Reading Comprehension For Grade 1 Pdf Download !NEW!

Use these printable worksheets to improve reading comprehension. Over 100 free children's stories followed by comprehension exercises, as well as worksheets focused on specific comprehension topics (main idea, sequencing, etc).

Use our free, printable reading comprehension passage exercises to improve your student's reading skills! Recognizing letters and words is an important first step in learning to read. However, it is only a first step; it is vital that students comprehend, or understand, what they are reading. They must be able to get the meaning of the text: What is the author telling the reader? This is reading comprehension, and it is an essential skill for success in school and in the real world. Below are our reading comprehension worksheets grouped by grade, that include passages and related questions. Click on the title to view the printable activities in each grade range, or to read the details of each worksheet. They are free for use in the home or in the classroom. Be sure to check out our spelling words activities too!

Reading Comprehension For Grade 1 Pdf Download

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Here are a bunch of free reading comprehension worksheets. These will help students master reading skills. You can print, edit, or complete these worksheets online. Try the nonfiction or short story reading worksheets to cover general reading skills. Or focus on specific reading skills like making predictions.

Results are reported as percentages of students performing at or above three NAEP achievement levels (NAEP Basic, NAEP Proficient, and NAEP Advanced). Students performing at or above the NAEP Proficient level on NAEP assessments demonstrate solid academic performance and competency over challenging subject matter. It should be noted that the NAEP Proficient achievement level does not represent grade level proficiency as determined by other assessment standards (e.g., state or district assessments).

Item maps illustrate how specific reading knowledge and skills correspond to different NAEP achievement levels. Item maps answer the question, "What does it mean for students to be at NAEP Basic, NAEP Proficient, or NAEP Advanced in terms of what they know and can do?"

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students' reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1-5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems.

Following the increased emphasis on expository text in early grades, this study examined narrative and expository reading comprehension growth in a sample of children who were followed longitudinally from grades 1 to 4, with the goals of explaining potential differences in children's overall performance and growth of narrative and expository text comprehension and identifying the cognitive factors that distinctly contribute to comprehension for each text type. We hypothesized that differences in reading comprehension growth of narrative and expository texts would be explained by various cognitive factors, specifically those related to executive functions (EF; e.g., working memory, planning/organization, shifting, and inhibition). At four annual time points, children (n= 94) read, retold (Recall), and answered questions (CompQ) about expository and narrative passages. Growth curve modeling was used to explore reading comprehension development across the two types of text. On average, results showed that children scored better on reading comprehension of narrative passages than they did on expository passages across all time points. After controlling for socioeconomic status (SES), vocabulary in 1st grade predicted 4th grade comprehension scores (Recall) for both narrative and expository passages, while word reading efficiency (WRE) in 1st grade predicted 4th grade comprehension scores (CompQ) for expository passages only. Additionally, WRE was associated with the growth of expository reading comprehension: children with higher WRE showed a faster growth rate for expository CompQ. The contribution of EF to text comprehension was largely confined to expository text, although planning and organization (measured using a direct cognitive assessment) in 1st grade also predicted 4th grade comprehension scores for narrative text Recall. For expository text comprehens ion, working memory, planning and organization, shifting, and inhibition (measured using a parent rating scale), predicted reading comprehension outcomes. Critically, 1st grade shifting and inhibition not only predicted 4th grade expository text comprehension (CompQ), but also modulated its growth rate: children with stronger shifting and inhibition had faster rates of growth. Together, these findings suggest that expository reading comprehension is (1) more difficult than narrative reading comprehension and (2) is associated with unique cognitive skills.

Sequencing allows students to understand how the events within a story took place. It is a reading comprehension strategy that helps students understand the events within a story, including beginning, middle, and end. Sequencing allows students to retell the events that occurred or the order in which they occurred. However, sequencing can be a really tricky task for students. I have found a ton of value in using read and sequence stories with my first-graders. This gives students extra help with visuals so they can read the story then look at the pictures and put together the correct sequence. Then they reread to check that their picture sequence was completed correctly. The hands-on approach helps them grasp the understanding of sequencing.

Drawing the story is another excellent visual learning opportunity. This comes in handy for those struggling readers and visual learners. I have an entire blog post dedicated to the important visuals play in reading comprehension, and you can check it out right here. Visualization engages all levels of readers and helps students dig deeper into comprehending texts. It is a strategy that helps with all the other reading comprehension strategies because it aids in comprehension.

An essential part of building strong reading comprehension is through daily practice and utilizing effective strategies. And, we can do this by giving our students daily and consistent practice. There are so many different resources, games, and activities you can do with your students to enhance their exposure while building their skills. Two of my favorite ways are using reading comprehension journals and reading comprehension passages. Both of these are especially great for introducing strategies for basic comprehension.

I saved the most important way for last. Read every single day. The more exposure, the better. Talk to your students when you read, ask questions, and make predictions. When you model engagement with the text you are reading, your students will automatically become more engaged, too!

Reading Comprehension for grade 5 is designed to aid in the review and practice of reading comprehension skills. Grade 5 covers standards such as main topic and key details, identifying an author's purpose, summarizing, inferring, and vocabulary practice. The book includes engaging nonfiction and fiction passages and stories to appeal to all readers.

The 100+ Series Reading Comprehension books span grades 1 to 8. The activities in each book reinforce essential reading comprehension skills by providing practice with sequencing, main idea, predicting, and inferring, as well as story elements, character, plot, and setting. The books include engaging grade-appropriate fiction and nonfiction passages and stories. Each book has 128 pages and 100 pages (or more) of reproducible content to help students review and reinforce essential skills in reading comprehension. The series is correlated and aligned to the Common Core State Standards.

In 1st grade, readers can demonstrate a variety of comprehension skills including making predictions, retelling a story, and answering questions related to the story. They are also able to identify fiction from nonfiction texts and share their background knowledge of a topic prior to reading.

Think Aloud: Make connections while reading to or with the child. Connect the story or information to the child's life experiences. Connect the book to other books the child has read. Connect the book to big ideas and lessons. See a Think Aloud example.

Check for Understanding: Ask questions to determine the child's understanding of the story or information read. Questions can be asked during reading and/or after reading. Watch Check for Understanding. 006ab0faaa