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skills/kids-book-writer/references/age_guidelines.md
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skills/kids-book-writer/references/age_guidelines.md
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# Age-Appropriate Guidelines for Children's Books
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Comprehensive guide to developmentally appropriate content for ages 2-9, covering vocabulary, themes, attention spans, and reading levels.
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## Quick Reference Chart
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| Age | Reading Stage | Word Count | Vocabulary | Sentences | Concepts | Attention Span |
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|-----|---------------|------------|------------|-----------|----------|----------------|
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| 2-3 | Emergent Pre-reader | 50-200 | 50-100 unique | 3-6 words | Concrete, familiar | 5-10 min |
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| 3-4 | Emergent/Early | 200-400 | 100-200 unique | 5-10 words | Simple, visual | 10-15 min |
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| 4-5 | Early Reader | 300-600 | 200-400 unique | 6-12 words | Expanded familiar | 15-20 min |
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| 5-6 | Beginning Reader | 400-1000 | 300-600 unique | 8-15 words | Abstract concepts | 20-25 min |
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| 6-7 | Beginning Reader | 800-1500 | 400-800 unique | 10-18 words | Cause/effect | 25-30 min |
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| 7-8 | Transitional | 1500-3000 | 600-1200 unique | 12-20 words | Complex ideas | 30-40 min |
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| 8-9 | Transitional/Fluent | 3000-8000 | 800-2000 unique | 15-25 words | Nuanced themes | 40-60 min |
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## Ages 2-3: Emergent Pre-Readers
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### Cognitive Development
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**What They Can Do:**
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- Recognize familiar objects and people
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- Understand simple cause and effect
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- Follow 2-3 step directions
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- Beginning to understand emotions (happy, sad, mad)
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- Love repetition and predictability
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- Starting to use imagination
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**What They Can't Do:**
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- Abstract thinking
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- Complex sequencing
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- Understanding time concepts (yesterday, tomorrow)
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- Following complex plots
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- Sustained attention for long periods
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### Language Development
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**Receptive Language (Understanding):**
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- Vocabulary: 500-1000 words
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- Understand simple questions
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- Follow simple stories
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- Recognize names of familiar objects
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**Expressive Language (Speaking):**
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- Using 2-3 word sentences
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- Asking simple questions ("What's that?")
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- Using some pronouns (I, me, you)
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- Can recite familiar lines
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### Book Specifications
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**Format:**
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- Board books (durable)
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- 12-24 pages
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- One sentence per page (or less)
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- Large, clear illustrations
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- High contrast colors
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**Word Count:** 50-200 words total
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**Vocabulary:**
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- Concrete nouns (dog, ball, mama, car)
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- Simple verbs (run, jump, eat, sleep)
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- Basic adjectives (big, small, red, blue)
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- Familiar concepts only
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- 50-100 unique words maximum
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**Sentence Structure:**
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```
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"The cat jumps."
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"Bunny goes hop, hop, hop!"
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"Where is the ball? There it is!"
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```
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**Themes:**
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- Daily routines (eating, sleeping, bathing)
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- Family and pets
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- Simple emotions
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- Counting 1-5
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- Colors and shapes
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- Animal sounds
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- Body parts
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**What to AVOID:**
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- Scary content
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- Complex emotions (jealousy, embarrassment)
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- Abstract concepts
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- Anything requiring sustained attention
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- Small details in illustrations
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- Multiple characters to track
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**Example Books for This Age:**
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- "Brown Bear, Brown Bear, What Do You See?" by Bill Martin Jr.
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- "Goodnight Moon" by Margaret Wise Brown
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- "The Very Hungry Caterpillar" by Eric Carle
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- "Where Is Baby's Belly Button?" by Karen Katz
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### Sample Text (Ages 2-3):
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```
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"Time for Bed, Little Cub"
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The sun goes down.
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The stars come out.
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Time for bed, Little Cub.
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"Goodnight, Mama."
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"Goodnight, Papa."
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"Goodnight, Moon."
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Little Cub yawns.
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Little Cub cuddles.
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Little Cub sleeps.
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Goodnight, Little Cub.
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```
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**Analysis:**
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- Word count: 35 words
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- Unique words: 16
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- Simple sentences: 1-4 words each
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- Repetition: "Little Cub," "Goodnight"
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- Familiar concept: bedtime routine
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- Soothing, calm tone
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## Ages 3-4: Emergent Readers
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### Cognitive Development
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**What They Can Do:**
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- Longer attention span (10-15 minutes)
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- Understand simple stories with beginning, middle, end
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- Grasp cause and effect better
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- Enjoy pretend play and imagination
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- Ask lots of "why?" questions
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- Recognize some letters/numbers
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**What They're Learning:**
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- Sharing and taking turns
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- Following rules
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- Basic problem-solving
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- More complex emotions
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- Simple time concepts (before, after, soon)
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### Language Development
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**Receptive:** 1000-1500 words
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**Expressive:** 4-6 word sentences
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**Can understand:**
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- Past and future tense (simple)
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- "What," "where," "why" questions
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- Comparative concepts (bigger, smaller)
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- Basic prepositions (in, on, under)
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### Book Specifications
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**Format:**
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- Picture books
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- 24-32 pages
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- 1-3 sentences per page
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- Illustrations essential to story
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- Interactive elements welcome
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**Word Count:** 200-400 words
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**Vocabulary:**
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- Expanding beyond immediate environment
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- Simple descriptive words
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- Action verbs
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- Basic emotions (scared, excited, proud)
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- 100-200 unique words
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**Sentence Structure:**
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```
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"The little red hen found some seeds."
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"'Who will help me plant them?' she asked."
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"'Not I,' said the cat, the dog, and the pig."
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```
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**Themes:**
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- Friendship
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- First experiences (school, doctor, haircut)
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- Simple problem-solving
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- Feelings and emotions
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- Being helpful
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- Learning new skills
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- Nature and animals
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**Interactive Elements:**
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- Counting
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- Finding objects in pictures
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- Repeating phrases
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- Call-and-response
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- Lift-the-flap
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- Touch-and-feel
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**Example Books for This Age:**
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- "Llama Llama Red Pajama" by Anna Dewdney
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- "Don't Let the Pigeon Drive the Bus!" by Mo Willems
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- "The Gruffalo" by Julia Donaldson
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- "Press Here" by Hervé Tullet (interactive)
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### Sample Text (Ages 3-4):
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```
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"Ruby's Rainbow Day"
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Ruby loved colors.
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Red like apples.
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Blue like the sky.
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Yellow like the sun!
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One rainy morning, Ruby looked outside.
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Everything was gray.
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"Where are all my colors?" she asked.
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She put on her red rain boots—SPLASH!
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She opened her yellow umbrella—SWOOSH!
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She jumped in puddles—SPLASH, SPLASH, SPLASH!
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Then the rain stopped.
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The sun peeked out.
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And there, in the sky...
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A RAINBOW!
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Red, orange, yellow, green, blue, purple!
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"All my colors!" Ruby laughed.
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Every rainy day can have a rainbow.
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```
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**Analysis:**
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- Word count: ~100 words
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- Unique words: ~70
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- Clear beginning, middle, end
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- Simple problem (no colors) and solution (rainbow)
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- Repetition: Colors, "splash"
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- Onomatopoeia: SPLASH, SWOOSH
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- Teaches: Colors, optimism, cause-effect (rain → rainbow)
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## Ages 4-5: Early Readers
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### Cognitive Development
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**What They Can Do:**
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- Follow multi-step stories
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- Understand consequences
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- Grasp basic time concepts
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- Enjoy humor and silly situations
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- Understand make-believe vs. real
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- Beginning letter/sound correspondence
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**Social-Emotional:**
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- Developing empathy
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- Understanding others' feelings
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- Learning cooperation
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- Experiencing pride in accomplishments
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- May have fears (dark, monsters, separation)
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### Language Development
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**Receptive:** 1500-2500 words
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**Expressive:** Full sentences, some complex grammar
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**Can understand:**
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- Past, present, future
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- Conditional statements ("If...then")
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- Complex questions
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- Multiple-meaning words
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- Beginning phonics
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### Book Specifications
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**Format:**
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- Picture books (standard 32 pages)
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- 1-5 sentences per page
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- Illustrations support but don't tell whole story
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- Beginning sight words
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**Word Count:** 300-600 words
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**Vocabulary:**
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- Pre-K sight words (the, and, is, to, can, see, I, a, in, it)
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- CVC words (cat, dog, run, sit)
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- Descriptive language
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- Emotion words
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- 200-400 unique words
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**Sentence Structure:**
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```
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"Max loved to build towers with his blocks.
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Every day after school, he would stack them higher and higher.
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His tallest tower reached all the way to his knee!"
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```
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**Themes:**
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- Starting school
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- Making friends
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- Overcoming fears
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- Being yourself
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- Trying new things
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- Family dynamics
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- Simple conflicts and resolutions
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- Growing independence
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**Story Elements:**
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- Clear problem and solution
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- Relatable main character
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- 3-part structure (try, try, succeed)
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- Emotional growth
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- Humor
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**Example Books for This Age:**
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- "Chrysanthemum" by Kevin Henkes
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- "The Day the Crayons Quit" by Drew Daywalt
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- "Dragons Love Tacos" by Adam Rubin
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- "Giraffes Can't Dance" by Giles Andreae
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### Sample Text (Ages 4-5):
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```
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"Finn's First Day"
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Finn was starting school today.
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His new backpack felt big and heavy.
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His new shoes felt stiff and squeaky.
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Everything felt... new.
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"What if nobody likes me?" Finn whispered to his mom.
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"What if YOU don't like THEM?" Mom winked.
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Finn hadn't thought of that.
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At school, Finn sat at a table with three other kids.
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A girl with pigtails smiled at him.
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"I'm Emma. I like your dinosaur shirt!"
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"I'm Finn. I like your butterfly clips!" he said.
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A boy with glasses pointed to Finn's lunch box.
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"Is that a spaceship?"
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"Yeah! Do you like space?" Finn asked.
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"I LOVE space! I'm Oliver."
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By lunch time, Finn had made two new friends.
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By home time, he had made five.
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"How was school?" Mom asked.
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Finn grinned. "I liked them. And they liked me!"
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Sometimes new things are actually great things.
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```
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**Analysis:**
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- Word count: ~160 words
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- Appropriate for being read TO 4-5 year olds
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- Addresses common fear (first day of school)
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- Shows problem-solving (talking to kids)
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- Positive role models (friendly children)
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- Reassuring message
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- Dialogue moves story forward
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- Character growth (worried → confident)
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## Ages 5-6: Beginning Readers
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### Cognitive Development
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**What They Can Do:**
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- Understand complex stories
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- Make predictions
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- Distinguish fantasy from reality (mostly)
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- Understand rules and fairness
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- Beginning to read simple words
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- Can retell stories in order
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**Academic Skills:**
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- Recognizing letters
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- Letter-sound correspondence
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- Blending sounds
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- Sight word recognition
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- Writing own name
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- Counting to 20+
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### Language Development
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**Receptive:** 2500-5000 words
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**Expressive:** Complex sentences, some grammar errors
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**Reading Skills:**
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- Kindergarten sight words (40-50 words)
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- CVC words
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- Simple phonics patterns
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- Following text left-to-right
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|
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### Book Specifications
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**Format:**
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- Picture books OR early readers (Level 1)
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- Picture books: 32 pages, more text per page
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- Early readers: 32-48 pages, 1-3 sentences per page
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- Larger font for independent reading
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**Word Count:**
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- Read-aloud picture books: 400-1000 words
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- Early readers: 200-500 words (simple, decodable)
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**Vocabulary:**
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- Kindergarten sight words
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- Simple phonics patterns
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- More sophisticated concepts
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- Beginning idioms explained through context
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- 300-600 unique words
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**Sentence Structure:**
|
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```
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Picture books: "The enormous elephant was worried. She was so big that
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she couldn't fit through the door of the party!"
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Early readers: "Sam can run. Sam can jump. Can Sam swim? Yes, Sam can swim!"
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```
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**Themes:**
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- Growing responsibility
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- Self-confidence
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- Honesty and integrity
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- Perseverance
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- Kindness
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- Being unique
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- Simple moral lessons
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**Example Books for This Age:**
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- "Elephant & Piggie" series by Mo Willems (early readers)
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- "Where the Wild Things Are" by Maurice Sendak (read-aloud)
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- "The Kissing Hand" by Audrey Penn
|
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- "Bob Books" series (decodable readers)
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|
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### Sample Text for Independent Reading (Ages 5-6):
|
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|
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```
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"The Big Swim"
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It was hot.
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Sam went to the pool.
|
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|
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Sam could not swim.
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All his pals could swim.
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"Jump in!" said Jess.
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Sam said, "No, thank you."
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"It is fun!" said Lin.
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Sam said, "Not yet."
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Dad said, "I will help you."
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Dad got in the pool.
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Sam sat on the step.
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The step was wet.
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The step was not deep.
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"This is good," said Sam.
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The next day, Sam sat on the step again.
|
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The next day, Sam went to the next step.
|
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|
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Every day, Sam went a bit deeper.
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Then one day...
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SPLASH!
|
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Sam could swim!
|
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|
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"I did it!" yelled Sam.
|
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```
|
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|
||||
**Analysis:**
|
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- Decodable for beginning readers
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- Short vowel CVC words (hot, Sam, can, not, sit, bit)
|
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- Sight words (was, the, said, you, day)
|
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- 1-2 sentences per "page"
|
||||
- Repetitive structure
|
||||
- Clear problem (can't swim) and solution (practice)
|
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- Growth mindset message
|
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|
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### Sample Text for Read-Aloud (Ages 5-6):
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```
|
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"When Monsters Get Scared"
|
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Everyone thinks monsters are scary.
|
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But you know what?
|
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Sometimes monsters get scared too.
|
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|
||||
When thunder booms and lightning cracks,
|
||||
Monster Murray hides under his bed.
|
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(Which is pretty hard when you're eight feet tall.)
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|
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When shadows creep across his wall,
|
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Monster Maurice needs a night light.
|
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(A really, REALLY bright one.)
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|
||||
And when there's a strange noise in the closet?
|
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Monster Millie calls for her mom.
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(Even though SHE'S the one who usually lives in closets.)
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|
||||
"What are you scared of?" Murray asked Millie one night.
|
||||
|
||||
"Butterflies," Millie whispered.
|
||||
|
||||
"BUTTERFLIES? They're beautiful!" said Maurice.
|
||||
|
||||
"They have too many legs!" Millie shivered.
|
||||
|
||||
"I'm scared of birds," said Maurice.
|
||||
|
||||
"But you can FLY!" Murray exclaimed.
|
||||
|
||||
"Exactly. Birds do it better," Maurice sighed.
|
||||
|
||||
"I'm scared of the dark," Murray admitted.
|
||||
|
||||
"But you're MADE of darkness!" Millie giggled.
|
||||
|
||||
They all laughed.
|
||||
|
||||
Everyone is scared of something.
|
||||
Even monsters.
|
||||
(Especially butterflies.)
|
||||
```
|
||||
|
||||
**Analysis:**
|
||||
- Word count: ~160 words
|
||||
- Humor throughout
|
||||
- Addresses fear (relatable)
|
||||
- Subverts expectations (monsters scared!)
|
||||
- Dialogue-driven
|
||||
- Teaches: Everyone has fears, it's okay
|
||||
- Sophisticated vocabulary (creep, exclaimed)
|
||||
- Parenthetical asides add humor
|
||||
|
||||
## Ages 6-7: Beginning to Transitional Readers
|
||||
|
||||
### Cognitive Development
|
||||
|
||||
**What They Can Do:**
|
||||
- Read simple books independently
|
||||
- Understand character motivations
|
||||
- Make inferences
|
||||
- Understand metaphors (simple)
|
||||
- Grasp multiple story threads
|
||||
- Think logically
|
||||
|
||||
**Academic Skills:**
|
||||
- Reading CVC words, blends, digraphs
|
||||
- 100+ sight words
|
||||
- Basic punctuation
|
||||
- Simple addition/subtraction
|
||||
- Writing simple sentences
|
||||
|
||||
### Language Development
|
||||
|
||||
**Receptive:** 5000-8000 words
|
||||
**Expressive:** Sophisticated sentences, storytelling
|
||||
|
||||
**Reading Skills:**
|
||||
- First grade sight words
|
||||
- Phonics patterns (magic e, vowel teams)
|
||||
- Reading fluency developing
|
||||
- Comprehension strategies
|
||||
|
||||
### Book Specifications
|
||||
|
||||
**Format:**
|
||||
- Longer picture books OR
|
||||
- Chapter books (3-10 short chapters)
|
||||
- More text, fewer illustrations
|
||||
- 48-64 pages for early chapter books
|
||||
|
||||
**Word Count:**
|
||||
- Picture books: 800-1500 words
|
||||
- Chapter books: 1500-5000 words
|
||||
|
||||
**Vocabulary:**
|
||||
- 1st grade sight words
|
||||
- Phonics patterns
|
||||
- More challenging concepts
|
||||
- Context clues for new words
|
||||
- 400-800 unique words
|
||||
|
||||
**Sentence Structure:**
|
||||
```
|
||||
"Maya's stomach did a flip-flop as she walked into the cafeteria.
|
||||
Yesterday, she'd spilled juice all over herself at lunch.
|
||||
In front of everyone.
|
||||
Her face still felt hot when she thought about it."
|
||||
```
|
||||
|
||||
**Themes:**
|
||||
- Friendship challenges
|
||||
- School situations
|
||||
- Mistakes and redemption
|
||||
- Being different/fitting in
|
||||
- Bravery in everyday situations
|
||||
- Sibling relationships
|
||||
- Simple mysteries
|
||||
|
||||
**Example Books for This Age:**
|
||||
- "Junie B. Jones" series by Barbara Park
|
||||
- "Ivy and Bean" series by Annie Barrows
|
||||
- "Frog and Toad" series by Arnold Lobel
|
||||
- "The Magic Tree House" series (later age 6-7)
|
||||
|
||||
### Sample Text (Ages 6-7):
|
||||
|
||||
```
|
||||
Chapter 1: The Worst Day Ever (Probably)
|
||||
|
||||
I'm Lily, and today was the worst day of my entire second-grade life.
|
||||
|
||||
Okay, maybe not the ENTIRE worst. That would be the day I
|
||||
accidentally called my teacher "Mom." But this was definitely in
|
||||
the top three.
|
||||
|
||||
It started this morning when I couldn't find my lucky pencil.
|
||||
The purple one with the unicorn eraser.
|
||||
I NEEDED that pencil for our spelling test.
|
||||
|
||||
"Lily, any pencil will work," Mom said.
|
||||
|
||||
But that's where she was wrong. My lucky pencil helped me spell
|
||||
big words like "because" and "they."
|
||||
|
||||
Without it? I might spell "because" like "bekuz." And then everyone
|
||||
would know I didn't have my lucky pencil, and then they'd know I
|
||||
was bad at spelling without it.
|
||||
|
||||
See? Disaster.
|
||||
|
||||
Then, at recess, something even worse happened...
|
||||
```
|
||||
|
||||
**Analysis:**
|
||||
- First-person voice (relatable)
|
||||
- Chapter format (manageable chunks)
|
||||
- Humor from kid logic
|
||||
- Age-appropriate concerns (tests, being embarrassed)
|
||||
- Cliffhanger ending (hook for next chapter)
|
||||
- Vocabulary: entire, accidentally, disaster
|
||||
- Shows internal thoughts
|
||||
|
||||
## Ages 7-8: Transitional Readers
|
||||
|
||||
### Cognitive Development
|
||||
|
||||
**What They Can Do:**
|
||||
- Read independently for pleasure
|
||||
- Understand complex plots
|
||||
- Empathize with characters
|
||||
- Think critically
|
||||
- Understand multiple perspectives
|
||||
- Handle nuanced emotions
|
||||
|
||||
**Academic Skills:**
|
||||
- Reading fluency
|
||||
- 200+ sight words
|
||||
- Multi-syllable words
|
||||
- Reading comprehension strategies
|
||||
- Writing paragraphs
|
||||
|
||||
### Book Specifications
|
||||
|
||||
**Format:**
|
||||
- Chapter books (8-15 chapters)
|
||||
- Fewer illustrations (maybe chapter headers)
|
||||
- 100-150 pages
|
||||
|
||||
**Word Count:** 1500-8000 words (up to 20,000 for robust readers)
|
||||
|
||||
**Vocabulary:**
|
||||
- 2nd grade level and beyond
|
||||
- Context clues for new words
|
||||
- More sophisticated language
|
||||
- Figurative language
|
||||
- 600-1200 unique words
|
||||
|
||||
**Themes:**
|
||||
- Complex friendship dynamics
|
||||
- Family changes
|
||||
- Identity and belonging
|
||||
- Standing up for what's right
|
||||
- Loss and change (age-appropriate)
|
||||
- Different cultures and perspectives
|
||||
- Solving mysteries
|
||||
|
||||
**Example Books for This Age:**
|
||||
- "Ramona" series by Beverly Cleary
|
||||
- "Clementine" series by Sara Pennypacker
|
||||
- "The One and Only Ivan" by Katherine Applegate
|
||||
- "Charlotte's Web" by E.B. White (higher end)
|
||||
|
||||
## Ages 8-9: Fluent Readers
|
||||
|
||||
### Cognitive Development
|
||||
|
||||
**What They Can Do:**
|
||||
- Read complex chapter books
|
||||
- Understand abstract concepts
|
||||
- Analyze character motivations
|
||||
- Identify themes
|
||||
- Compare and contrast
|
||||
- Think hypothetically
|
||||
|
||||
### Book Specifications
|
||||
|
||||
**Format:**
|
||||
- Chapter books OR middle-grade novels
|
||||
- 15-25 chapters
|
||||
- 150-250 pages
|
||||
|
||||
**Word Count:** 3000-40,000 words
|
||||
|
||||
**Vocabulary:**
|
||||
- 3rd-4th grade level
|
||||
- Sophisticated vocabulary
|
||||
- Figurative language
|
||||
- Multiple meaning words
|
||||
- 800-2000 unique words
|
||||
|
||||
**Themes:**
|
||||
- Complex social issues (age-appropriate)
|
||||
- Character transformation
|
||||
- Moral complexity
|
||||
- Adventure and mystery
|
||||
- Historical events (simplified)
|
||||
- Science and nature
|
||||
- Social justice (introductory)
|
||||
|
||||
**Example Books for This Age:**
|
||||
- "Wonder" by R.J. Palacio
|
||||
- "Percy Jackson" series by Rick Riordan
|
||||
- "Matilda" by Roald Dahl
|
||||
- "The Wild Robot" by Peter Brown
|
||||
|
||||
## Content Appropriateness by Age
|
||||
|
||||
### What's Too Scary?
|
||||
|
||||
**Ages 2-4:**
|
||||
❌ Monsters that aren't silly
|
||||
❌ Parent leaving/death
|
||||
❌ Realistic danger
|
||||
❌ Darkness without comfort
|
||||
|
||||
**Ages 5-7:**
|
||||
✅ Silly monsters
|
||||
✅ Temporary separation (school)
|
||||
✅ Mild suspense with happy ending
|
||||
❌ Death of main character
|
||||
❌ Realistic violence
|
||||
|
||||
**Ages 8-9:**
|
||||
✅ More complex fears
|
||||
✅ Loss (handled sensitively)
|
||||
✅ Suspenseful situations
|
||||
✅ Historical challenges
|
||||
❌ Graphic violence
|
||||
❌ Complex trauma
|
||||
|
||||
### Emotional Complexity
|
||||
|
||||
**Ages 2-4:** Happy, sad, mad, scared (basic)
|
||||
**Ages 5-6:** Add proud, excited, worried, shy
|
||||
**Ages 7-8:** Add jealous, embarrassed, frustrated, disappointed
|
||||
**Ages 9:** Add conflicted, guilty, anxious, determined
|
||||
|
||||
## Summary Checklist
|
||||
|
||||
**Before writing, ask:**
|
||||
- [ ] Is vocabulary appropriate for age?
|
||||
- [ ] Is sentence length suitable?
|
||||
- [ ] Are concepts concrete enough (for younger) or complex enough (for older)?
|
||||
- [ ] Is emotional content developmentally appropriate?
|
||||
- [ ] Does word count match attention span?
|
||||
- [ ] Are themes relatable to this age group?
|
||||
- [ ] Is reading level matched to skill?
|
||||
|
||||
**"Meet children where they are, then invite them one step forward."**
|
||||
Reference in New Issue
Block a user