Embedded Files
Sample Level D books
Goal for end of Kindergarten - to read this Level of books independently.
The Daily 5 will put your child in charge of their own learning. They will become self-motivated workers. They will take pride in their work and appreciate their time and effort spent. They will also improve on many different skills - both reading and writing.
The Daily 5 will put your child in charge of their own learning. They will become self-motivated workers. They will take pride in their work and appreciate their time and effort spent. They will also improve on many different skills - both reading and writing.
The Daily 5
The Daily 5
- Read to Self
Students should find a quiet spot to read and cuddle up with their books. They should work on building up their reading stamina by reading the whole time and not walking around.
Optional Ideas
*Use whisper phones – can easily be made with PVC pipes
click here to learn how to make one*Keep a log of the books you’ve read
*Write connections to text on sticky notes to share later (quickly write or draw a little picture)
Research shows – the best way to become a reader is to read every day, with books that your child chooses at a “just right” reading level. When this is done enough, reading will become an enjoyable habit
Research shows – the best way to become a reader is to read every day, with books that your child chooses at a “just right” reading level. When this is done enough, reading will become an enjoyable habit
making connections 07-May-2020 10-40-42.pdf
reading hand 17-Nov-2020 13-05-08.pdfreadingstrategies.docxreadingstrategies.pdf2. Buddy Read ~
2. Buddy Read ~
haven't been able to do in class because of covid :(
haven't been able to do in class because of covid :(
Sit EEKK with buddy - Elbow to Elbow, Knee to Knee
"Would you like to read with me?” only answer – “Yes. I’d love to!”
Each hold one side of the book, so it's in the middle.
Quickly decide which book to read first. Take turn on who's book to read. Read the whole time.
Give wait time before helping a friend with a word
Optional Ideas
*Take turns reading
*Read at the same time (choral reading)
*Read to a stuffed animal, younger sibling or even a pet!
*Ask questions about the story to your partner
*Who doesn’t love to work with a friend?
Since we haven't been able to do Buddy Reading, I have added a 5th activity called the "Bonus" activity.
Since we haven't been able to do Buddy Reading, I have added a 5th activity called the "Bonus" activity.
The "Bonus" is a paper and pencil type activity. It could be a book that they can color and read or it could be a practice sheet writing the ending sounds of words. Check your child's green folder. At the back is a bunch of "Bonus" activities. They can choose one a day to complete.
The "Bonus" is a paper and pencil type activity. It could be a book that they can color and read or it could be a practice sheet writing the ending sounds of words. Check your child's green folder. At the back is a bunch of "Bonus" activities. They can choose one a day to complete.
3. Listen to Read
3. Listen to Read
Students start out by doing 1 or 2 decks on https://wow.boomlearning.com/.
Then they can do Bible stories or other reading sites. Please email me if your child needs more Boom Cards. I've noticed some students really enjoy this and keep doing it for most of their computer time.
**the Bible app for kids is awesome!
**starfall.com is always a favorite in class
**click here to find stories you can listen to that are read by Ms. Steinke
**abcya has many learning games
Optional Ideas
*Books with cd’s
*Draw your favorite part or write about the story you listened to
*Parents, grandparents, and older siblings can record their favorite story for their kindergartner to listen to. It's a great keepsake and it is really beneficial for them to hear fluent reading
*Parents, grandparents, and older siblings can record their favorite story for their kindergartner to listen to. It's a great keepsake and it is really beneficial for them to hear fluent reading
*Chapter Book read alouds with your child - for example in class we read a chapter a day from Junie B. Jones books. It introduces new concepts and vocabulary and it's a great way to talk about books together. Since chapter books don't have many pictures, sometimes I will have them draw a picture of how they think that part of the story would look.
Students will hear examples of good literature, fluent reading and be exposed to more vocabulary
Students will hear examples of good literature, fluent reading and be exposed to more vocabulary
4. Work on Writing
4. Work on Writing
Students should be writing everyday.
Often times, they can choose their topics, but you can also give them a topic to write about.
You can use the writing paper provided or any paper you have in your house is fine too.
Try to have your child re-visit their writing from the previous day. I tell them good authors work on their writing for more than one day. They don't need to do a new writing paper each day. They can add another sentence to their previous day's work. They can also add more details to their picture.
Remember parents - Please do not spell words for your child. They should be using inventive spelling. They should also begin to use sight words learned in class and spell those correctly. They should just be writing the sounds that they hear.
Remember parents - Please do not spell words for your child. They should be using inventive spelling. They should also begin to use sight words learned in class and spell those correctly. They should just be writing the sounds that they hear.
Optional Ideas
*Could use sentence starters example - (I'm thankful for ... )
*Could use story prompts example - (I was walking along and found $100 ... )
*Write a letter
*Write in a journal
*Make a weather report
*Make a list example - (to do list or Christmas list)
Research shows – the best way to become a better writer is to write every day
Research shows – the best way to become a better writer is to write every day
Extra Writing Paper!
Feel free to use this paper or any other paper you have at home.
writingpaper5K.pdfwriting check list(1) 07-Mar-2021 11-18-07.pdf
dazzledetails.pdfThey need to be able to write a narrative, informative and opinion piece of writing by the end of kindergarten. See below for examples.
narrative.pdfExpository.pdfInformative
non-fiction.pdfopinion.pdfBoth types of Opinion
persuasive.pdflabeling.pdflists.pdfpoetry.pdfpunctuation.docxWrite a letter or card!
letterwriting.pdfletter kid 31-Jan-2021 17-44-02.pdfgreetingcards.pdfWriting Progression
for
Kindergarten Students
writing rubric(1) 07-Mar-2021 11-19-10.pdfinventive spelling 07-Mar-2021 11-20-22.pdf5. Word Work
5. Word Work
Use the sight word list. Show your child and have them read the words they know. You can highlight or circle them. Then you can see which words your child should be still learning.
Jack Hartmann has a bunch of sight word videos on youtube.com that some of the kids really enjoy.
Other good youtube.com sites - search for - Harry Kindergarten, Learning Station, Dr. Jean, Super Simple Songs, & Go Noodle.
The expectation is that your child will know all the words by the end of kindergarten.
When students know these sight words, it makes reading short books easier. They don't have to waste their energy trying to sound out so many words because these words are already in their head. Then they can use reading strategies (sounding out, chunking, using beginning sounds - see more at the top of this page) to figure out the unknown words. The expectation is that your child is reading Level D books by the end of kindergarten.
When students know these sight words, it makes reading short books easier. They don't have to waste their energy trying to sound out so many words because these words are already in their head. Then they can use reading strategies (sounding out, chunking, using beginning sounds - see more at the top of this page) to figure out the unknown words. The expectation is that your child is reading Level D books by the end of kindergarten.
Optional Ideas
*Practice spelling sight words
*Build words with magnets
*Build words with stamps
*Use play-doh to form words
*Use a pencil to “write” words into flattened play-doh
*Write words with sidewalk chalk
*Write words in shaving cream on a table
*Use whiteboards or chalkboards
*Gel bags – fill ziplock with hair gel and some food coloring, seal up tight, students can carefully trace their words into the gel
*Rainbow words - write the sight word over and over again with the different colors of the rainbow – one color on top of the next (or slightly to the side of it)
*Use wikki stix or pipe cleaners to form words
*Use keyboards to type words on the computer
*Paint with water on a chalkboard and watch it “disappear”
Correct spelling allows for more fluent writing, thus speeding up the ability to write and get thinking down on paper
Correct spelling allows for more fluent writing, thus speeding up the ability to write and get thinking down on paper
verb cards.PDFsightwords.pdfextrasightwords.docxnoun2.pdfnoun.pdfverbs1.pdfOther Learning Site Options ~ (paid)
Other Learning Site Options ~ (paid)
https://www.vooks.com/parent-resources ~ brings books to life with no ads
https://fluencyandfitness.com/ ~ access to 60+ reading and math topics, plus a video library
https://jr.brainpop.com/ ~ educational website with videos and activities
https://learnathome.scholastic.com/thanks.html ~ lots of learning experiences based around a thrilling, meaningful story
https://pbskids.org/ ~ songs, activities, and videos that teach
https://cosmickids.com/ ~ yoga for kids
https://www.letterschool.org/ ~ practice writing letters and numbers
https://www.raz-kids.com ~ mini readers at various levels and offers Spanish and French too
OPTIONAL
OPTIONAL
This is a LARGE document. If you want some additional reading practice, students can read the books on the screen without printing them out. You can decide if you want to print any of the activities out or just discuss verbally with your child.
Kindergarten ELA Printable Learning Packet.pdfLooking for an easy-to-follow print out of the kindergarten common core reading standards?
Looking for an easy-to-follow print out of the kindergarten common core reading standards?
Use this print out to track your child's progress. One way you could do this is to highlight the standards that they are showing proficiency in (based on your observations).
Use this print out to track your child's progress. One way you could do this is to highlight the standards that they are showing proficiency in (based on your observations).
Then you can focus on another standard that is yet to be mastered.
Then you can focus on another standard that is yet to be mastered.
readingCC.PDFKindergarten English Language Arts Common Core State Standards
Kindergarten English Language Arts Common Core State Standards
Reading: Literature
Reading: Literature
RL.K.1
With prompting and support, ask and answer questions about key details in a text.
RL.K.2
With prompting and support, retell familiar stories, including key details.
RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
RL.K.4
Ask and answer questions about unknown words in a text.
RL.K.5
Recognize common types of texts (e.g., storybooks, poems).
RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
RL.K.8
(Not applicable to literature)
RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
RL.K.10
Actively engage in group reading activities with purpose and understanding.
Reading: Informational Text
Reading: Informational Text
RI.K.1
With prompting and support, ask and answer questions about key details in a text.
RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.4
With prompting and support, ask and answer questions about unknown words in a text.
RI.K.5
Identify the front cover, back cover, and title page of a book.
RI.K.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.
RI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.K.10
Actively engage in group reading activities with purpose and understanding.
Reading: Foundational Skills
Reading: Foundational Skills
Demonstrate understanding of the organization and basic features of print.
Demonstrate understanding of the organization and basic features of print.
RF.K.1.A
Follow words from left to right, top to bottom, and page by page.
RF.K.1.B
Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1.C
Understand that words are separated by spaces in print.
RF.K.1.D
Recognize and name all upper- and lowercase letters of the alphabet.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2.A
Recognize and produce rhyming words.
RF.K.2.B
Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2.C
Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.D
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2.E
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Know and apply grade-level phonics and word analysis skills in decoding words.
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
RF.K.3.B
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.C
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3.D
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Foundational Skills
Foundational Skills
RF.K.4
Read emergent-reader texts with purpose and understanding.
Writing
Writing
W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
W.K.4
(Begins in grade 3)
W.K.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.K.9
(Begins in grade 4)
W.K.10
(Begins in grade 3)
Speaking & Listening
Speaking & Listening
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1.B
Continue a conversation through multiple exchanges.
Speaking and Listening
Speaking and Listening
SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
Language
Language
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.A
Print many upper- and lowercase letters.
L.K.1.B
Use frequently occurring nouns and verbs.
L.K.1.C
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.K.1.D
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1.E
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.F
Produce and expand complete sentences in shared language activities.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2.A
Capitalize the first word in a sentence and the pronoun I.
L.K.2.B
Recognize and name end punctuation.
L.K.2.C
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.D
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Language
Language
L.K.3
(Begins in grade 2)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4.A
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4.B
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
With guidance and support from adults, explore word relationships and nuances in word meanings.
With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5.A
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.5.B
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5.C
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5.D
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Language
Language
L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Report abuse