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Brilla Public Charter Schools

Ready for Kindergarten Packet

Week One

Reading Log Choose one of the ideas and talk about it with a grown up. Draw about your book. Remember, not all of the questions make sense for every book.

How did the story end?

Who is your favorite character?

Is this book like any other book you have read?

Which one?

How does the main character

feel in this book?

What is your favorite part of

the story?

Where does the story happen?

What friend or family member might like this

book?

What is your favorite picture

in the book?

What surprised you in the book?

© 2007 2020 Education.comFind worksheets, games, lessons & more at education.com/resources �

© 2007 2020 Education.comFind worksheets, games, lessons & more at education.com/resources

Mary-Catherine Lancaster

To make your book of blue, first write your name. Then, use blue to trace the words and color the pictures.When you are done, cut the pages on the dotted lines and have your parent staple them together!

_________’sBook of Blue

1

3

2

The whale is blue.

4

The shirt is blue.The water is blue.

© 2007 2020 Education.comFind worksheets, games, lessons & more at education.com/resources ƚƗ




&2* �&9*




First, color the rainbow. Next, count how many colors in all. Last, write the total number of colors in the box. �


Copyright © 2014 Education.com LLC All Rights ReservedMore worksheets at www.education.com/worksheets

My Favorite Toy!Draw your favorite toy!

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Draw your favorite toy. Be sure to add details to your picture. Start with your pencil and then use your crayons to add colors. �


Sometimes we have to wear certain clothes because of the weather. Look at the clothes. What type of weather would you wear these clothes in? Draw a line from the

clothing to the correct picture of the weather.

What Should I Wear?

© 2007 - 2018 Education.comFind worksheets, games, lessons & more at education.com/resources

© 2007 - 2020 Education.comFind worksheets, games, lessons & more at education.com/resources ƚ9



Color by Numbers: KiteColor the kite according to the color key.

Name: Date:

1 = Green 2 = Yellow 3 = Red4 = Blue 5 = Purple



Five SensesScience

Which sense goes best with each picture on the right?Draw a line to connect the best matches.

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Matching

Brilla has four core virtues: courage, justice, wisdom, and self-control.

Each core virtue has a definition, icon, and gesture that we all use at Brilla.

You and your child can:

● color each core virtue icon,

● practice saying the word for each core virtue,

● read aloud the story we’ve included,

● practice the gestures for each core virtue,

● draw what the virtue gesture looks like when you do it.

Brilla’s Core Virtue Brilla’s DefinitionK-1

Courage Doing what is right in the face of fear.

Read Aloud Androcles and the LionANDROCLES AND THE LION

31. ANDROCLES AND THE LION

By Rob John

Once there was a slave called Androcles who belonged to a very cruel master. Androcles worked all day long in his master’s fields and was never paid a single penny. He was always tired and hungry and one night Androcles decided to escape.

He waited until his master was fast asleep, then he crept out of the house...and silently made his way into the forest...and started running.

Androcles knew that if he was caught he’d be punished, so he ran all night and in the morning he lay down to rest. He’d just fallen asleep when he was woken by a terrible roaring sound.

Androcles jumped to his feet and standing right in front of him was a huge Lion. He was about to run away when he noticed the lion was holding out his paw...and...he wasn’t really roaring...he was crying because a huge thorn was sticking out of his paw.

‘Ouch! No wonder you’re crying,’ said Androcles to the lion. ‘I’d like to help you but if I come any closer you’ll probably eat me.’

But the lion had such a sad look in its eye that before Androcles had time to think he’d stepped forward and pulled out the thorn.

The lion opened his mouth and let out a terrible cry...

...and for a moment Androcles thought he was going to be eaten; but instead of biting Androcles the lion gently licked his face.

Androcles fetched some water from a stream and washed the Lion’s bleeding paw.

‘You’ll be alright now,’ said Andro-cles.

The lion licked Androcles one last time as if to say ‘thank you’ then limped off into the forest. Then Androcles heard a voice.

‘That’s him. Quickly...tie him up.’

1

Androcles knew that voice. It was his master. Six men grabbed An-drocles and tied him up with ropes.

‘Thought you would escape did you?’ said the master. ‘Nobody escapes from me.’

Now Androcles was in really big trouble. The men took Androcles to the city and threw him in prison.

Next day a prison guard brought Androcles some food.

‘Do you hear that roaring Andro-cles? We haven’t fed that lion since we caught him. But he’s going to have plenty to eat tomorrow when we put you in his cage.’

Next morning Androcles was taken to a huge arena like a football sta-dium. The Emperor and thousands of his people had come to see a man being eaten by a lion.

In the centre of the arena was a cage and in the cage was a huge, very hungry lion.

The crowd clapped and cheered as the guards pushed Androcles into the cage and slammed the door shut.

Everyone went very still as the lion leapt towards Androcles. But then something odd happened. The lion stopped and stood very still. He knew this man. He’d seen him somewhere before. Then he re-membered the thorn that had stuck in his paw.

‘Are you going to eat me then old friend?’ said Androcles.

But the lion just purred and licked the slave's face.

At first the crowd were angry. This wasn’t supposed to happen. They hadn’t paid good money to see a lion lick a man’s face. But the Emperor stood up and said, ‘This is the most amazing thing I’ve ever seen.’ And he started to clap...

...and the people thought, ‘If the Emperor’s clapping then maybe I should clap too.’

Soon clapping and cheering rang round the arena. Androcles was taken to the palace and when the Emperor heard the story of the lion and the thorn he announced that both Androcles and the lion should be given their freedom.

2

‘Androcles, you helped the lion so the lion helped you,’ said the Emperor.‘See how one good deed leads to another. You’re a free man now.’

Androcles and the lion walked out of the city together; both free.

3


Justice Fairness.

Read Aloud The Ant and the GrasshopperThe Ant and the Grasshopper

The Æsop for Children

The Ants & the Grasshopper

One bright day in late autumn afamily of Ants were bustl ing about in thewarm sunshine, drying out the grain theyhad stored up during the summer, when astarving Grasshopper, his f iddle under hisarm, came up and humbly begged for a biteto eat.

"What!" cried the Ants in surprise,"haven't you stored anything away for thewinter? What in the world were you doingall last summer?"

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About

"I didn't have time to store up anyfood," whined the Grasshopper; "I was sobusy making music that before I knew itthe summer was gone."

The Ants shrugged their shoulders indisgust.

"Making music, were you?" they cried."Very well ; now dance!" And they turnedtheir backs on the Grasshopper and wenton with their work.

There's a time for work and a time for play.

‹ back next ›



Week Two


Reading ShieldName: Date:

A Picture of Me Writing a Book:

A Place I Like to Read: A Character in a Book I Really Like:

Something I Would Like to Read About:

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Parts of a Book

Bears

By

ImaGrizz

ly

Illustrated by Ura Kodiak

CoverSpine

Back CoverIllustrator

Book TitleAuthor

Bears

BearsBy

Ima Grizzly

Illustrated by Ura Kodiak

Title Page

To make your book of green, first write your name. Then, use green to trace the words and color the pictures.When you are done, cut the pages on the dotted lines and have your parent staple them together!

_________’sBook of Green

1

3

2

The frog is green.

4

The lime is green.The cactus is green.




More worksheets at www.education.com/worksheetsCopyright © 2010-2011 by Education.com2012-2013

square circle triangle rectangle

Two-Dimensional Shapes Trace, color and write

Trace each shape.

Write S on all squares. Write T on all triangles.Write R on all rectangles. Write C on all circles.

Color the squares blue. Color the triangles green.Color the circles orange. Color the rectangles red.

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Color the stars red, the circles blue, the arrows yellow, and the triangles green. Then, draw a line to match the shapes.

Copyright © 2010-2011 by Education.com More worksheets at www.education.com/worksheets© 2007 2020 Education.com

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Name Date

Brain BreaksWhat are brain breaks? Young learners often struggle to stay focused for

long periods of time. Brain breaks are short periods of time when we take a

step away from the routine work we are doing. They are quick and effective

ways to energize and refresh our thinking.

Research indicates that brain breaks improve concentration and relieve

stress. They increase productivity and provide children with opportunities to

develop their social skills and creativity through kinesthetic activities. They

also boost brain function! Use these short brain breaks to help refocus before

getting back to work.

1. Dance Party: Put on some fun music and dance!

2. Keep It Up: Get a beach ball and keep it from hitting the ground. Add an

additional ball to make it even more fun!

3. Jump Counting: Have your child count while jumping with each count.

Challenge them by counting by twos, fives, or tens!

4. “Head, Shoulders, Knees, and Toes”: Use a movement song like this one to

get your child moving. For added fun, see how fast you can go! This is a

great one for young learners.

5. Freeze Dance: Similar to the Dance Party brain break, this one incorporates

listening skills. When the music stops, your child must freeze and hold

their position until the music begins again.

6. Physical Challenges: Engage your child in the classic challenge of rubbing their belly, and patting their head. Another version to try is to grab your

nose with your left hand, and grab your left ear with your right hand.


4



Name Date


5

Brain Breaks7. Race in Place: Have your child stand up and run in place. On your signal,

your child will get back to work.

8. Simon Says: Play this oldie but goodie to see how well your child can

follow specific directions...but only if Simon Says!

9. Rock, Paper, Scissors: Teach your child to play this fun, quick game and

see who wins! Best out of three.

For another approach to brain breaks, try these:

• Drawing or coloring • Mental math: Give a sequence of instructions for learners to follow

while doing math in their head.

• Invisible pictures: Have your child draw an invisible picture in the

air and try to guess what it is. • Story starters: Begin a story for one minute and let your child finish

the story on their own.



P A G E 1Lesson 2P A T H S A N I M A L S

As a way to make learning fun for your child, PATHS lessons use animal puppetsand characters in stories about friendship.They also teach how children can calmdown when they are upset.

Copyright ©2004 Celene E. Domitrovich, Ph.D., Mark T. Greenberg, Ph.D., Carol A. Kusché, Ph.D. & Rebecca C. Cortes, Ph.D. All rights reserved.

PATHS AnimalsLesson 2

ACTIVITY:

With your child, color the picture provided. Discuss who is in the picture and what they are doing.

The PATHS characters are:

1. Twigglethe Turtle

4. Dukethe Dog

3. Daphnethe Duck

2. Henrietta theHedgehog

Parent/Caregiver-Child Activity

®

Lección 2L O S A N I M A L E S D E P A T H S

Para hacer que el aprendizaje sea divertidopara su hijo(a), las lecciones PATHS usantíteres y personajes de animales en cuentossobre la amistad. También enseñan a losniños cómo calmarse cuando están alterados.

Derechos de autor ©2004 Celene E. Domitrovich, Ph.D., Mark T. Greenberg, Ph.D., Carol A. Kusché, Ph.D. y Rebecca C. Cortes, Ph.D. Todos los derechos reservados.

ACTIVIDAD:

Coloree la figura provista con su hijo(a). Hablen sobre quiénes están en lafigura y lo que están haciendo.

Los personajes de PATHS son:

1. La tortugaTwiggle

4. El perroDuke

3. La pataDaphne

2. La erizoHenrietta

Actividad padre/cuidador-hijoLos animales de PATHSLección 2

®


Wisdom Making thoughtful choices.

Read Aloud The Lion and the MouseThe Lion and the Mouse


The Lion & the Mouse

A Lion lay asleep in the forest, hisgreat head resting on his paws. A timidlittle Mouse came upon him unexpectedly,and in her fright and haste to get away,ran across the Lion's nose. Roused fromhis nap, the Lion laid his huge paw angrilyon the tiny creature to kil l her.

"Spare me!" begged the poor Mouse."Please let me go and some day I wil lsurely repay you."

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http://www.read.gov/aesop/001.html



About

The Lion was much amused to thinkthat a Mouse could ever help him. But hewas generous and finally let the Mouse go.

Some days later, while stalking hisprey in the forest, the Lion was caught inthe toils of a hunter's net. Unable to freehimself , he f i l led the forest with his angryroaring. The Mouse knew the voice andquickly found the Lion struggling in thenet. Running to one of the great ropes thatbound him, she gnawed it until it parted,and soon the Lion was free.

"You laughed when I said I wouldrepay you," said the Mouse. "Now you seethat even a Mouse can help a Lion."

A kindness is never wasted.

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http://www.read.gov/aesop/about.html





Week Three

Reading Log to doƤn Read a book by yourself or with a grown-up.

Ʀn Put your name and the title of the book at�the top of a new page.

9n Choose one of the ideas and write one or�two sentences about your book. Remember,�not all of the questions make sense for every�book.

�n Don’t forget to tell why or how you know, or�both if you can!

How did the story end?

Who is your favorite

character?

Is this book like any other book you have

read? Which one?

How does the main character feel in this

book?

Which words in the book were tricky?

Where does the story take place (the

setting)?

What is your favorite part of the story?

What is the big problem in the story?

How is it solved?

When does the story take place (the

setting)?

What did you learn from reading this

book?

At the end, did any characters change

from how they felt at the

beginning?

What friend or family member might like

this book?

What is your favorite picture in the book?

What did the author want you to learn?

What surprised you in the book?

© 2007 - 2020 Education.comFind worksheets, games, lessons & more at education.com/resources 4



To make your book of yellow, first write your name. Then, use yellow to trace the words and color the pictures.When you are done, cut the pages on the dotted lines and have your parent staple them together!

_________’sBook of Yellow

1

3

2

The sun is yellow.

4

The banana is yellow.The duck is yellow.



Copyright ©

2004 Celene E

. Dom

itrovich, Ph.D

., Mark T. G

reenberg, Ph.D

., Carol A

. Kusché, P

h.D., &

Rebecca C

. Cortes, P

h.D. A

ll rights reserved.

Friends Play Together


Read this story about Twiggle the Turtle. At the end, talk things that friends do together.

Copyright ©

2004 Celene E

. Dom

itrovich, Ph.D

., Mark T. G

reenberg, Ph.D

., Carol A

. Kusché, P

h.D., &

Rebecca C

. Cortes, P

h.D. A

ll rights reserved.

Friends Help Each Other

Copyright ©

2004 Celene E

. Dom

itrovich, Ph.D

., Mark T. G

reenberg, Ph.D

., Carol A

. Kusché, P

h.D., &

Rebecca C

. Cortes, P

h.D. A

ll rights reserved.

Friends Share

Copyright ©2004 Celene E. Domitrovich, Ph.D., Mark T. Greenberg, Ph.D., Carol A. Kusché, Ph.D., & Rebecca C. Cortes, Ph.D. All rights reserved.

Friendship Poster

Friends play.

Friends help.

Friends share.

What do friends do?

®

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�: Ćþ�ČĂĈą�öûüÿ÷�Ċûôć�ćûøČ�āĂćüöø�ôā÷�ûĂĊ�ćûøČ�ùøøÿ:�: 1øÿÿ�ćûøĀ�ćûôć�ćûøąø�ôąø�Ăćûøą�ćûüāúĆ�Ċø�öôā�÷Ă�ćĂ�ùøøÿ�ĀĂąø�öôÿĀ;�ćĂĂ:�: Ćþ�ČĂĈą�ÿøôąāøą�ćĂ�Ăăøā�ćûøüą�ûôā÷Ć�Ċü÷ø�ùĂąĊôą÷;�Ċüćû�ýĈĆć�ćûøüą�ćûĈĀõĆ�ćĂĈöûüāú:�: 1ûøā;�ôĆþ�ćûøĀ�ćĂ�õąüāú�ćûøüą�ûôā÷Ć�ćĂúøćûøą:�: %Ĉü÷ø�ćûøĀ�ćĂ�Ććôąć�ąĈõõüāú�ćûøüą�ûôā÷Ć�ćĂúøćûøą�ôā÷�ćĂ�ùøøÿ�ćûø�ĊôąĀćû�ćûôć�üĆ�öąøôćø÷:: #ċăÿôüā�ćĂ�ćûøĀ�ćûôć�ČĂĈ�ôąø�úĂüāú�ćĂ�öĂĈāć�ćĂ�ćûąøø:�6ûøā�ČĂĈ�úøć�ćĂ�ćûąøø;�ćûøČ�ĆûĂĈÿ÷�ăôĈĆø:³¬: "ĂĈāć�ùąĂĀ�Ăāø�ćĂ�ćûąøø;�ôā÷�ăôĈĆø:³³: &ôĉø�ČĂĈą�öûüÿ÷�öĈă�ćûøüą�ûôā÷Ć�Ăĉøą�ćûøüą�øČøĆ�ôā÷�þøøă�ćûøüą�øČøĆ�Ăăøā:³²: Ćþ�ćûøĀ�ćĂ�öÿĂĆø�ćûøüą�ùüāúøąĆ�ĆĂ�ćûôć�āĂ�ÿüúûć�úøćĆ�ćûąĂĈúû�ćûøüą�ûôā÷Ć:³9: %Ĉü÷ø�ćûøĀ�ćĂ�ùøøÿ�ćûø�ĊôąĀćû�ùąĂĀ�ćûøüą�ûôā÷Ć�Ăā�ćûøüą�øČøĆ:�.ôĈĆø:³�: 'āĉüćø�ćûøĀ�ćĂ�ùøøÿ�ćûøüą�úøāćÿø�õąøôćû�ôć�ćûøüą�āĂĆø:�.ôĈĆø:³�: !øúüā�ćĂ�Ćăøôþ�ĀĂąø�ĆĂùćÿČ;�ôā÷�ûôĉø�ćûøĀ�ĆÿĂĊÿČ�ÿĂĊøą�ćûøüą�ûôā÷Ć:�.ôĈĆø:³�: Ćþ�ćûøĀ�Ċûôć�ćûøČ�āĂćüöø�ôā÷�ûĂĊ�ćûøČ�ùøøÿ:³�: Ćþ;� 6ûøā�üĆ�ô�úĂĂ÷�ćüĀø�ćĂ�ĈĆø�ĀĂĉøĀøāć�üù�ČĂĈ�ĀôČ�õø�ùøøÿüāú�ćüąø÷= ³�: Ćþ;� 6ûøā�üĆ�ô�úĂĂ÷�ćüĀø�ćĂ�ĈĆø�ûôā÷�öĈăăüāú�üù�ČĂĈ�ĀôČ�õø�ùøøÿüāú�āøąĉĂĈĆ= ³: 1øÿÿ�ČĂĈą�öûüÿ÷�ćûôć�āĂĊ;�ČĂĈ�Ċüÿÿ�õĂćû�öąøôćø�ô�÷ąôĊüāú�ôĆ�ô�ąøĀüā÷øą�ćĂ�ćôþø�ĀĂĉøĀøāć�õąøôþĆ�ćûąĂĈúûĂĈć�ćûø�÷ôČ:²¬: 0øô÷�ćûø�üāĆćąĈöćüĂāĆ�Ăā�ćûø�1ôþüāú�!ąøôþĆ�ćĂ�+Ăĉø�ĊĂąþĆûøøć;�ôā÷�ĈĆø�üć�ôĆ�ô�úĈü÷ø:²³: "ąøôćø�ČĂĈą�÷ąôĊüāúĆ�ôā÷�Ċąüćø�ôõĂĈć�ČĂĈą�øċăøąüøāöø�ćôþüāú�ô�ĀĂĉøĀøāć�õąøôþ:²²: $üā÷�ô�Ćăøöüôÿ�ăÿôöø�üā�ćûø�ûĂĈĆø�ćĂ�ûôāú�ČĂĈą�÷ąôĊüāúĆ�ĆĂ�ćûôć�ČĂĈ�Ċüÿÿ�õĂćû�ąøĀøĀõøą�ćĂ�ćôþø�ĀĂĉøĀøāć�õąøôþĆ:





Self-Control Actively monitoring voice and body.

Read Aloud The Goose that Laid the Golden EggThe Goose that Laid the Golden Egg

Core Virtues Chant

Gesture for Courage When I make the gesture for courage, it looks like this:

When we make the gesture for courage, it looks like this:

Gesture for Justice When I make the gesture for justice, it looks like this:

When we make the gesture for justice, it looks like this:

Gesture for Wisdom When I make the gesture for wisdom, it looks like this:

When we make the gesture for wisdom, it looks like this:

Gesture for Self-Control When I make the gesture for self-control, it looks like this:

When we make the gesture for self-control, it looks like this:


The Goose & the Golden Egg

There was once a Countryman whopossessed the most wonderful Goose youcan imagine, for every day when he visitedthe nest, the Goose had laid a beautiful ,gl ittering, golden egg.

The Countryman took the eggs tomarket and soon began to get rich. But itwas not long before he grew impatient

‹ back next ›

About

with the Goose because she gave him onlya single golden egg a day. He was notgetting rich fast enough.

Then one day, after he had finishedcounting his money, the idea came to himthat he could get al l the golden eggs atonce by kil l ing the Goose and cutting itopen. But when the deed was done, not asingle golden egg did he find, and hisprecious Goose was dead.

Those who have plenty want more and so lose allthey have.

‹ back next ›



Week Four

Baa Baa Black SheepLesson PlanNURSERY RHYME

© Learning A–Z All rights reserved. www.readinga-z.com

Text Type: Poetry Word Count: 34

Nursery Rhyme SummaryThis nursery rhyme is a favorite among young children. The illustrations and simple language add to the high interest of this book.

Introduce the PoemUÊ -��ÜÊV��`Ài�ÊÌ�iÊV�ÛiÀÊ�vÊÌ�iÊL��°Ê+Õ�V��ÞÊy�«ÊÌ�À�Õ}�ÊÌ�iÊ«>}iÃÊÌ�ÊÃ��ÜÊi>V�Ê��ÕÃÌÀ>Ì��°Ê Ý«�>��ÊÌ�ÊV��`Ài�ÊÌ�>ÌÊÞ�ÕÊ>ÀiÊ}��}ÊÌ�ÊÀi>`Ê>Ê�ÕÀÃiÀÞÊÀ�Þ�i°Ê�Ã�ÊÜ�>ÌÊÌ�iÞÊÌ��ÊÌ�iÊ�ÕÀÃiÀÞÊrhyme might be about from looking at the illustrations.

Elicit Prior KnowledgeUÊ �Ã�ÊV��`Ài�Ê>L�ÕÌÊÃ��iÊ�vÊÌ�i�ÀÊv>Û�À�ÌiÊ�ÕÀÃiÀÞÊÀ�Þ�iÃ°Ê�>ÛiÊ>Ê`�ÃVÕÃÃ��Ê>L�ÕÌÊÀ�Þ�iÊ>�`Ê«�iÌÀÞ°Ê Ý«�>��ÊÌ�>ÌÊ�ÕÀÃiÀÞÊÀ�Þ�iÃÊ�>ÛiÊLii�Ê>À�Õ�`Êv�ÀÊÃ�Ê��}ÊÌ�>ÌÊ��Ê��iÊµÕ�ÌiÊ��ÜÃÊÜ�iÀiÊthey came from.

UÊ iÝÌ]Ê�>ÛiÊ>Ê`�ÃVÕÃÃ��Ê>L�ÕÌÊÃ�ii«°Ê�Ã�\ÊWhat sound does a sheep make? What is wool? How do shepherds get the wool off sheep?

Before ReadingUÊ ��Û�ÌiÊV��`Ài�ÊÌ�Ê>Ã�ÊµÕiÃÌ��ÃÊ>ÃÊÞ�ÕÊÀi>`]ÊiÃ«iV�>��ÞÊ�vÊÌ�iÀiÊ�ÃÊÃ��iÌ��}ÊÌ�iÞÊ`�Ê��ÌÊÕ�ìÀÃÌ>�`°Ê/i��ÊÌ�i�ÊÌ�Ê��ÃÌi�ÊÌ�ÊÌ�iÊÀ�ÞÌ��Ê>�`ÊÌ�iÊÀ�Þ�iÃÊ��ÊÌ�iÊ«�i�°Ê�>ÛiÊÌ�i�ÊV�>«Ê ��ÊÌ�iÊÀ�Þ��}ÊÜ�À`ÃÊ>ÃÊÞ�ÕÊÀi>`°

During Reading UÊ iÊÃÕÀiÊÌ�ÊÀi>`ÊÜ�Ì�ÊiÝ«ÀiÃÃ��°Ê*>ÕÃiÊ�VV>Ã��>��ÞÊ>�`Ê>Ã�ÊµÕiÃÌ��ÃÊ�vÊV��`Ài�°Ê1ÃiÊÌ��>��Õ`ÊÃÌÀ>Ìi}�iÃÊ>�`ÊÀi>VÌÊÌ�Ê«>ÀÌÃÊ�vÊÌ�iÊ«�i�ÊLÞÊ>Ã��}ÊµÕiÃÌ��Ã]Ê>�`ÊÃ��Ü��}Êi��Ì��>�ÊÀiÃ«��ÃiÃÊÃÕV�Ê>ÃÊ�>Õ}�ÌiÀ°Ê Ý>}}iÀ>ÌiÊÌ�iÊÀ�Þ��}ÊÜ�À`ÃÊ��ÊÌ�iÊ«�i�°

After Reading Reader ResponseUÊ �Ã�ÊV��`Ài�ÊÜ�>ÌÊÌ�iÞÊÌ��Õ}�ÌÊ�vÊÌ�iÊ«�i�°Ê�Ã�ÊÌ�i�ÊÌ�ÊìÃVÀ�LiÊÌ�i�ÀÊv>Û�À�ÌiÊ«>ÀÌÊ

or illustration

Comprehension �Ã�ÊÃ«iV�wVÊµÕiÃÌ��ÃÊÌ�>ÌÊ>��ÜÊV��`Ài�ÊÌ�Êì��ÃÌÀ>ÌiÊÌ�i�ÀÊÕ�ìÀÃÌ>�`��}Ê�vÊÌ�iÊ«�i�°Ê�Ã�\ÊUÊ What was the poem about? UÊ Whom does the sheep want to give his bags of wool to?



www.readinga-z.com

Visit www.readinga-z.com for thousands of books and materials.

NURSERY RHYME

Baa Baa Black SheepA Reading A–Z Nursery Rhyme Book • Word Count: 34

Baa Baa Black Sheep


Cut each page in half. Put the pages in the correct order. Then, color and read!

www.readinga-z.com

Baa Baa Black Sheep

Baa Baa Black SheepA Reading A–Z Nursery Rhyme Book© Learning A–ZAuthor UnknownIllustrated by Catalina Rankin

All rights reserved.

www.readinga-z.com

Illustrated by Catalina Rankin

Have you any wool?Baa, baa, black sheep,

43Baa Baa Black Sheep • Nursery Rhyme

Three bags full.Yes, sir, yes, sir,


One for my dame,One for my master,


Who lives down the lane.And one for the little boy


Time to Rhyme

Name Date

Help your child read the word accompanying each picture. Then have them circle the one that rhymes with the first word (in red) in each row.

1.

2.

3.




Cut out the pictures. Mix them up and lay them face down. Play a memory game by matching the two words that rhyme.

To make your book of red, first write your name. Then, use red to trace the words and color the pictures.When you are done, cut the pages on the dotted lines and have your parent staple them together!

_____________’sBook of Red

1

3

2

The apple is red.

4

The heart is red.The balloon is red.

© 2007 2020 Education.comFind worksheets, games, lessons & more at education.com/resources 9Ɨ



Lesson 4 C O M P L I M E N T S I

The PATHS curriculum is designed to buildchildren’s self-esteem and encouragechildren to support and respect others. In this first unit, children are learning themeaning of the word “compliment.”


Common ways to compliment:• The way someone LOOKS:

“Wow, you look so nice today!”

• Something someone HAS:“I like your new toy.”

• Something someone DOES:“You really cleaned up quickly.”

• The way someone IS:“I like the way you were gentle with the kitty.”

We introduced compliments to yourchildren as “A nice thing we say to someone about him or her. It is a way we let someone know what we like about him or her.”

For example:

“Wow, you look really cool in that shirt!”

or “You are really good at kicking the ball.”

Children who hear compliments from theirteachers and parents or caregivers knowthey are valued and respected.

You can help us teach your child aboutcompliments by using them at home. Laterthis year, we will introduce four types ofcompliments to children:

• The way you look

• Things you have

• Things you do well

• The way you are.

Parent/Caregiver HandoutComplimenting Your Child

®

Lección 4 A L A B A N Z A S I

El programa PATHS está diseñadopara crear autoestima en los niños yanimarlos a que apoyen y respeten alos demás. En esta primera unidad,los niños están aprendiendo elsignificado de la palabra “alabanza”.

Derechos de autor ©2004 Celene E. Domitrovich, Ph.D., Mark T. Greenberg, Ph.D., Carol A. Kusché, Ph.D. y Rebecca C. Cortes, Ph.D. Todos los derechos reservados.

Maneras comunes de alabar:• La APARIENCIA de alguien:

“¡Hoy estás muy lindo(a)!”

• Algo que alguien TIENE:“Me gusta tu juguete nuevo”.

• Algo que alguien HACE:“Guardaste tus cosas rapidísimo”.

• La manera en que alguien ES: “Me gustacómo levantaste al gatito con tanto cuidado”.

Definimos las alabanzas a los niños como“algo lindo que decimos a alguien sobre élo ella. Es una manera de decir a alguien loque nos gusta sobre él o ella”.

Por ejemplo:

“¡Me encanta tu camisa, te queda muy bien!”

o “¡Qué bien pateas la pelota!”

Los niños que oyen alabanzas de susmaestros y padres o cuidadores saben quese los valora y respeta.

Usted nos puede ayudar a enseñar a suhijo(a) sobre las alabanzas empleándolas en su hogar. Más adelante este añointroduciremos cuatro tipos de alabanzas a los niños:

• Tu apariencia

• Las cosas que tienes

• Las cosas que haces bien

• La manera en que eres.

Hoja para los padres y cuidadoresAlabar a su hijo(a)

®

I see a dog.

I see a rainbow.

I see a cat.I see a house.

I see a school bus.Copyright © 2017 Education.com LLC All Rights Reserved

More worksheets at www.education.com/worksheets

Name: ________________________________ Date: _________________________Directions: Read each sentence. Then trace each sentence.

Read and Trace: Complete Sentences





Week Five

Hey, Diddle DiddleLesson PlanNURSERY RHYME

© Learning A–Z All rights reserved. www.readinga-z.com

Text Type: Poetry Word Count: 30

Nursery Rhyme SummaryThis whimsical, nonsensical nursery rhyme is a continuing favorite. No child or adult can resist the antics of the cow, the dog, the cat, and the mischievous dish and spoon. Reading A–Z’s delightful illustrations bring fresh life to this beloved rhyme.

Build Background UÊ /i��ÊÃÌÕì�ÌÃÊÌ�>ÌÊÞ�ÕÊÜ��ÊLiÊÀi>`��}ÊÌ�iÊ�ÕÀÃiÀÞÊÀ�Þ�iÊHey, Diddle Diddle. Ask students if they

have heard this rhyme before, and if so, allow them to recite what they know. Since nursery rhymes are passed down orally, students may remember different versions and other verses than the one in the book. Tell students that there are no “right” or “wrong” versions of nursery rhymes.

UÊ ��ÃVÕÃÃÊ«�iÌÀÞ½ÃÊÀ�Þ�iÃÊ>�`ÊÀ�ÞÌ��Ã°Ê,i>`ÊÌ�iÊÌ�Ì�iÊ>�`Ê>Ã�ÊÃÌÕì�ÌÃÊÌ�ÊV��iÊÕ«ÊÜ�Ì�Ê>ÊÜ�À`ÊÌ�>ÌÊrhymes with diddle. Use other familiar rhymes as references. Also explain that poetry’s syllables follow a rhythm or “beat.”

Preview the PoemUÊ -��ÜÊÃÌÕì�ÌÃÊÌ�iÊV�ÛiÀÊ>�`Ê�>ÛiÊÌ�i�ÊÀi>`ÊÌ�iÊÌ�Ì�i°Ê7�>ÌÊ`�ÊÌ�iÞÊÃiiÊ��ÊÌ�iÊV�ÛiÀÊ��ÕÃÌÀ>Ì��¶Ê7�>ÌÊ�ÃÊÌ�iÊV�ÜÊ`��}¶Ê7�>ÌÊ�ÃÊÌ�iÊ`�}Ê`��}¶Ê��«ÊÌ�À�Õ}�ÊÌ�iÊ«>}iÃÊ>�`Ê show students different illustrations. Ask students what they think might be happening in the illustrations.

During Reading UÊ ��ÜÊÃÌÕì�ÌÃÊÌ�ÊÃÌ�«Ê>�`Ê>Ã�ÊµÕiÃÌ��ÃÊ`ÕÀ��}ÊÀi>`��}]ÊiÃ«iV�>��ÞÊ�vÊÌ�iÀiÊ�ÃÊÃ��iÌ��}ÊÌ�iÞÊ`�Ê

not understand. Instruct students to listen for the rhythm in the poem. They can try to tap to the “beat” during reading.

UÊ �vÊÀi>`��}Ê>��Õ`]ÊLiÊÃÕÀiÊÌ�ÊÀi>`ÊÜ�Ì�ÊiÝ«ÀiÃÃ��°Ê,i>`Ê`�ÀiVÌ�ÞÊvÀ��ÊÌ�iÊÌiÝÌÊ>ÃÊÌ��Õ}�ÊÞ�ÕÊÜiÀiÊreading for meaning, rather than reciting. Use think-aloud strategies and react to parts of the poem with facial expressions and gestures.

After Reading Reader ResponseUÊ �Ã�ÊÃÌÕì�ÌÃÊÜ�>ÌÊÌ�iÞÊÌ��Õ}�ÌÊ�vÊÌ�iÊ«�i�°Ê�>ÛiÊÛ��Õ�ÌiiÀÃÊÃÕ��>À�âiÊÌ�iÊ«�i�Ê�ÀÊ�>�iÊ

their favorite part.

Comprehension �Ã�ÊÃ«iV�wVÊµÕiÃÌ��ÃÊÌ�>ÌÊ>��ÜÊÃÌÕì�ÌÃÊÌ�Êì��ÃÌÀ>ÌiÊÌ�i�ÀÊÕ�ìÀÃÌ>�`��}Ê�vÊÌ�iÊ«�i�°UÊ 7��Ê�Õ�«i`Ê�ÛiÀÊÌ�iÊ��¶UÊ 7�>ÌÊ`�`ÊÌ�iÊ`�}ÊÌ��Ê�vÊÌ�>Ì¶UÊ 7��ÊÀ>�Ê>Ü>ÞÊÜ�Ì�ÊÌ�iÊ`�Ã�¶



www.readinga-z.com

Visit www.readinga-z.com for thousands of books and materials.

NURSERY RHYME

Hey, Diddle DiddleA Reading A–Z Nursery Rhyme Book • Word Count: 30

Hey, Diddle Diddle


Cut each page in half. Put the pages in the correct order. Then, color and read!

www.readinga-z.com

Hey, Diddle Diddle

Hey, Diddle DiddleA Reading A–Z Nursery Rhyme Book© Learning A–ZAuthor UnknownIllustrated by Darcy Tom

All rights reserved.

www.readinga-z.com

Illustrated by Darcy Tom

The cat and the fiddle,Hey, diddle diddle,

43Hey, Diddle Diddle • Nursery Rhyme

The little dog laughedThe cow jumped over the moon.


And the dish ran away with the spoon.To see such sport,


© Dorling Kindersley Limited [2010]

✩ Find the rhymeLook at the first picture in each row, then draw a circle

around the picture that rhymes with it.

Copy these words by connecting the dots.

hHuU tT nNuU tT

hut nut

© Dorling Kindersley Limited [2010]


bud


cup


hut


lunch


&2* �&9*

Taking Breaks to MoveMaterials: Art paper, colored pencils/markers/paints

Directions:

Spend some time sharing with each other how movement can relate to how you feel. For example, how do you feel when you run? How do you feel when you breathe and stretch? Discuss why it’s important to take movement breaks throughout the day.

Now, spend some time planning what you want to draw in the space below as a reminder of the importance of taking movement breaks.

1.

2.

Now use your art paper and colored markers/paints/pencil and begin to make your creation!

Find a special place in your home to hang what you created where it will serve as an important reminder to take movement breaks throughout the day.

3.

4.

CRAYONS

CRAYONS




Lesson 9C O M P L I M E N T S I I


PATHS classes help build children’sself-esteem and encourage supportand respect for others. In the firstunit, children learned the meaningof the word “compliment” and were given compliments by teachers and family members.

In Unit 2, children are learning how to give compliments to each other. They are alsolearning polite ways to respond to a compliment.

You can help us teach your child about compliments.• If you have more than one child, encourage siblings to

compliment each other.

• If your child has a friend over to play, ask your child to tell the friendwhat he or she liked about the time they spent together, before saying goodbye.

• Help your child to compliment someone by starting the complimentand asking him or her to fill in the blank.

Examples:

“You’re good at ______________.”

“I really liked the way you _____________.”

“Thanks for playing _________ with me.”

Parent/Caregiver HandoutEncouraging Compliments

®

Lección 9A L A B A N Z A S I I

Derechos de autor ©2004 Celene E. Domitrovich, Ph.D., Mark T. Greenberg, Ph.D., Carol A. Kusché, Ph.D. y Rebecca C.Cortes, Ph.D. Todos los derechos reservados.

Las clases PATHS ayudan a crearautoestima en los niños y estimularel apoyo y el respeto al prójimo. Enla primera unidad, los niñosaprendieron el significado de lapalabra “alabanza” y recibieronalabanzas de sus maestros y demiembros de su familia.

En la Unidad 2, los niños están aprendiendo a alabarse entre sí. También estánaprendiendo maneras corteses de responder a las alabanzas.

Usted nos puede ayudar a enseñar a su hijo(a) sobre las alabanzas.• Si tiene más de un hijo(a), anime a los hermanos a que se alaben

entre sí.

• Si su hijo(a) invita a un amigo a jugar, pida a su hijo(a) que le digaa su amigo qué le gustó sobre el tiempo que pasaron juntos, antes de despedirse.

• Ayude a su hijo(a) a alabar a alguien iniciando la alabanza ypidiéndole que llene los espacios en blanco.

Ejemplos:

“Tú eres muy bueno para ______________”.

“Me gustó mucho cómo _____________”.

“Gracias por jugar _________ conmigo”.

Hoja para los padres y cuidadoresEstimular las alabanzas

®



Week Six

Copyright © 2012-2013 by Education.com

Uppercase Alphabet in ColorHave fun coloring in each uppercase letter with a different color of your

choice. For extra fun, outline each letter with multiple different colors

to create a rainbow effect!

A B C D EF G H I J KL M N O PQ R S T UV W X Y Z

© 2007 2020 Education.comFind worksheets, games, lessons & more at education.com/resources �



Lesson 10 Problem Set

NYS COMMON CORE MATHEMATICS CURRICULUM PK

Name Date

Point to the pictures that match by making a line with your finger. Tell your partner how many dots or cats you count.

Lesson 10: Arrange and count up to 3 objects in scattered and linear configurations.

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© 2015 Great Minds. eureka-math.orgGPK-M1-TE-1.3.0-06.2015





Color 1 red, color 2 blue, color 3 green.Draw a line to match the pictures. �


v


v

Name: _______________________ Date: ________________

Asking Questions

RL.K.1: I can ask questions about a fiction book.

1. Read a book.

2. What are you wondering?

My Questions:

_____________? _____________? _____________?



Name: _______________________ Date: ________________

Answering Questions RL.K.1: I can answer questions about a fiction book.

1. Read a book.

2. Answer the questions.

Who were the characters in the story?

______________________

Where did the story happen?

______________________

When did the story happen?

______________________


Name Date

At-Home Scavenger Hunt for Young LearnersDirections: Explore your home and the area around your home to find the

items listed below. Once you find the item, write a check mark next to it.

Find something very soft.

Find an animal in a book.

Find a pair of matching socks.

Find a character eating in a book.

Find a container that holds small things.

Find an item that you can see yourself in.

What is your favorite item from the indoor list? Draw it below.

Inside

Find a photo of someone you love.

Find someone being helpful in a book.

Find two things that are green.

Find something that uses electricity.


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