READING TIPS AND NOTES : EXPERT ADVICE

California has established standards for what students should learn at every grade level in language arts, mathematics, science and history-social science. These expectations are intended to guide curriculum and instruction in schools across the state. As your students begin taking the Stanford 9 exam this month or next, they will find special test items that have been added to assess every standard in language arts and mathematics.

The transition to a standards-based system has raised many questions. What do the language arts standards mean to you as a teacher? How can you make sure your students are prepared to meet the new benchmarks? First, obtain a copy. The standards are available on the California Department of Education’s Web site, at https://www.cde.ca.gov/board/standards/html, or are for sale through the department’s publication office at (800) 995-4099.

The language arts content standards clearly spell out the expectation that all students will learn to read fluently at least by the end of the third grade.

A second step is to assess every student’s skills in reading. Assessment is the key to good instructional planning. If you know what students already can do, you can plan efficient instruction that meets their needs and skill levels. Most kindergartners will need to be taught the sounds that different letters make. A few will come to kindergarten with good phonemic awareness skills; these students need to focus on reading practice at a level that is appropriately challenging.

A third step for teachers is to select instructional materials that are already aligned to the standards. The more time teachers have to spend creating instructional materials, the less time they have to teach.

Parents also can play an important role in helping their children meet the standards.

Parents should read to their children, or find someone who can read in any language they understand--a relative, a neighbor or perhaps someone at a public library that provides a story hour time. Make games out of words: Find rhyming words or word opposites, play games where you sort objects, or make up riddles like “What do a wheelbarrow and a tricycle have in common?” Involve children in daily household tasks and have them read to you as soon as they are able.

And finally, parents should ask teachers and principals how the education of their children is aligned with the state standards. Some districts may say that they have their own standards. Ask to see those standards, and ask how they compare with the state standards.

Reading is not just a subject area. It’s a way of life. While the focus in the standards in the early grades is on learning to read, the focus shifts in the later grades to reading to learn. All teachers need to know something about teaching reading. Administrators and parents should provide support and training to ensure that all students are fluent and avid readers.

BOOK EVENTS

Wednesday in Reseda: Story time and crafts at West Valley Regional Branch Library for elementary school students will have a “Money, Money, Money” theme. West Valley Regional Branch Library, 19036 Vanowen St., 6 p.m. (818) 345-4393.

Saturday in Los Angeles: Children’s Book World storyteller Hope Smith will read to children and lead them in making crafts. Children’s Book World, 10850 W. Pico Blvd., 10:30 a.m. (310) 559-2665.

Saturday in Studio City: Story time at Bookstar bookstore for children of all ages. Bookstar bookstore, 12136 Ventura Blvd., 10:30 a.m. (818) 505-9528.

Saturday in Los Angeles: Volunteers from USC will lead story time at Exposition Park-Bethune Branch Library for children in preschool to fifth grade. Exposition Park-Bethune Branch Library, 3665 S. Vermont Ave., noon. (323) 732-0169.