I found this website that I thought was quite helpful for finding books by content (math, social studies, science, etc.) area. It also can split books up by topic area and reading level (at the top of the page). I thought the specific titles may be helpful, based on the content your child is studying in class, if you would like books to take out from the library.
http://www.the-best-childrens-books.org/math-for-kids.html
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Nightly Reading Homework Article
Your child has nightly reading homework. What should YOU be doing?
Posted on by Jennifer Gonzalez
This guest post comes from Carolyn Wilhelm of the Wise Owl Factory.
Kindergarten, first, and second grade teachers often give children a nightly assignment to read aloud for 10 to 20 minutes. This can be supervised by parents, grandparents, or family members. Usually, a certain level of book or page of text is sent home in a reading folder with a chart for recording book titles or length of time spent reading. Here are some tips to help parents understand how best to use the nightly reading time at home.
1. Do not skip this time. A half hour every week does not begin to help as much as a few minutes each day. The long-term effects of skipping nightly reading homework are well established, as described in this article by Edudemic. This fact is well known by teachers who have studied reading pedagogy, and parents can easily find the research online if they need to be convinced.
2. Choose the right time. Always try to find a time when your child will cooperate, when neither of you are pushing to just finish the homework. The best time might not be right after school as some play time may be needed first, and certainly just before bed is not opportune. Find a time that works for you and your family.
4. At the emergent level (when the child is learning sight words, short vowels, and mostly individual letter sounds), allow the child to use all the resources of the book, including pictures. Parents sometimes tell me they are proud of the fact they covered the pictures in emergent readers to force the child to read the “big” words. At this point in early reading, it is not possible to read the big words. The point of emergent readers is to learn sight words, use left to right reading orientation, and realize each word is separate, to utilize the pictures, and to experience reading success. Books that say things such as, “I like the ball, I like the car, I like the bird” are only helping reinforce the words I and like. Here is a link to a free emergent reader printable if you are wondering what they look like.
5. Do not “tell” words at the developing level as the child reads. When the child has progressed from the emergent level to the developing level (learning letter blends, long vowels, and word solving strategies), he or she should be able to stop pointing to words. When children stop dead in the middle of a sentence or paragraph when reading to the teacher, the teacher knows the parents are trying to help by telling the words. Instead, help the child learn to rely on word solving strategies outlined at the end of this blog post.
6. Do not stop reading aloud to your child. It is a mistake to think that now the child can read on his or her own, the parent is out of the picture. Reading aloud to children should continue through grade four or higher. Why? Adults can read such a great variety of stories and expose children to a huge amount of vocabulary that children cannot access on their own. Children need to be reminded that reading is interesting.
7. Discuss what was read. Help your child understand the point of reading is to understand, not just “word call.” Here is a link to my free PDF that explains how parents can help develop their children’s reading comprehension.
This video illustrates some of these concepts:
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