Read to Self
Each day in class we "Read to Self." Students have access to the LMC and classroom library on a daily basis. Students are encouraged to read each night as part of their homework. On the assignment sheet, please have your child write the title of the book. Sign the assignment sheet when reading and assignments are complete.
Here is a list of popular series with 2nd graders:
A to Z Mysteries
Boxcar Children
Cam Jansen
Horrible Harry
Junie B. Jones
Magic School Bus
Magic Tree House
Nate the Great
Ramona
Ready Freddy
Weird School Series
A to Z Mysteries
Boxcar Children
Cam Jansen
Horrible Harry
Junie B. Jones
Magic School Bus
Magic Tree House
Nate the Great
Ramona
Ready Freddy
Weird School Series
Making Appropriate Book Choices
We use the "5 Finger Rule" to select "Just Right" or "Good Fit" books. (Fingers represent unknown words.)
0-1 fingers=Too Easy
2-3 fingers= Just Right/Good Fit
4-5 finger= Too Hard
We also use the "I PICK" strategy when selecting books:
I choose a book
Purpose-Why I am reading it? (For entertainment or information)
Interest-Does it interest me?
Comprehend-Do I understand it?
Know-Do I know most of the words? (Use the "5 Finger Rule" here.)
0-1 fingers=Too Easy
2-3 fingers= Just Right/Good Fit
4-5 finger= Too Hard
We also use the "I PICK" strategy when selecting books:
I choose a book
Purpose-Why I am reading it? (For entertainment or information)
Interest-Does it interest me?
Comprehend-Do I understand it?
Know-Do I know most of the words? (Use the "5 Finger Rule" here.)
Helping at Home with Reading
Please follow these steps when working with your child BEFORE, DURING, and AFTER reading. By practicing these strategies, your child will become a strategic reader.
BEFORE I Read:
“I look at the title and cover of the book.”
“I think about what I already know.”
“I take a picture walk by looking at all of the pictures in the book.”
“I predict what will happen from the pictures in the book.”
When I Don’t Know a Word:
I ask, “Does this word make sense in the sentence?”
“Are there pictures clues to help me figure it out?”
“I get my mouth ready by saying the first letter sound of the unknown word. Then I continue to read the rest of the sentence. I
say the sound of each letter in the new word.”
“I backtrack to the beginning of that sentence to reread the unknown word.”
I can look for “chunks”or little words inside of bigger
words.
(win dow)
(can dle)
(to get her)
I can skip the word and continue reading as sometimes the information that follows can help identify the unknown word.
I must go back to figure out the word that I skipped.
WHILE I read:
I point under each word with my index finger to track the print.
I make pictures in my mind to help me visualize the story.
I ask myself,“Does this make sense?”
I can change my predictions and make new ones based on new information.
AFTER I read:
I combine what I know with the new information to understand.
“Now I get it…”
“I learned that…”
I retell the story in my own words.
“It was about…”
"First this…next…at the
end…”
I can reread out loud my favorite part of the story for fluency practice.
“If I spend too much time on figuring out words, I need to read the whole story again for understanding.”
BEFORE I Read:
“I look at the title and cover of the book.”
“I think about what I already know.”
“I take a picture walk by looking at all of the pictures in the book.”
“I predict what will happen from the pictures in the book.”
When I Don’t Know a Word:
I ask, “Does this word make sense in the sentence?”
“Are there pictures clues to help me figure it out?”
“I get my mouth ready by saying the first letter sound of the unknown word. Then I continue to read the rest of the sentence. I
say the sound of each letter in the new word.”
“I backtrack to the beginning of that sentence to reread the unknown word.”
I can look for “chunks”or little words inside of bigger
words.
(win dow)
(can dle)
(to get her)
I can skip the word and continue reading as sometimes the information that follows can help identify the unknown word.
I must go back to figure out the word that I skipped.
WHILE I read:
I point under each word with my index finger to track the print.
I make pictures in my mind to help me visualize the story.
I ask myself,“Does this make sense?”
I can change my predictions and make new ones based on new information.
AFTER I read:
I combine what I know with the new information to understand.
“Now I get it…”
“I learned that…”
I retell the story in my own words.
“It was about…”
"First this…next…at the
end…”
I can reread out loud my favorite part of the story for fluency practice.
“If I spend too much time on figuring out words, I need to read the whole story again for understanding.”