Kindergarten Reading and Writing

Packet
Week 1
Remember to do 30 minutes of reading work and 30 minutes of
writing every day!
Monday Reading
● Independent: The Box
● Read Aloud: Sad Simon
Writing
● Brainstorming
● Capitalization Worksheet

Tuesday Reading
● Independent: Ladybugs
● Read Aloud: My No No No Day
Writing
● Drafting
● Capitalization Worksheet

Wednesday Reading
● Independent: I Want to Be a Cat
● Read Aloud: A Bad Case of the Stripes
Writing
● Drafting
● Capitalization Worksheet

Thursday Reading
● Independent: Busy at School
● Read Aloud: The Recess Queen
Writing
● Editing/Revising
● Capitalization Worksheet

Friday Reading
● Independent: Abby and Zots
● Read Aloud: The Rainbow Fish
Writing
● Publishing! YAY!
● Capitalization Exit Ticket
 Monday
Reading and Writing
Work

Week 1
 Guided Reading Lesson

Text Title/Level: The Box (C )

Grade: Kindergarten

Main idea: The book is about a kid who uses his imagination to take him
places without leaving the comfort of his home.

Book Launch

Build Interest Prediction (title and picture). Based on the title and picture,
what do you think this book might be about? This is a fiction
book. Have you ever wanted to travel? Where would you
go? How would you get there?

Essential Vocabulary Sight words: into, my, want, go, the

Words to know: anywhere, backyard, climb, mountains, ocean,
special

Transferable Strategy Good readers use pictures (eagle eye) to help them figure out
tricky/unknown words.

Coaching
Student Key Coaching Prompts:
-Look at pictures-use them for clues
-Get your lips ready-say first sounds, read and say again
-Stretch it out- put sounds together
-Chunk the word- look for chunks/parts you know
-Flip it-flip the vowel sound

Student Discourse

Question Exemplary Student Response

(include potential misconceptions)

Name three places the To the park, to the city, across the ocean, up the mountain, etc.
character goes in the
story?
Where does he go after He goes to the city (because on page 6…you see cars, buses,
the park? What in the buildings)
story makes you think
that?

What does the Because his imagination can take him anywhere, the sky's the limit.
character mean when
he says “I can go
anywhere in my own
backyard?”

Does the character No, he’s using his imagination, he’s pretending, he’s just playing
really go to these around
places? Explain!

Why is the box special? You can be anybody, you can go anywhere, whatever you tell it…
that’s what it is.
 The Box LEVELED BOOK • C

The Box
A Reading A–Z Level C Leveled Book
Word Count: 55

Connections
Writing
Make a list of all the places
the character goes in the story.
Then, put the list in ABC order.
Art
If you had a box,
where would you go?
Draw and color a picture.

Written by Sarah Ghusson

Illustrated by Keith Frawley

Visit www.readinga-z.com www.readinga-z.com

for thousands of books and materials.
The Box anywhere
Words to Know
mountains
backyard ocean
climb special

Written by Sarah Ghusson

Illustrated by Keith Frawley
The Box
www.readinga-z.com Level C Leveled Book
© Learning A–Z Correlation
Focus Question Written by Sarah Ghusson
Illustrated by Keith Frawley
LEVEL C
Fountas & Pinnell C
Why is the box special? All rights reserved. Reading Recovery
DRA
3–4
3–4
www.readinga-z.com
I climb into
my backyard box.
Where do I want
to go today? I go down the street.
The Box • Level C 3 4
I go through the park. I go to the city.
The Box • Level C 5 6
I go across the ocean. I go up the mountains.
The Box • Level C 7 8
 My box is special.
I can go anywhere
I go into the sky. in my own backyard!
The Box • Level C 9 10
 Title of Book: Sick Simon
Link to Video: https://www.youtube.com/watch?v=NvrjmyFg_yM

Objective: Great readers read a story and think about the characters
actions in the beginning , middle, and end.

Before Reading (ask these questions before starting the video of the book):
Question Example Answer Student Answer (Add your
child’s answer in the space
below)

Have you ever been Yes, I was sick and I

sick and then you got got my mom sick.
someone else sick?

During Reading (pausing at the times below, ask the question before
continuing to watch):
Pause video at: Question Example Answer

:46 seconds Who is the main Simon is the

character and main character
what do we and we know he
know about him is sick but he is
so far? still going to
school.

After Reading (after your scholar listens to the whole book, ask the
following questions):
Question Example Answer
What happened to They all got sick
Simon’s classmates because Simon got
and why? them sick at school.
Name 3 things Simon Simon sneezed in a
did that made the tissue,washed his
germs upset? hands, and rested.
How did Simon feel at Simon felt better
the end of the story because he got rid of
and why? his cold by staying
home, resting, covering
his mouth and taking
care of himself.
Monday, March 23

Today’s Goal This week, your child will be writing his/her opinion on a topic that they can choose from. Your goal for today is to help them
pick a topic, and to help them “brainstorm” 3 reasons to support their opinion.

Materials - Brainstorming Worksheet (see below)

- List of Topics:
- Which season is the best: summer or winter?
- What game would you rather draw a picture or write a letter when you are feeling sad?
- Would you rather do math or reading work?
- Would you rather go to the beach or pool?
- What ‘special’ is the best (i.e Art, Dance, P.E, etc)
- What is the best activity to do after you have calmed down from a strong feeling?

Step 1 Read the list of topics to your child. Have him/her choose which topic they are most interested to write about.

Step 2 Have your child tell you three reasons to defend his/her opinion. For example, he/she might say “I would rather go to the
beach than the pool because at the beach you can swim in the ocean, you can make sand castles, and you can dig holes.

Note:
- If your son/daughter is having a hard time thinking of reasons, you can help them by asking questions, for example:
what do you like to do at the beach? Or, What is at the beach that isn’t at the pool?
- If your son/daughter needs more of a challenge, encourage him/her to think of an additional reason

Step 3 Using the brainstorming worksheet, have your daughter/son fill in their opinion and reasons. They may draw a picture of
each reason in the boxes provided, and write a word or two that will help them remember their reason. For example, a
picture of a sand castle with the words sand castle written on the lines next to it.

1
2
Capitalization: A sentence always begins with a capital letter.
In Kindergarten you learned that sentences start with a capital (big) letter.
This is called capitalization or using a capital (big) letter at the beginning of
a word.
Step #1:​ Read the sentence.
Step #2: ​Circle the first word in the sentence.
Step #3: ​Check if the first word has a capital letter at the beginning.
Step #4:​ Rewrite the sentence if it does not start with a capital letter.

1. the dog is brown.

____________________________________________

2. I see a black cat!

____________________________________________

3. Will you play with me?

____________________________________________

4. i like to go down the slide.

______________________________________________

5. let’s go play!

______________________________________________
 Tuesday
Reading and Writing
Work

Week 1
 Guided Reading Lesson

Text Title/Level: Ladybugs / Level C

Grade: Kindergarten

Main idea: Ladybugs have many differences and similarities

Book Launch

Build Interest Prediction (title and picture). Based on the title and picture,
what do you think this book might be about? This is a
non-fiction book.

Essential Vocabulary Sight words​: all, are, some, have

Words to know​: colors, insect, ladybugs, plants, stripes

Transferable Strategy Good readers use pictures (eagle eye) to help them figure out
tricky/unknown words.

Coaching
Student Key Coaching Prompts:
-Look at pictures-use them for clues
-Get your lips ready-say first sounds, read and say again
-Stretch it out- put sounds together
-Chunk the word- look for chunks/parts you know
-Flip it-flip the vowel sound

Student Discourse

Question Exemplary Student Response

After you ask the question (include potential misconceptions)
and your child gives you
their answer, ask them
What in the Story makes
you think that?

Name two ways All are insects, all have wings (because on page 10, it says “all
ladybugs are alike. ladybugs have wings”...because on page 3, it says “all ladybugs
What in the story makes are insects)
you think that?

Name 3 ways ladybugs Some eat insects, some eat plants, some have spots, some have
are different. What in stripes, some are yellow, some are red, etc. (because on page 9, it
the story makes you says “some ladybugs eat other insects”...because on page 7, I see
think that? a ladybug with stripes- and it says, some ladybugs have stripes)
Name 3 parts of a Head, wings, legs
ladybug.

What is your favorite The white one with black spots...it reminds me of a seashell
ladybug, and why?
 Ladybugs LEVELED BOOK • C

Ladybugs
A Reading A–Z Level C Leveled Book
Word Count: 50

Connections
Writing
Choose your favorite ladybug
from the book. Write about why
it is your favorite.
Science
Draw a picture of a ladybug and
label its head, wings, legs, and
any other parts you know. Share
your drawing with a partner.

Written by Anthony Curran

Visit www.readinga-z.com www.readinga-z.com

for thousands of books and materials.
Ladybugs colors
Words to Know
plants
insects spots
ladybugs stripes

Photo Credits:
Front cover, back cover: © Chepko/iStock/Thinkstock; title page: © Murray
Clarke/Alamy Stock Photo; page 3: © CathyDoi/iStock/Thinkstock; page 4 (top):
© christopher smith/iStock/Thinkstock; page 4 (bottom): © James H. Robinson/
Science Source; page 5 (top): © Thomas Skjæveland/iStock/Thinkstock; page 5
(center left): © Remus Moise/iStock/Thinkstock; page 5 (center right):
© Alexander Omelko/iStock/Thinkstock; page 5 (bottom): © Mary C. Legg/age
fotostock; page 6: © Ian Grainger/iStock/Thinkstock; page 7 (top): © pitta/123RF;
page 7 (bottom): © blickwinkel/Alamy Stock Photo; page 8: © Clarence Holmes
Wildlife/Alamy Stock Photo; page 9 (top): © Perennou Nuridsany/Science
Source; page 9 (bottom): © Konstantin Sutyagin/Dreamstime.com; page 10:
© Mitsuhiko Imamori/Nature Production/Minden Pictures

Written by Anthony Curran

www.readinga-z.com

Focus Question
Ladybugs
How are ladybugs Level C Leveled Book Correlation
© Learning A–Z LEVEL C
alike and different? Written by Anthony Curran
Fountas & Pinnell C
All rights reserved. Reading Recovery 3–4
www.readinga-z.com
DRA 3–4
 Some ladybugs
are red.
Some ladybugs
All ladybugs are insects. are yellow.
Ladybugs • Level C 3 4
Some ladybugs
are orange.
Some ladybugs Some ladybugs
are other colors. have spots.
Ladybugs • Level C 5 6
Some ladybugs Some ladybugs
have stripes. have just one color.
Ladybugs • Level C 7 8
Some ladybugs
eat other insects.
Some ladybugs
eat plants. All ladybugs have wings.
Ladybugs • Level C 9 10
 Title of Book: My No No No Day by Rebecca Patterson
Link to Video: https://www.youtube.com/watch?v=x-Bpoj5fZr0

Objective: Great readers read a story and think about the characters , how
they feel , and why they feel that way.

Before Reading (ask these questions before starting the video of the book):
Question Example Answer

Have you ever had a Yes I have. I had a bad

bad day? What made it day when I got in
a bad day? trouble at school and
could not watch tv
when I got home.

During Reading (pausing at the times below, ask the question before
continuing to watch):
Pause video at: Question Example Answer

3:00 How has Bella She was angry

felt all day ? all day. In the
Name 3 reasons story i saw she
why. was upset
because she
didnt like her
shoes, she didnt
want to eat an
egg, and
because her
cookie broke .
After Reading (after your scholar listens to the whole book, ask the
following questions):
Question Example Answer

Who is the main Bella

character? What do we
know about her?
How did she make her Mad at her, because
mom feel and why? she was giving her
mom a hard time.
How did she feel at the She felt better. Her
end of the book ? Why mom made her feel
do you think that? better in the bed she
told mom she would
have a better day
tomorrow.
Tuesday, March 24

Today’s Goal Your goal for today is for your son/daughter to write their opening reason and first reason

Materials - Brainstorming Sheet (filled in from Monday)

- Writing Paper (see below)

Step 1 Have your child plan their opening sentence. Practice saying the sentence with him/her. For example, I think the beach is
better than the pool. When your child is ready, have them write it down. Make sure that they are spelling sight words
correctly. Any other word they may sound out, for example they may write beach as bech or beech - this is ok!

Step 2 Have your child plan to write a sentence for their first reason. Practice saying the sentence with him/her. For example, at the
beach you can swim in the ocean. When your child is ready, have them write it down. Make sure they are spelling sight
words correctly. Any other word they may sound out, for example they may write ocean as oshean or oshin.

Step 3 Have your child re-read their work back to you. You can ask them - does it look right? Does it sound right?

1
Name​: ________________________________________

Opinion Writing

Reason #___:

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

2
Capitalization: Days of the week always begins with a capital letter.

Step #1: ​Read the sentence.

Step #2: ​Circle the name of a person in the sentence.
Step #3: ​Check if the first word has a capital letter at the beginning.
Step #4: ​Rewrite the name if it does not start with a capital letter.

1. mrs. hostetler has a frog.

______________________________________________

2. I can’t wait to sleep in on Saturday.

______________________________________________

3. The frog’s name is flower.

______________________________________________

4. He met his friend, lily.

______________________________________________

5. flower and lily went swimming.

______________________________________________
 Wednesday
Reading and Writing
Work

Week 1
 Guided Reading Lesson

Text Title/Level: I Want to be a Cat (C)

Grade: Kindergarten

Main idea: This story is about a girl who think of being a cat, so she acts out all
the things cat do

Book Launch

Build Interest Prediction (title and picture). Based on the title and picture,
what do you think this book might be about? This is a fiction
book. If you could be any animal, what animal would you
be? And, why?

Essential Vocabulary Sight words: can, be, will, like, now

Words to know: hunt, jump, movies, purr, scratch, stretch

Transferable Strategy Good readers use pictures (eagle eye) to help them figure out
tricky/unknown words.

Coaching
Student Key Coaching Prompts:
-Look at pictures-use them for clues
-Get your lips ready-say first sounds, read and say again
-Stretch it out- put sounds together
-Chunk the word- look for chunks/parts you know
-Flip it-flip the vowel sound

Student Discourse

Question Exemplary Student Response

(include potential misconceptions)

Name three things she Jumps, purrs, nap, scratch, stretch, etc. (because on page 4, she
does to act like a cat. naps...because on page 6, she purrs...because on page 8, she
What in the story makes stretches)
you think that?
Why does she want to Being a kid is hard, homework got too tough for her- so she
be a cat? distracted herself, she needed a break, she wanted to have fun

How did the cat feel? Terrified, scared, annoyed, frustrated, exhausted, tired, confused.
Why? What in the story She was over the top, he wanted to be left alone, he wanted to
makes you think that? sleep, he’s quieter than she is. (because on page 7, he ran away
from her...because on page 10 he was stretched out on his bed,
pooped.

Why did she want to be Because she likes the movies, it’s something that she wants to do- so
a kid again at the end she can be herself again
of the story?
I Want to Be a Cat LEVELED BOOK • C

I Want to
A Reading A–Z Level C Leveled Book
Word Count: 56

Connections
Writing and Art
Be a Cat
What animal would you
like to be?
Finish this sentence and draw
a picture.
I like a .
Science
Think of another pet.
List three ways that this pet
and a cat are the same and
three ways they are different.

Written by Sarah Ghusson

Illustrated by Linda Silvestri

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

I Want to hunt
jump
purr
scratch

Be a Cat movies stretch

Written by Sarah Ghusson

Illustrated by Linda Silvestri
I Want to Be a Cat
www.readinga-z.com Level C Leveled Book
© Learning A–Z Correlation
Focus Question Written by Sarah Ghusson
Illustrated by Linda Silvestri
LEVEL C
Fountas & Pinnell C
What does the main character All rights reserved. Reading Recovery
DRA
3–4
3–4
www.readinga-z.com
do to act like a cat?
Being a kid can be hard.
So, I will be a cat. I nap like a cat.
I Want to Be a Cat • Level C 3 4
I scratch like a cat. I purr like a cat.
I Want to Be a Cat • Level C 5 6
I jump like a cat. I stretch like a cat.
I Want to Be a Cat • Level C 7 8
 Mom is taking me
to the movies.
I hunt like a cat. I can be a kid for now.
I Want to Be a Cat • Level C 9 10
 Title of Book: “A Bad Case of Stripes” by David Shannon
Link to Video: ​https://www.youtube.com/watch?v=cKaQXmRvpvw

Objective: Great readers think about what happened in the story and what
a character learned from it.

Before Reading (ask this question before starting the video of the book):
Question Example Answer Student Answer (Add your
child’s answer in the space
below)

Have you ever pretended not One time I said I didn’t like
to like something because ______ (can be a food, tv
someone else thought it was show, game, etc) because
silly? How did that make you someone else thought it was
feel? silly. It made me feel sad
because I really do like it.

During Reading (pausing at the times below, ask the question before
continuing to watch):
Pause video at: Question Example Answer Student Answer
(Add your child’s
answer in the space
below)

6:51 What happens to Whenever a

Camilla whenever character says
another character something to Camilla,
says something to she turns into
her? What in the whatever they’ve
story makes you think said! The story
that? makes me think that
because when her
classmates were
yelling different
patterns, her skin
showed those
patterns. I also think
that because when
the doctors gave her
 pills, she turned into
a pill. When doctors
said it might be
bacteria or a virus,
bacteria and germs
popped out of her
skin too.

After Reading (after your scholar listens to the whole book, ask the
following questions):
Question Example Answer Student Answer (Add your
child’s answer in the space
below)

Why did Camilla say no when Camilla said no to the lima

the old lady offered her some beans because she was still
lima beans? afraid that other people would
think she was strange for
liking lima beans.

What happened when When Camilla finally ate the

Camilla finally ate some lima lima beans, she turned back
beans? into her normal self.

What important lesson did Camilla learned that you

Camilla learn? What in the should be proud of who you
story makes you think that? are and what you like, and
that you shouldn’t change
that just because of what
other people think. The story
makes me think that because
at the end, Camilla was
eating lima beans even
though other people still
thought it was strange.
Wednesday, March
25

Today’s Goal Your goal for today is for your son/daughter to write the rest of their reasons.

Materials - Brainstorming Sheet (filled in from Monday)

- Writing Paper: (see below)

Step 1 Have your child plan to write a sentence for their second reason. Practice saying the sentence with him/her. For example, at
the beach you can make sand castles. When your child is ready, have them write it down. Make sure they are spelling sight
words correctly. Any other word they may sound out, for example they may write castle as casl.

Step 2 Have your child plan to write a sentence for their third reason. Practice saying the sentence with him/her. For example, at
the beach you can dig holes. When your child is ready, have them write it down. Make sure they are spelling sight words
correctly. Any other word they may sound out.

Step 3 Have your child re-read their work back to you. You can ask them - does it look right? Does it sound right?

Note:
- If your child is having a hard time writing reasons, focus on making sure he/she has two reasons completed
- If your child brainstormed an additional reason, have them write that today

1
Name​: ________________________________________

Opinion Writing

Reason #___:

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

2
Capitalization: Names of people always begins with a capital letter.

Step #1:​ Read the sentence.

Step #2: ​Circle the day of the week in the sentence.
Step #3: ​Check if the first word has a capital letter at the beginning.
Step #4: ​Rewrite the day of the week if it does not start with a capital letter.

1. On monday we go to school.

______________________________________________

2. I can’t wait to sleep in on Saturday.

______________________________________________

3. I like friday because we go home early.

______________________________________________

4. Maybe we can have P.E. on thursday.

______________________________________________

5. Saturday and sunday are weekend days.

______________________________________________
 Thursday
Reading and Writing
Work

Week 1
 Guided Reading Lesson

Text Title/Level: Busy at School / Level C

Grade: Kindergarten

Main idea: This story is about all the activities that students do that keep them
busy at school.

Book Launch

Build Interest This is a fun story about all the different activites you do
while at school. (Share what your favorite activity is) What
is your favorite activity in school?
This is a nonfiction story. Can you tell me what a nonfiction
story is?

Essential Vocabulary Sight Words (With these words, you might want to go over them
before you start reading the book): they, what

Words to know ( With these words, try to have your child figure out
what’s going on using the picture and the first letter of the word):
busy, listen, share

Transferable Strategy Great readers use pictures (eagle eye) to help them figure out
tricky/unknown words.

Coaching
Student Key Coaching Prompts (These are strategies you can
remind your child to use while they’re reading) :
-Look at pictures-use them for clues
-Get your lips ready-say first sounds, read and say again
-Stretch it out- put sounds together
-Chunk the word- look for chunks/parts you know
-Flip it-flip the vowel sound

Student Discourse

Question Exemplary Student Response

After you ask the (include potential misconceptions)
question and your child
 gives you their answer,
ask them What in the
Story makes you think
that?

What is the first The first activity they do at school is sing a song. (After they give
activity they do at you the answer, ask What in the story makes you think that?) On
school? page 4 it says, They sing a song.

What do they do after After they play a game, they listen to a story. (After they give
they play a game? you the answer, ask What in the story makes you think that?) On
page 7 it says, They listen to a story.

What are some other Some other things they do at school are eat snacks, share toys,
things they do at count numbers, they wrtie the ABCs… (After they give you the
school? (Have them tell answer, ask What in the story makes you think that?) They
you at least 3) should give you the pages and sentence that go with each
picture.

Why are the children so The children are so busy because they do so many different
busy at school? activities during the day. (After they give you the answer, ask
What in the story makes you think that?) They can give you any
of the activities and the page and sentence that goes with it.
 LEVELED BOOK • C
Busy at School
A Reading A–Z Level C Leveled Book
Word Count: 48 Busy
at School

Written by Br ycie Wilson

Visit www.readinga-z.com www.readinga-z.com

for thousands of books and materials.
 Busy
Photo Credits:
Front cover: © Brand X Pictures; back cover, title page, pages 8 (top, center), 12
(top left, bottom left): © ArtToday; pages 3, 5, 9: © Tom Grill/Corbis; page 4:
© Richard Hutchings/PhotoEdit; page 6: © Mark Karrass/Corbis; page 7:
© Bonnie Kamin/PhotoEdit; page 8 (bottom): © Image Source/Corbis; page 10:
© image100/Corbis; page 11: © Ryan McVay/Photodisc/Getty Images; page 12

at School
(top right): © Jupiterimages Corporation; page 12 (bottom right): © Little Blue Wolf
Productions/Corbis

Written by Brycie Wilson Busy at School

Level C Leveled Book Correlation
© Learning A–Z LEVEL C
Written by Brycie Wilson
Fountas & Pinnell C
All rights reserved. Reading Recovery 3–4
www.readinga-z.com www.readinga-z.com DRA 3–4
The children are busy
at school. They sing a song.
Busy at School • Level C 3 4
They paint a picture. They play a game.
Busy at School • Level C 5 6
They listen to a story. They eat snacks.
Busy at School • Level C 7 8
They share toys. They count numbers.
Busy at School • Level C 9 10
 The children are busy
at school.
What other things do
They write the ABCs. they do?
Busy at School • Level C 11 12
 Title of Book: The Recess Queen by Alexa
Link to Video: https://www.youtube.com/watch?v=Mp3bKxYtnMM&t=99s

Objective: Great readers read a story and think about the characters,
characters emotions, and how their emotions change in the story.

Before Reading (ask these questions before starting the video of the book):
Question Example Answer Student Response

Have you ever been Someone was mean to

mean or has someone me at the park. It made
been mean to you? me feel very sad.
How did you feel?

During Reading (pausing at the times below, ask the question before
continuing to watch):
Pause video at: Question Example Answer

1:36 Who is the main Mean Jean and

character and she is very mean
what do we , queen of the
know about her? park , and she
gets her way.

After Reading (after your scholar listens to the whole book, ask the
following questions):
Question Example Answer

Who is another Katie Sue . She did

character in the story? everything before
What did she do? Mean Jean. She likes
to race people to the
gate , and jump and
skip and hop and play
before everyone.
How did Mean Jean She felt mad at first
feel about Katie Sue at because she was
first , and why? jumping and skipping
and kicking before her.
How did Mean Jean’s At the end , Jean was
feelings change about happy because Katie
Katie Sue and why? Sue asked her to play
with her. And it made
Jean be nice in to other
people also.
Thursday, March 26

Today’s Goal Your goal for today is for your son/daughter to edit/revise their work.

Materials - Writing (from the past 2 days)

- Writer’s Checklist (see below)
- Any “feedback” from teachers

Step 1 Have your child check their first sentence using the writers checklist. For example, they can check that their sentence starts
with an uppercase letter, ends with a period, that sight words are spelled correctly, and that they used a “finger space”
between each word. If your child received any feedback from his/her teacher, remind them of that feedback.

Step 2 Use the same strategies from step one to continue to check each sentence.

Step 3 Have your child re-read their work back to you. You can ask them - does it look right? Does it sound right?

1
 Kindergarten Opinion Writing Self-Checklist
Task My Checklist Task My Checklist

Did I name an opinion? Did I add finger spaces?

Did I give some reasons for my Are all uppercase and lowercase
opinion? letters correct?

Do my sentences make sense? Am I a Writing Rockstar??

YES YOU ARE!

2
Capitalization: Months of the year always begins with a capital letter.

Step #1: ​Read the sentence.

Step #2: ​Circle the month of the year in the sentence.
Step #3: ​Check if it has a capital letter at the beginning.
Step #4: ​Re-write the month of the year if it does not start with a capital
letter.

1. We start school in august.

______________________________________________

2. Thanksgiving is in November.

______________________________________________

3. I like december because we have vacation.

______________________________________________

4. Maybe we can have a field trip in january.

______________________________________________

5. July is in summer.

______________________________________________
 FRIYAY!
Reading and Writing
Work

Week 1
 Guided Reading Lesson

Text Title/Level: Abby and Zots (C)

Grade: Kindergarten

Main idea: This book is about two friends (Abby and Zots) who are alike, and who are
different, but yet they remain BFFs.

Book Launch

Build Interest Prediction (title and picture). Based on the title and picture, what
do you think this book might be about? This is a fiction book.
Do you have a BBF? What makes you BBFs? What are some ways
that you can be a good friend?

Essential Vocabulary Sight words: and, are, from, has

Words to know: arms, different, eyes, friends, legs, space

Transferable Strategy Good readers use pictures (eagle eye) to help them figure out
tricky/unknown words.

Coaching

Student Key Coaching Prompts:

-Look at pictures-use them for clues
-Get your lips ready-say first sounds, read and say again
-Stretch it out- put sounds together
-Chunk the word- look for chunks/parts you know
-Flip it-flip the vowel sound

Student Discourse

Question Exemplary Student Response

(include potential misconceptions)

What’s the first way Zots is from outer space, Abby is not. (because on page 3, it says
Abby and Zots are that Zots is from outer space)
different? What in the
story makes you think
that?

What’s the last way Abby has two legs, and Zots has many. (because on page 8, it
Abby and Zots are says, Abby has two legs, and on page 7, it says, Zots has many
different? What in the legs).
story makes you think
that?

How are they different, They both have eyes...Abby has two eyes, Zots has many,
but yet the same? They both have arms...Abby has two arms, and Zots has many

How are they able to be It’s not about what you look like, where you are from, but more
BFFs with all of their about who you are, what’s inside your heart.
differences?
 Abby and Zots LEVELED BOOK • C
A Reading A–Z Level C Leveled Book
Word Count: 48
Abby
Connections
Writing and Art
and Zots
Draw a picture of one of your
friends and write five words
to describe him or her.
Social Studies
What are some ways that you
can be a good friend?
Share your ideas
with your class.

Written by Rus Buyok • Illustrated by Matt Loveridge

Visit www.readinga-z.com
for thousands of books and materials. www.readinga-z.com
 Abby arms
Words to Know
friends

and Zots different

eyes
legs
space

Written by Rus Buyok

Illustrated by Matt Loveridge
www.readinga-z.com
Abby and Zots
Focus Question Level C Leveled Book
© Learning A–Z Correlation
Written by Rus Buyok LEVEL C
How are Abby and Zots similar? Illustrated by Matt Loveridge
Fountas & Pinnell C
How are they different? All rights reserved. Reading Recovery
DRA
3–4
3–4
www.readinga-z.com
Abby and Zots are
best friends.
Zots is from outer space. Abby has two eyes.
Abby and Zots • Level C 3 4
Zots can have
many eyes. Abby has two arms.
Abby and Zots • Level C 5 6
Zots can have
many arms. Abby has two legs.
Abby and Zots • Level C 7 8
 Abby and Zots
are different.
Zots can have They are still
many legs. best friends!
Abby and Zots • Level C 9 10
 Title of Book: “The Rainbow Fish” by Marcus Pfister
Link to Video: ​https://www.storylineonline.net/books/the-rainbow-fish/

Objective: Great readers think about how a character feels and why to help
them understand the story.

Before Reading (ask this question before starting the video of the book):
Question Example Answer Student Answer (Add your
child’s answer in the space
below)

We are going to watch the I think it’s important to share

“The Rainbow Fish,” which because _________.
tells us the story of a beautiful
fish and what he decides to OR
do about sharing his scales.
Do you think it’s important to I do not think it’s important to
share? Why or why not? share because _________.

During Reading (pausing at the times below, ask the question before
continuing to watch):
Pause video at: Question Example Answer Student Answer
(Add your child’s
answer in the space
below)

2:24 What is the problem The problem in the

in the story right story is that none of
now? the other fish will talk
to Rainbow Fish
because he would
not share his scales.
Now, he is very
lonely.

After Reading (after your scholar listens to the whole book, ask the
following questions):
 Question Example Answer Student Answer (Add your
child’s answer in the space
below)

How did the Rainbow Fish Rainbow Fish solved his

solve his problem? Who problem by talking to the
helped him? Wise Octopus and deciding
to share his scales, even
though it was hard.

How did the Rainbow Fish Rainbow Fish felt very happy
feel when he gave away all of to share his scales with the
his beautiful scales? Why? other fish because he saw
how excited the other fish
became when they had one
beautiful scale.

How was the Rainbow Fish Rainbow Fish learned that

different at the end of the sharing with the other fish
story? was more important than
being the most beautiful fish
in the sea.
Friday, March 27

Today’s Goal Your goal for today is for your son/daughter to publish their writing and share it!

Materials - New writing paper: (see below)

- Revised writing (from yesterday)

Step 1 Getting a new writing paper, have your son/daughter copy and write their story neatly. Remind them that they need to
include their new revised work!

Step 2 Time to celebrate! They have been working hard all week and have published their work! Have them share their writing with
you. Feel free to film it and share it with teachers, family, etc!

1
Name​: ________________________________________

Opinion Writing

Reason #___:

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

2
Name​: ________________________________________

Opinion Writing

Reason #___:

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

3
Name​: ________________________________________

Opinion Writing

Reason #___:

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

4
Name_________________________________________

Capitalization Exit Ticket

Instructions: Rewrite the sentence and capitalize where
needed.

1. the dog is fast.

______________________________________________________________________

2. Today is tuesday and tomorrow is wednesday.

___________________________________________

3. ms. perez is teaching art class.

___________________________________________

4. We are going to new york tomorrow.

____________________________________________

5. i love eating pizza with john.

______________________________________________