Matching Letter Shapes || I identify horizontal, vertical and angled lines, arcs and v’s. || Naming Sight Words || I point to familiar objects, when requested. || Singing, Chanting and Nursery Rhymes || I sing parts of ABC and number songs with others. I frequently hear nursery rhymes. || Listening Experiences || I listen to recorded of music, sounds and rhymes, including the ABC and number songs. || Phonemic Awareness || I can say the last word in familiar rhymes, with assistance. || Reading Engagement || I hear a story read to me for 20 minutes a day. I can answer “Where is…” questions by pointing. || Concepts of Print || I point to 3 parts of a book: i.e., the book, a page, and a picture. I help turn pages. || Verbal Development || I hear my parents use “scaffolding.” They speak to me in “parentese” about 30 times an hour. || Verbal Skills || I use one word to represent many. After I start talking, I learn 2-4 new words a day. I can imitate several animal sounds. || Printing First Name || I make marks on paper. || Counting || I hear my parents counting objects out loud. They use numbers to describe my things. || Matching Number Shapes || I match number shapes from 1 to 3. || Copying and Tracing || I scribble up and down (14 mo.) then in circles (24 mo.) || Geometric Shapes || I play with shape toys, although seldom match correctly. || Colors || I hear the names of colored objects and can point to three colors: red, blue, and yellow. || Sorting || I sort objects by color sometimes. || Add/Subtract || I understand “more” and “all gone.” I arrange objects in lines. || Patterns and Sequences || I recognize simple sequence words like before and after and anticipate common patterns and sequences. || Spatial Relationships || I recognize simple positional words like up, down, above and below. || Relating to Others || I feel loved and safe because my parents respond promptly to my needs. They smile and cuddle me. || Increasing Attention Span || I can pay attention to what others are looking at or pointing to. || Following Instructions || I am beginning to obey single step directions. || Taking Responsibility || I often cooperate during daily routines. I want to help. || Developing Calmly and Competently with Emotional Security || I follow my parents’ example and say “please” and “thank you.” || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> ** Age Level Targets Ages 2-3 ** || Eye Movements || My eyes smoothly follow an object tracing “H” and “cross.” I focus near, then far and on the field of vision. || Naming Letter Shapes || I identify and match the shape of the first letter of my name. || Matching Letter Shapes || I match the shape of different letters, including “a-d-m-s-t,” when the letters are 2-3 inches tall. || Naming Sight Words || I see labels on common objects in my home. || Singing, Chanting and Nursery Rhymes || I sing more of the ABC and number songs. I am familiar with several nursery rhymes and can say part of them. || Listening Experiences || I recognize the sound of the first letter of my name. I listen to short stories and fingerplays. || Phonemic Awareness || I begin to play “Odd Word Out” with ending sounds of words and clap the syllables in familiar names. || Reading Engagement || During story time, I supply words and discuss characters. I respond to “why” questions. || Concepts of Print || I identify 10 print concepts, the previous 3, plus (1) title, (2) author, (3) cover, (4) top/bottom, (5) words and letters. || Verbal Development || I hear my parents speak to me about 30 times an hour. || Verbal Skills || I am putting 2-4 words together. I recognize about 500 words. I can imitate several animal sounds, words, and short expressions accurately. || Printing First Name || Near age 3, I may draw the first letter of my name. I do scribble writing. || Counting || I count to five by memory and show my age with my fingers. || Matching Number Shapes || I match number shapes from 1 to 6. || Copying and Tracing || I trace shapes with my finger or a crayon. I copy shapes made by others. || Geometric Shapes || I identify and match circles, squares, rectangles and triangles. || Colors || I know six colors: red, blue, yellow, green, black and white. || Sorting || I sort objects by one characteristic (eg. Color, shape, animals, rocks). || Add/Subtract || I recognize groups of objects to 3. I know bigger and smaller. || Patterns and Sequences || I do 2-step color patterns (red/blue, red/blue). || Spatial Relationships || I know 10 prepositions (position words). || Relating to Others || I occasionally attend group activities with my extended family and children my same age. || Increasing Attention Span || I play independently for short periods of time or focus on an engaging activity with an adult. || Following Instructions || I remember and follow 2-step directions. || Taking Responsibility || I like recognition when I “help” with appropriate tasks. I am beginning to develop self-help skills. || Developing Calmly and Competently with Emotional Security || I show kindness to others, but mostly I am concerned with my needs. I name feelings of myself and others. I respond well to being re-directed. || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> ** Age Level Targets Ages 3-4 ** || Eye Movements || I appropriately respond to the “H”, “Cross,” “Near-Far,” “Field of Vision,” and Distant Detail” Tests. || Naming Letter Shapes || I identify and match the shape of the first letters of my first name. || Matching Letter Shapes || I match similar letter family shapes including a-e-o-c, b-p-d-q-g, and m-n-r-h-u-v-w. || Naming Sight Words || I recognize the printed words for 5 common objects labeled in my home. || Singing, Chanting and Nursery Rhymes || I sing the ABC and number songs independently and watch my parents point to corresponding shapes on printed letter and number strips. I can recite 4-5 rhymes. || Listening Experiences || I name and say the sounds of all the letters of my first name. I listen to short conversations. || Phonemic Awareness || I match sounds that are the same, tell which sounds are different and play with nonsense rhyming. I play “Odd Words Out” with beginning sounds and clap the syllables in familiar names and words with assistance || Reading Engagement || During the 20 minutes reading time, I supply increasingly more information from memory about familiar books and give 3-4 word responses to “what” and “how” questions. I respond to techniques of “comment and wait,” “ask and wait,” and “respond and wait.” || Concepts of Print || I identify 15 print concepts, the prior 10, plus (1) first page, (2) last page, (3) printing represents spoken sounds, and (4) that meaning comes from words, (5) helped by pictures. || Verbal Development || I hear my parents speak to me about 30 times an hour. || Verbal Skills || I use 3-5 word “sentences” and recognize about 2,000 o 3,000 words. I accurately reproduce any phonetic sound I hear and want to say. I ask and answer questions. || Printing First Name || I am beginning to print the letters in my first name. || Counting || I count by rote to 10. I show my age with my fingers. || Matching Number Shapes || I match number shapes from 1 to 9. || Copying and Tracing || I copy and trace letters and numbers. I draw and name circles and squares. || Geometric Shapes || I match and name circles, squares, rectangles, triangles stars, diamonds parallelograms, crosses, ovals, and hearts. || Colors || I know nine colors: red, blue, yellow, green, black, white, orange, purple and brown. || Sorting || I sort quickly by color and shape. I order shapes from smallest to largest. || Add/Subtract || I recognize groups of objects to 6. I know more than, less than, greater than, smaller than, equal to. I can do simple addition and subtraction. || Patterns and Sequences || I begin to copy patterns and create 2-step color patterns (RB, RB) and 3-step sound sequences (ABC, ABC). || Spatial Relationships || I know 20 preposition sand do simple puzzles. || Relating to Others || I regularly attend peer group activities and play along side or with other children. || Increasing Attention Span || I focus on play activities. With the help of an adult I can accomplish simple tasks through sustained effort. || Following Instructions || I easily remember and follow 2-step directions. || Taking Responsibility || I help dress myself, pick up toys, do simple chores, and take responsibility for my bathroom needs. || Developing Calmly and Competently with Emotional Security || I may enjoy being with others. I am learning to share. I can show empathy for the feelings of others. I understand basic safety rules, and I am learning not to bite or hit others. || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> ** Age Level Targets Ages 4-5 ** || Eye Movements || I appropriately respond to the “H”, “Cross,” “Near-Far,” “Field of Vision,” “Distant Detail” and “Close up Detail” Tests. || Naming Letter Shapes || I match and name 12-15 lower case letters including my first name. || Matching Letter Shapes || I match and distinguish among the shape families of a-e-o-c, b-p-d-q-g, and m-n-r-h-u-v-w, t-i-l-j-f and s-z-k-x-y. || Naming Sight Words || I recognize the printed words for 10 common objects labeled in my home. || Singing, Chanting and Nursery Rhymes || I sing and chant the ABC and number songs independently while pointing to the letters and numbers. I can recite 5-10 nursery rhymes and match the words that rhyme. || Listening Experiences || I name and recognize the sounds of 12-15 letters, including those in my first name. || Phonemic Awareness || I hear and repeat beginning and ending sounds in words. I say the first sound of most words, say the individual sounds in words and tap out the syllables in common words. || Reading Engagement || During the 20 minutes reading time of familiar stories, I know what’s coming and can offer alternative plot suggestions. I respond to questions and can retell the story. || Concepts of Print || I know 20 print concepts, the prior 15, plus (1)letter groups make words, (2) reading moves from left to right, (3) top to bottom, (4) the left page followed by the right, and (5) from front to back of the book. || Verbal Development || I hear my parents speak to me about 30 times an hour. || Verbal Skills || I speak using complete sentences with few inaccuracies. I know about 5,000 words. I am able to listen to someone say a word and then repeat it without distortion. || Printing First Name || I print or “draw” my first name. || Counting || I count in order to 20. || Matching Number Shapes || I match number shapes from 1 to 12. || Copying and Tracing || I copy and trace. I draw numbers to 5. || Geometric Shapes || I name and draw 16 basic geometric shapes. || Colors || I know 12 colors: red, blue, yellow, green, black, white, orange, purple, brown, gray, orange, and pink. || Sorting || I name and sort items by color, shape, and size. || Add/Subtract || I recognize numbers and quantities to 10 and accurately use “more than”, “less than,” “greater than,” “smaller than,” and “equal to.” I can do simple addition and subtraction. || Patterns and Sequences || I create or complete 2 to 3-step color patterns (like red/blue, red/blue or red/yellow/green, red/yellow/green, copy 3 to 4-step sound sequences, and play increasingly complex memory games. || Spatial Relationships || I know 30 prepositions and do complex puzzles. || Relating to Others ||  I “settle-in” to new groups or situations with minimal stress. I make smooth transitions between activities. || Increasing Attention Span ||  I focus on task for at least 5 minutes, persisting even if there are problems or distractions. || Following Instructions ||  I remember and follow a 3-step sequence of actions. I obey simple rules.. || Taking Responsibility ||  I take care of all my dressing and bathroom needs. I help clean-up after an activity. || Developing Calmly and Competently with Emotional Security  ||  I play cooperatively and can share. I am able to show kindness and empathy for the feelings of others. ||
 * As you read to your baby: **
 * Other things you can do are: **
 * Talk often to your baby about what you are doing and about how much you love him/her
 * Sing songs and say poems
 * Choose brightly colored board or plastic books to taste and feel
 * Put mobiles and pictures around the crib
 * Play classical music
 * Choose books about familiar objects-bottles, balls
 * Play games like peek-a-boo and pat-a-cake
 * Maintain eye contact and smile
 * Point to pictures and name things
 * Books for children 0 - 12 months **
 * Books for children 12 - 18 months **
 * As you read to your toddler: **
 * Other things you can do are: **
 * Books for your toddler: **
 * As you read to your child: **
 * Other things you can do are: **
 * Books for children 3 - 4 years old **
 * As you read to your child: **
 * Books for children 4 - 5 years old **
 * As a kindergartner, your child: **
 * As a first grader, your child: **
 * As a second grader, your child: **
 * As a third grader, your child: **
 * As you read to your child: **
 * Accuracy **
 * Fluency **
 * Comprehension **
 * More tips for parents **
 * Recommended Rhymes: **
 * Humpty Dumpty **
 * Hey! Diddle, Diddle **
 * Little Miss Muffet **
 * Jack Be Nimble **
 * Itsy Bitsy Spider **
 * Peter, Peter, Pumpkin-eater **
 * Twinkle, Twinkle, Little Star **
 * Five Little Monkeys **
 * One, Two Buckle My Shoe **
 * Teddy Bear, Teddy Bear **
 * Language and **** Reading ** ||
 * Language and **** Reading ** ||
 * Math and Reasoning ** ||
 * Math and Reasoning ** ||
 * Social Skills ** ||
 * Social Skills ** ||
 * Language and **** Reading ** ||
 * Language and **** Reading ** ||
 * Math and Reasoning ** ||
 * Math and Reasoning ** ||
 * Social Skills ** ||
 * Social Skills ** ||
 * Language and **** Reading ** ||
 * Language and **** Reading ** ||
 * Math and Reasoning ** ||
 * Math and Reasoning ** ||
 * Social Skills ** ||
 * Social Skills ** ||
 * Language and **** Reading ** ||
 * Language and **** Reading ** ||
 * Math and Reasoning ** ||
 * Math and Reasoning ** ||
 * Social Skills ** ||
 * Social Skills ** ||