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Reading Readiness Milestones for 5-Year-Olds
Reading BrightStart! Screener
Is your 3-, 4- or 5-year-old child on track to read? Find out now.
\r\n<li>Writes name from memory all letters written correctly most of the time and in correct order </li>\r\n<li>Draws shapes and simple pictures can draw more shapes from memory and create simple recognizable pictures, such as a person, house or sun </li>\r\n<li>Uses fingers to grasp a pencil uses fingertips, more like adults, to grasp a pencil, rather than using his whole hand </li>\r\n<li>Shows clear left- or right-handedness definitely prefers one hand for writing, drawing and eating </li>\r\n</ul>\r\n"}} id=text-3ba4190879 class=cmp-text>
- Writes name from memory all letters written correctly most of the time and in correct order
- Draws shapes and simple pictures can draw more shapes from memory and create simple recognizable pictures, such as a person, house or sun
- Uses fingers to grasp a pencil uses fingertips, more like adults, to grasp a pencil, rather than using his whole hand
- Shows clear left- or right-handedness definitely prefers one hand for writing, drawing and eating
\r\n<li>Knows most letters and their sounds </li>\r\n<li>Reads several words and phrases should be able to remember a growing bank of simple words that he sees frequently (the, he, she, this, it, a, an) </li>\r\n<li>Sounds out simple words sounds out and blends sounds for simple consonant and vowel combinations (cat, hat, bag, big, sun, nut) </li>\r\n<li>Matches and names words with the same beginning or ending sound (ball/wall; bell/will) </li>\r\n<li>Can name words that rhyme when asked for example, if you ask for a word that rhymes with pig, your child might say dig, big, rig, or a silly word like tig. </li>\r\n<li>Uses growing vocabulary and sentence structures language is becoming more precise and grammar is more and more accurate, such as feet, not foots, or went, not goed </li>\r\n<li>Retells a sequence of recent events can describe your trip to the zoo or beach or tell you what he did at school today </li>\r\n</ul>\r\n"}} id=text-dc7c87a985 class=cmp-text>
- Knows most letters and their sounds
- Reads several words and phrases should be able to remember a growing bank of simple words that he sees frequently (the, he, she, this, it, a, an)
- Sounds out simple words sounds out and blends sounds for simple consonant and vowel combinations (cat, hat, bag, big, sun, nut)
- Matches and names words with the same beginning or ending sound (ball/wall; bell/will)
- Can name words that rhyme when asked for example, if you ask for a word that rhymes with pig, your child might say dig, big, rig, or a silly word like tig.
- Uses growing vocabulary and sentence structures language is becoming more precise and grammar is more and more accurate, such as feet, not foots, or went, not goed
- Retells a sequence of recent events can describe your trip to the zoo or beach or tell you what he did at school today
\r\n<li>Read longer stories and have discussions about the characters and events. </li>\r\n<li>Encourage your child to write simple lists or notes. Ask him to help make a short grocery or party list or write a simple thank-you note to a relative. </li>\r\n<li>Show how you use reading and writing to accomplish tasks. Show your child how you read a recipe to know how to cook, look in the newspaper for sports scores or look on the Internet for movie times. </li>\r\n<li>Encourage invented spelling attempts. Ask your child to figure out the first letter of a word he wants to write. Over time, ask him to write any other letters he thinks may be in a word. Simple invented spelling examples are lo for yellow; tk for truck; wdr for water. The thinking process for invented spelling helps children understand phonics and build writing confidence. </li>\r\n</ul>\r\n"}} id=text-3859d0bc74 class=cmp-text>
- Read longer stories and have discussions about the characters and events.
- Encourage your child to write simple lists or notes. Ask him to help make a short grocery or party list or write a simple thank-you note to a relative.
- Show how you use reading and writing to accomplish tasks. Show your child how you read a recipe to know how to cook, look in the newspaper for sports scores or look on the Internet for movie times.
- Encourage invented spelling attempts. Ask your child to figure out the first letter of a word he wants to write. Over time, ask him to write any other letters he thinks may be in a word. Simple invented spelling examples are lo for yellow; tk for truck; wdr for water. The thinking process for invented spelling helps children understand phonics and build writing confidence.
\r\n<li>Struggles with letter names and sounds </li>\r\n<li>Does not read several words words that he has seen many times in print (it, the, boy, cat, dog, is) </li>\r\n<li>Does not understand rhyming or words that have the same beginning sound cannot tell you two words that rhyme or start with the same sound </li>\r\n<li>Dislikes reading and writing complains about school and reading, and avoids reading at home </li>\r\n<li>Struggles with phonics cannot sound out simple words, even with practice (cat, mat, big, sun) </li>\r\n</ul>\r\n"}} id=text-5241596493 class=cmp-text>
- Struggles with letter names and sounds
- Does not read several words words that he has seen many times in print (it, the, boy, cat, dog, is)
- Does not understand rhyming or words that have the same beginning sound cannot tell you two words that rhyme or start with the same sound
- Dislikes reading and writing complains about school and reading, and avoids reading at home
- Struggles with phonics cannot sound out simple words, even with practice (cat, mat, big, sun)
<b>More Fun Ideas</b></h2>\r\n"}} id=text-e73e399f91 class=cmp-text>