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Reading Classification

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Material

Objects of the Environment 

Slips of paper and pencil for initial presentation  

Sensorial Material 

Slips of paper and pencil for initial presentation 
Labels for the sensorial materials, and their qualities 

Collections of Pictures – Language Cards 

Three-part card sets: picture, label, picture with label
Social Environment: items in the home, city, farm, transportation
Scientific terms: geographical, geometrical, biological, scientific such as parts of the bird, parts of the flower, land and water forms. 

Definitions 

Definition booklet: picture on left side, definition on right, word in red. 
Three-part card set
Definitions arranged in three envelopes labels, e.g. Square – Definition 1 

  • A) Definitions complete with the defined word in red 
  • B) Definition complete, but word in red cut out separately  
  • C) Definition complete, cut into phrases, with red word separate  

Presentation

Objects of the Environment and Sensorial Material 

Works very well with more children such as two or three.
We will write in front of the children so that they see us write. 

  • Write an object from the environment onto the paper, cut it out, and hand it to the child.  
  • While the child places the label next to the object, repeat the process for the other child.  
  • Keep writing labels for the children; at least 8 to 10 each.  
  • Show that the children can use the printed labels on their own. 
  • When all the labels have been placed, ask the children to clean them up and throw them away. 
  • Encourage the children to write labels for each other. 
Collections of Pictures – Language Cards 

We’ve done it before but this is the official presentation for three-part cards, their first experience.  
 

  • Lay out a couple of picture cards in a column on a rug.  
  • Ask the child to lay out the rest.  
  • Show the child how to leave space for labels and control cards.  
  • Ask the child to get the labels and match them with the pictures.  
  • Show the child the control cards and ask him to match them to the labels and pictures to check his own work. 
  • Whenever possible, connect the pictures to real things.  
Definitions 

The child will use the three-part cards that are relative to the definitions before the definitions are given, such as the land and water three-part cards. 

  • Definitions 1st Stage: 
    Read the booklet with the child and present the three-part cards. 
  • Definitions 2nd Stage: 
    Set the pictures cards out at the top of the rug.  
    Take out the definition cards. 
    Ask the child to read one of the cards and match it with the correct picture.  
    Repeat until the child matches everything. 
  • Definitions 3rd Stage: 
    Repeat process the same as the 2nd Stage, but we use “name” cards that come with the definition cards in this set. 
    The child must match the “name” such as “island” with the definition of Island. 
    Once all names are matched to definitions, ask the child to match the completed definitions to the pictures.  
  • Definitions 4th Stage: 
    Repeat process the same as the 3rd stage, but this time the definition cards are broken into multiple parts, usually four or five.  
    The child must match the sections to form a completed definition.  
    Then the child matches the completed definition to a picture.  
    The child repeats this until all definitions are completed and all definitions match a picture. 

Exercises

As presented above.

Purpose

To give the child practice reading and to explore a variety of subjects.  

Age

5

Notes

Simple to complex. 
Age 5 – 7 is critical time for reading classification. 
This is a time for an explosion into reading.  
Reading is 80% confidence.  
We do “kinds of things” before we do “parts” of things; kinds of mammals before parts of mammals. We go from general to specific.  

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