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
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. 1
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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