For our youngest Bears at Landon, third grade is a pivotal year in their reading journey.  

“Third grade is a crucial age for reading development because it’s the age when the students really transition from ‘learning to read’ to ‘reading to learn.’ Texts and books become more engaging, and the content and curriculum focus more on understanding what students are reading and learning from it,” explained Grade 3 Teacher Wendy Lindley.  

“You can’t just start reading. You have to practice and practice,” said Bo ’34. “This year I’m getting better and better.” 

Our reading development program is designed to foster a love of reading and equip boys with the skills they need to become confident, enthusiastic readers.  

“I have found that students who have not enjoyed reading in the past or were reluctant readers often find a new love for it because they discover books and series that pique their interest,” said Lindley. 

Teachers use standardized tests three times a year and conduct weekly informal check-ins to monitor progress. The boys read aloud to teachers and discuss their reading to improve comprehension and fluency. They start with fiction, move to non-fiction, participate in book clubs, and will end the year with a poetry unit.  

“These diverse reading experiences allow the boys to strengthen their ability to analyze, interpret, and appreciate different forms of literature,” said Instructional Coach Stevie Brown who supports Grade 3 reading instruction. 

Aside from learning how to become invested in a story, boys develop key reading skills, such as analyzing character development, recognizing themes, distinguishing between facts and opinions, and summarizing texts.  

“I feel like at the beginning of the year, I barely knew anything about main idea [as a concept] and now I know supporting details, main idea, author’s perspective, reader’s perspective,” said Landon ’34. 

“I feel like I’m a very strong reader now. Reading never came that natural to me,” said Bo. “Just doing our vocabulary practice and understanding the words that I’m reading in the book makes me feel very confident.” 

Lindley said the depth of the boys’ discussions has improved and they are more aware of the connections between their reading and writing. Their improved comprehension has supported them in other academic areas, helping them with research and understanding real-world math problems.  

“This is invaluable as the boys continue both the journey in the Lower School and throughout all of Landon. We have been practicing notetaking strategies as we read and working on how to identify important information as we gather research,” said Lindley. “These are skills the boys will use throughout their educational journeys.”