Kindergarten reading curriculum generally focuses on bringing children into the second stage, early reading, by teaching students important print concepts and awareness of text.
T he second stage, early reading, generally begins when children enter kindergarten and continues between the ages of 5 and 7. This stage focuses on printed text rather than oral language.
The core of kindergarten reading curriculum is designed to further the connection between sounds and letters and to begin blending letters into words. Often, children first learn the letters that make up their name and begin to recognize their name in print. They begin to notice labels such as days of the week, months, and written numbers. Teachers often create labels for common objects in the classroom: clock, door, desk, etc.
D uring this stage, children begin to develop word recognition strategies and a small group of sight words. As they are introduced to new skills, students at this stage begin to read simple sentences and to utilize the text for information about the story. Instead of relying on the pictures to learn what is happening, the students begin to understand that the meaning is found in the words.
D uring this stage, emerging readers continue to develop basic early reading comprehension skills and use context clues to answer questions such as where is this story happening, who is the story about, what happens at the end of the story?
Writing, too, begins to develop during this stage. Children move from scribbling to invented spelling, also known as phonetic spelling, as they begin to connect sounds to letters and understand the patterns of the English language. For example, is may be spelled iz and one might be spelled wn. Students know to start at the top of the page and write left to right.
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"I believe that Reading Horizons is enormously powerful and easy to integrate into any grade/skill level. It is really one of the most genuinely effective programs in the ever-widening (and often confusing) sea of methods and materials competing for precious financial resources." - Penelope Steward, Bruneau School District, Bruneau, Idaho
"it gives children the tools and skills that are necessary to decode any word that they may come upon. I love the hands-on approach. Our children use slates at their seats to practice the skills taught. They enjoy Reading Horizons and are always eager and excited for that particular time of day." - Anita Manship, Teacher, Mt. Vernon Elementary School, Fortville, Indiana
"I believe the greatest strength of the Reading Horizons program is the systematic approach and how one concept continues on through the entire program and builds upon the next. The constant reinforcement of what was learned months ago keeps students alert and remembering all the phonics rules." - Ed Schollenberger, Salem Elementary School, Payson, Utah