Table of Contents s220

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

Emergent Storybook Reading

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.

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

· Invite your students to read.
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

· 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

Sample Emergent Storybook Reading Schedule

Below 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 / Friday
Caps 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 / Friday
Big 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 / Friday
Peter’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 / Friday
Corduroy (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)

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…

Changing voice to sound like character

Acting out their favorite parts
Reading like a storyteller

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

Readers Stretch Themselves to Read with Stamina and Focus

Did 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.

Kindergarten Unit of Study

Emergent Storybook – Class Checklist

Unit 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.