Cfa Level 2 Reading
Jackie Bullinger
As you know, academic success is anchored around literacy. Helping your child develop strong reading skills is critical for them to truly thrive. If your child starts to fall behind in reading, identifying the issue and bringing them up to speed is incredibly important.
Each child is unique, but Penalba says these teacher-approved tips generally help give a child's reading level a boost. For even more information on how your child's reading should progress throughout the years, check out this reading roadmap for kids in preschool through sixth grade.
These early years are formative because until 3rd grade, students typically continue to learn how to read. Students will acquire the ability to identify letters, decode letter sounds, blend sounds in a word, build a growing and then proficient memory of spelling, and establish a large bank of sight words. BOB Books are a great tool for enhancing these key early reading skills.
1. Decode mystery words: Read part of a book out loud to your child, omitting one "mystery word" that is frequently used (like "because" or "always"). Introduce clues about that mystery word in the text, including the number of letters it has, a letter the mystery word contains, or even a specific sound in the word. Ask your child to guess what that word is! Celebrate solving the mystery with a final reading, asking your child to clap every time the word is read. This is a fun way to introduce new high-frequency words to your child.
4. Give context: If your child is embarking on a new text, provide a bit of background knowledge and context about the book's topic if you can. For instance, if they just got a copy of an I Survived book like I Survived the American Revolution, 1776, talk to them a little bit about what America was like at that time in history. This will help ground children in the reading ahead.
6. Ask questions: Ask your child questions at the end of a story or book they read based on the conversations you've had about the text. Your child has hopefully been building up ideas about the topic while reading!
Penalba says that book sets or collections can be especially helpful for this age range. Diving into a series can get kids invested in a story and its characters, and familiarize them with the author's style of writing, helping the sequential books seem less daunting. Look to build collections with a common theme: These Raise a Reader Sets are a great place to start!
For more tips on finding books at the right level for your child, visit our guide on reading levels for kids. You'll find book recomendations and helpful advice and insights, including even more teacher tips for struggling readers.
Registration is now closed, but if you still want to participate, we encourage you to check out books in the 2024 Book Guide from your local library and follow along in the Webisode Library. Activity guides are located in each grade level and connected to their corresponding webisodes.
Join us for the Suncoast Remake Learning Days Celebration Breakfast on Thursday, June 13. Enjoy delicious food, inspiring conversations, the chance to learn more about this incredible learning festival.
The NC Pathways to Grade-Level Reading initiative envisions a future where all North Carolina children, regardless of race, ethnicity, or socioeconomic status, are proficient readers by the end of third grade, ensuring equal opportunity for success in life.
Through the Data Dashboard, Action Map, and insightful publications, Pathways aims to drive actionable strategies forward, with a deliberate focus on advancing racial equity. Pathways Partners can use these resources to guide collaborative efforts, leveraging data-driven insights and targeted policies to ensure that all children in North Carolina have the support they need to thrive academically and beyond.
All North Carolina children, regardless of race, ethnicity or socioeconomic status, are reading on grade-level by the end of third grade, and all children with disabilities achieve expressive and receptive communication skills commensurate with their developmental ages, so that they have the greatest opportunity for life success.
Driving the Pathways initiative is the foundational belief that together we can realize greater outcomes for young children than any of us can produce on our own. Pathways Partners work across disciplines, sectors, systems, and the political aisle.
Together, Pathways created a data framework and a policy framework to help drive action in our state towards grade-level reading for every child. We continue our collaborative work with these tools as our guide and a focus on racial equity:
In Phase I of Pathways, a Data Action Team identified shared birth-through-age-eight, whole child measures that research has demonstrated can move the needle on third grade reading proficiency to create the Measures of Success Framework. Learn more.
In Phase II, Learning Teams looked at the NC data around those measures and, based on overall need and equity considerations, recommended a set of measures to move to action on first. Learn more.
In Phase III of Pathways, Design Teams co-created the Pathways Action Framework to help North Carolina align around policy, practice and capacity-building strategies that will shift the prioritized measures of success, particularly for children of color. Learn More.
The EarlyWell Initiative releases its policy and practice recommendations in the report titled From Equity to Issue Campaigns: The Next Stop on the Road Map to Childhood Mental Health in North Carolina. NCECF partners closely with NC Child on EarlyWell, which builds on Expectation 4 of the Pathways Action Framework.
The NC Early Childhood Data Advisory Council met to discuss next steps for data development, review data implications of COVID-19, and hear data updates including recent report on Black parent experiences due to COVID-19 and racism.
NCECF begins collaborating to create the Pathways Action Map; an online tool that will help drive action by highlighting NC initiatives that are working to address one or more of the 44 actions prioritized in the Pathways Action Framework.
The NC Early Childhood Data Advisory Council is formed and meets for the first time. Members of the Data Advisory Council and the Child Development at Kindergarten Entry data workgroup participate in a joint racial equity training by CounterPart Consulting.
This resource provides data definitions of the Measures of Success and shares the research for each measure, demonstrating the connections between the measures and third-grade reading proficiency. A list of sources is included for each group of measures.
These papers detail why each of 12 Pathways measures matters for third-grade reading, show their connections to other Pathways measures, define relevant terms and offer national research-based options that can impact the measures, including policies, practices, and programs and capacities.
Sign up for our weekly newsletter to learn about online learning opportunities MissionThe mission of the Campaign for Grade-Level Reading (CGLR) is to disrupt the generational cycle of poverty by improving the prospects for early school success for children growing up in economically challenged, fragile and otherwise marginalized families.
The Campaign for Grade-Level Reading is the backbone structure for a nationwide, grassroots-to-governors network promoting grade-level reading as key to early school success. Led by a diverse team, CGLR is a source of strategic direction, dialogue, learning and facilitation for local GLR campaigns, national partners, funders and allied networks.
communities in 46 states, the District of Columbia, Puerto Rico, the U.S. Virgin Islands and two provinces in Canada have joined the GLR Network. Each state or local campaign is powered by a local stakeholder coalition.
The national CGLR team provides backbone support to the GLR Network by acting as a hub, broker, dissemination channel and accelerator for established and emerging practice, policy, ideas, data and research. We also provide catalytic leadership to the movement and the field as a whole.
The Community Learning for Impact and Improvement Platform (CLIP) is a network learning platform available to GLR communities and partners that harnesses their collective knowledge, expertise and wisdom.
An annual summer highlight, GLR Week presents a rich mix of webinars, fishbowls, documentary screenings, panel discussions and story times, tackling current challenges and opportunities. GLR Week events have been fully remote since 2020, enabling wider participation across the network. Many states in the network organize in-person sessions in conjunction with the virtual events.
The onset of the pandemic dictated an immediate shift for CGLR. It was perhaps the most sudden and dramatic driver of a pivot, but it was not the first. In fact, CGLR has a history of making tactical shifts to meet the moment and, in so doing, has developed an agility and adaptability that served it well in responding to the pandemic.
The groundwork for CGLR was laid in 2010 with the publication of Early Warning: Why Reading by the End of Third Grade Matters. After extensively reviewing the literature and learning from practitioners, it was evident that three essential assurances had to be in place to move the needle on grade-level reading proficiency: quality teaching in every setting, every day, for every child; a more seamless system of care, services and supports to meet the challenges caused by poverty-related adversity; and community solutions to ensure that more children were ready and prepared to start kindergarten and first grade, attended school regularly and avoided losing ground over the summer.
In response to Early Warning, the Campaign for Grade-Level Reading was formed as a decade-long effort to move the needle, with a dozen states or more having increased by at least 50 percent the number of low-income children reading proficiently by the end of third grade, and to close the gap, producing a promising trend line and sustainable momentum toward closing the reading proficiency gap between children from economically challenged families and their more affluent peers. The expected progress included these targeted results: (1) GLR Network communities would become proof points for improving school readiness, attendance, summer learning and reading proficiency; (2) these areas would become priorities for public officials and influential constituencies; and (3) early learning, healthy on-track development and successful parents are recognized as essential contributors to success in the early grades.
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