The development of the concept that written words are actual thoughts set down on paper. Sounding out simple three or four-letter phonetic words [Typically before age 5].
Early exercises to practice reading and to gain the concept of a noun: labeling objects with written name tags, mastering increasingly complex words, naming things that interest them, such as dinosaurs, the parts of a flower, geometric shapes, the materials in the classroom, etc..
Learning to recognize verbs; normally exercises in which the child reads a card with a verbal ‘’command’ ’printed out [such as run, sit, walk,etc.] and demonstrates by acting it out. As the child’s reading vocabulary increases, verbal commands involve full sentences and multiple steps; ‘’Place the mat on the table and bring back a red pencil.’’
Reading specially selected or prepared small books on topics that really interest the child, such as in science, geography, nature or history.
Interpretive reading for comprehension at ever increasing levels of difficulty, beginning in the early elementary grades.
Use of the library and reference books on a daily basis for research.
An introduction to the world’s classical children’s literature.