Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb.

ELA ReadingCommon Core

State StandardsResource Packet

KindergartenEmergent Storybook Reading

Unit 209/25/13 Draft

Table of Contents

Emergent Storybook Reading .......................................................................................................................................................1

Possible Anchor Charts …………………………………………………………………………………………………………………………………………………………5

Partner Power!...........................................................................................................................................................................6

Readers Stretch Themselves to Read with Stamina and Focus...................................................................................................7

Emergent Story Book Observation Class Checklist Assessment..................................................................................................8

Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb.

Emergent Storybook Reading

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Emergent Storybook Directions

Select a core of 15 emergent story books

Order multiple copies (4 or 5) of each book.

Provide storage space for emergent story books within easy reach of

students.

Set your personal

schedule for reading

the books.

Read the first book and

reread the book four

times over a two week

period. You can start

the new book the next

day but each book

should be read four

times over two weeks. Do this until you have enough books for all

students.

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Relax your schedule of the other new books over the rest of the year.

Invite your students to read.

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Books to use for Emergent Storybook Reading Caps for sale by Esphyr Slododkina

The Three Billy Goats Gruff by Paul Galdone

Big Al by Andrew Clements

Will I have a Friend? by Mariam Cohn

Bunny Cakes by Rosemary Wells

Peter’s Chair by Ezra Jack Keats

Harry the Dirty Dog by Gene Zion

Red Riding Hood by James Marshall

Corduroy by Don Freeman

Leo the Late Bloomer by Robert Kraus

Carrot Seed by Ruth Krauss

Are You My Mother? By P.D. Eastman

The Lion and the Little Red Bird by Elisa Kleven

The ginger Bread Boy by Paul Galdone

Jamaica Tag Along by Juanita Havill

The Little Red Hen by Paul Galdone

Hansel and Gretel by James Marshall

Extraordinary Egg by Leo Lione

Snowy Day by Ezra Jack Keats

Where the Wild Things Are by Maurice Sendak

Alexander and the Terrible, Horrible, No Good Very Bad Day by Judith Viorst

Bedtime Story by Mem Fox

Owl Babies by Martin Waddell

Cosmo Zooms by Arthur Howard

The Kissing Hand by Audrey Penn

Cookie Store Cat by Cynthia Rylant

Froggy Gets Dressed by Jonathan London

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The enormous Carrot by Vladamir Vagin

Kitten’s First Full Moon by Kevin Hemkes

Max’s Dragon Shirt by Rosemary Wells

Bunny Party by Rosemary Wells

Carry Me by Rosemary Wells

Hondo and Fabian by Peter McCarty

Hondo Escapes by Peter McCarty

Kiss Good Night by Amy Hest

Don’t You Feel Well Sam by Amy Hest

You Can Do it Sam by Amy Hest

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Sample Emergent Storybook Reading ScheduleBelow are two examples of possible rotation schedules for reading Emergent Storybooks. Teachers need to make reading Emergent Storybooks best fit their own classroom schedule. The titles listed below are only suggestions of possible Emergent Storybooks. Teachers may use any Emergent Storybooks that are available to them.

Sample #1- Week #1 Rotation

Monday Tuesday Wednesday Thursday FridayCaps for Sale (1st read)Caps for Sale (2nd read)

Caps for Sale (3rd read)Caps for Sale (4th read)

The Three Billy Goats Gruff (1st read)The Three Billy Goats Gruff (2nd read)

The Three Billy Goats Gruff (3rd read)The Three Billy Goats Gruff (4th read)

Big Al (1st read)Big Al (2nd read)

Week #2 Rotation

Monday Tuesday Wednesday Thursday FridayBig Al (3rd read)Big Al (4th read)

Will I have a Friend? (1st read)Will I have a Friend? (2nd read)

Will I have a Friend? (3rd read)Will I have a Friend? (4th read)

Bunny Cakes (1st read)Bunny Cakes (2nd read)

Bunny Cakes (3rd read)Bunny Cakes (4th read)

Sample #2- Week #1 Rotation

Monday Tuesday Wednesday Thursday FridayPeter’s Chair (1st read)Harry the Dirty Dog (1st read)

Peter’s Chair (2nd read)Harry the Dirty Dog (2nd read)

Peter’s Chair (3rd read)Harry the Dirty Dog (3rd read)

Peter’s Chair (4th read)Harry the Dirty Dog (4th read)

Red Riding Hood (1st read)Red Riding Hood (2nd read)

Week #2 Rotation

Monday Tuesday Wednesday Thursday FridayCorduroy (1st read)Leo the Late Bloomer (1st read)

Corduroy (2nd read)Leo the Late Bloomer (2nd read)

Corduroy (3rd read)Leo the Late Bloomer (3rd read)

Corduroy (4th read)Leo the Late Bloomer (4th read)

Red Riding Hood (3rd read)Red Riding Hood (4th read)

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Possible Anchor Charts for the Unit

Readers Read and Think About Books by...

Ways we talk about books…

Pointing to pictures Strong feelings

Saying what they see Connections

Think and read Characters

Rereading Say more

Connecting the pages Show evidence

Readers make their reading interesting by…

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Changing voice to sound like character

Acting out their favorite parts

Reading like a storyteller

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Partner Power!

Readers sit close to partner reading

Readers stay with partner

reading

Readers have one book in the

middle reading

Readers act out characters

Readers act out and gesture

informational text

Readers make a plan

Readers 1 – 2 – 3 or LOOK LISTEN SAY something back

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Readers Stretch Themselves to Read with Stamina and FocusDid we reach our reading minutes?This chart could be a timeline to 30 minutes with a moving clock or star as readers gain more minutes. It could also be a bar graph or pie chart that is filled in by numeric increments as readers gain more minutes. The important part is that minutes are being collected; expectations are increased, and charted so that readers see the expectation and understand the goals for their independent reading time. The challenge of increasing minuets across days will be impacted by number of books students have access to and classroom routines and procedures. It is recommended that kindergarten readers are close to 30 minutes daily by the end of the first or second unit of study.

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10

20 Minutes

15 Minutes

10 Minutes

5 Minutes

Kindergarten Unit of StudyEmergent Storybook – Class ChecklistUnit 2 Emergent Storybook Observation Checklist-

Assessment

Name

Student reads emergent storybooks independently and with a partner.

Student uses a variety of strategies to read his/her emergent storybooks.

Student makes plans with his/her reading partner to read their books.

Student uses Post-its to mark ideas.

Student thinks and talks about emergent storybooks with reading partner.

Student reads in a storyteller’s voice.

Student applies strategies to read unknown books.

Student chooses a favorite emergent storybook.

Student dramatizes favorite emergent storybooks with reading partner.

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