You clearly have had different experiences than me, most of which I disagree with, but it boils down to the stuff I already wrote. So I cite some parts from the current curriculum from my German state. I translate some parts, but if you want to read it all, use a translator.
So the source is this: https://www.schulportal.sachsen.de/lplandb/lehrplan/88
As a PDF: https://www.schulportal.sachsen.de/lplandb/lehrplan/file/88/...
Classes 1 and 2 are grouped together, so the actual split is at the distinction of the teacher, which is generally the same.
Summary:
written language acquisition 90 lesson hours
listening and speaking 50 lesson hours
writing for yourself and others 40 lesson hours
writing correctly 40 lesson hours
reading/properly using media 60 lesson hours
inspecting language 45 lesson hours
properly using digital media 13 lesson hours
optional compulsory:
at the trace of letters
from the world of fairy tails
playing and designing with words
favorite poems
A single year has about ~200 lesson hours and I think these are mostly done in order.
Goals (I only translated the paragraph about reading):
Students develop joy in reading, in an exiting reading environment and through diverse reading offerings. They learn the conditions for their individual reading culture and develop an interest in independently handling of texts. The Students know texts from different genres and select from various text offerings. They exercise in "reading for the purpose of comprehension". The students read texts silently according to simple instructions, develop an understanding of the content in a reasonable amount of time and are able to reproduce it in their own words. They use different approaches for "reading for the purpose of comprehension" (this is a term of art in German, I do not know the proper term in English). The students know and use various media formats for learning, news acquirement and entertainment.
written language acquisition 90 lesson hours
insights into the meaning of reading and writing:
- writing as a communication tool
- writing as a system of glyphs
- free (meaning on their own and fluently) reading and writing
mastering the structure of written language
- developing a sophisticated sensing ability (audio, video, rhythm, melody, kinesthetic, tactile)
- sounds and complexes of sounds
- letters and sets of letters
- sound-letter-relation
- words
mastering reading techniques
- analysis and synthesis
- reading of words, sentences and texts
- recognizing the shape of words as a whole
- constructing words from left to right
- reading across words and lines simultaneously
- skimming through word groups
- sentence limits and intonation
- reading out to people
knowing techniques for "reading for the purpose of comprehension" of words, sentences and texts
- repeating the text content with own words
- checking the read for internal consistence
- conversing with others about a text
- reading aloud, quite and silent
developing a printed writing as a initial writing
- printed writing as a form of written communication
- writing self-made small texts for others
- writing with computers and mobile devices
application of "cursive" (called Schulausgansschrift = final school writing [https://de.wikipedia.org/wiki/Schulausgangsschrift])
- differentiation of macro and micro motoric skills
- testing of different types of pens/pencils
- understanding of different letter shapes and connections (in different font sizes)
- writing of words, sentences and texts
- recognizing and overcoming individual writing difficulties on your own
- developing an acceptable writing speed
getting insights into the design of written works (same word as for scientific papers in German, but of course it is not about that here)
This is done in the first 90 lessons, which at 5 lessons per week, 4 weeks per month means 4-5 months, which fits my claim that they are generally able to read somewhat fluently after half a year. This is the minimum required by the state for every child, talented children will of course be faster.
I do not feel like translating the second part about reading right now, tell me if you actually care about it, I don't feel like being a translator for nothing. It is called "reading/properly using media" and boils down to introduction of literary and basic grammar analysis. It is obviously part of class 2.
> They are 100% distinguishable. By words, by sentence construction, by topics, by the way plot develops. Oh, and mostly by how characters act.
As a child my favorite book was "Emil und die Detektive" (https://en.wikipedia.org/wiki/Emil_and_the_Detectives) from 1929, I did not perceive anything to be odd, and it was indistinguishable from modern works for me. I did not think of it as being nearly a century old, that is just a normal child book. Maybe a linguist can tell you how this work obviously must be from that specific era, but a child very much can't tell you. What was also very popular in my class/school at that age was https://en.wikipedia.org/wiki/The_Three_Investigators#German..., of which the German version is from 1968 and https://en.wikipedia.org/wiki/The_Famous_Five, which is from 1942.
> Literally the only source of interesting books are parents.
And the shelf in the class room and the school library and the local library and random book exchanges on the street and books from friends (might count as from parents for you).
> And no, english and math textbook does not count as fun reading.
No, but they count as reading exercise, which is needed before you read fast enough that you enjoy reading yourself over getting read to and to be able to read in secret below the blanket.
> Neither does Shakespeare assigned in school.
In class 1 or 2?? These kinds of things only came maybe in class 9+.
> There is no infinite supply of fun books coming to kids.
Well, when they gain access to a computer (which is not a good idea, but they are children, so they will), they literally have.
> No one reads books on their way to school these days. They just dont.
Well, five years ago when I used the tram to go to school they definitely did. And my younger brother still carries books in his backpack he is not supposed to have.
> Kids dont read after school except for homework.
Common speak for yourself. In the primary school I still see people sitting reading on the floor.
> This is ridiculous.
Ok, how so?
> Because, unless their parents tried again and again and radncomly hit something fun, they dont even know fun books exist.
How would it be possible to keep it secret from them that child books exist? I don't understand your reasoning.