Asheville City Schools  

 Kindergarten  

At-Home Learning Packet #2  Reading  

    

Directions for materials in the Kindergarten Reading Packet Your child’s teacher will give you more directions on how and when to use the activities in this packet!

Title Directions

Fundations/Phonics We have included a menu of items for you to work on with your child three days a week for about 10-15 minutes to keep up their phonics skills over the next 5 weeks.

● See directions in front of phonics packet

Opinion Writing ● Help your child read the directions on the first page. ● Have your child answer several prompts a week. ● It might help to talk about their answer out loud before

they start to write. ● When your child is stuck on a word, encourage them to

first listen to the sounds they hear, and try to write those sounds on the paper.

● Have your child read what they wrote after they are finished

Kindergarten Reading Literature Question Stems Kindergarten Reading Information Question Stems

● Use these questions to talk to your child about a book they have read. Pick a couple to ask each time.

● Use the Literature Standards questions for fiction stories. ● Use the Informational Standards questions for nonfiction

stories. ● These questions could also be used for written responses.

Kindergarten Week 1 Remote Learning Kindergarten Week 2 Remote Learning

● Options for activities in Reading, Writing, Math, Science, and Social Studies

● This resource comes from the North Carolina Department of Public Instruction

Phonemic Awareness-- Parent Handout- Kindergarten Concept Cards

● The concept cards can be used to practice phonemic awareness.

● All of these activities are meant to do out loud (the child doesn’t need to look at the cards for any of this)

● The cards get more difficult as they go on. Start with the first ones and move on when your child is ready!

Informational/Nonfiction Choice Menu Fiction Choice Menu

● Use these choice menus to have your child respond to a book they’ve read.

● Some of these can be done out loud, some of them could also be written.

Opinion Writing

Name:__________________________________________________ 

Directions for your opinion writing questions:   

1. Choose a question. 2. Answer the question. 3. Prove your answer with 2-3 pieces of evidence.  4. Have 2-4 sentences for each writing 

 Use these “post-it” notes to help you get started and to prove your answer!  

Kindergarten Reading Literature Question Stems

Key Ideas & Details Standard Question Stem RL.K.1 With prompting and support, ask and answer questions about key details in a text.

• Who was in this book? What do we know about them?• When did (event) happen? Where is that in the book?• Why did (event) happen? How do you know?• What does (character) think about (event)? How do you know?• What was the big problem or event in this story? How did they

solve the problem?• What do you think (character) will do different next time?

RL.K.2 With prompting and support, retell familiar stories, including key details.

• What happened at the beginning of the story?• What happened in the middle of the story?• What happened at the end of the story?• If you tell a friend about this story, what will you say?

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

• Who is (character name)? What happened to him/her in this story?• How is (character 1) different from (character 2)? Where does

the book show or say that?• How are (character 1) and (character 2) the same? Where does

the book show or say that?• Where is this story happening? How do you know?• Who is talking in the story?

Craft & Structure Standard Question Stem RL.K.4 Ask and answer questions about unknown words in a text.

• What does this word mean? How do you know?• What does this picture tell you?• What word in the story tells what sound ______ makes?• Are there any words that confuse you?

RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

• What kind of story is this?• Is this a real (nonfiction) or made-up (fiction) story? How do

you know?• Is this story realistic or fantasy? How do you know?

RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

• What does the author of a story do?• Who is the author of this book? Where can you find out?• What does the illustrator of a story do?• Who is the illustrator of this book? Where can you find out?

Integration of Ideas & Knowledge Standard Question Stem RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

• What does this illustration show?• How do the pictures make you feel?• The story says (insert quote). Where do you see that happening

in the illustrations?• Can you draw a picture to show what happened in the book?

What detail does your picture show?

RL.K.8 Not applicable for literature

RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

• How is (character from book 1) like (character from book 2)?• How would (character from a different story) have acted if they

were in this story?• What does (character) do that a real person/animal cannot?• How is this character like you? How are they different?• Do you think (character from book 1) would be friends with

(character from book 2)?

Kindergarten Reading Information Question Stems

Key Ideas & Details Standard Question Stem RI.K.1 With prompting and support, ask and answer questions about key details in a text.

• Be the teacher! What questions would a teacher ask about thisbook?

• Who / What / Where / When / Why questions such as:o Who (action e.g. first landed on the moon)? Where does

it tell you that in the book?o Where (do clown fish live)? Where does it tell you that in

the book?• How questions such as:

o How do you know whales are mammals?o How is a lizard like an alligator?

• What is a different title for this book?• What facts did you learn about (topic)?

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

• Look at the pictures to help tell what you learned.• What facts did you learn about (topic)?• How are ______ alike? How are ______ different?• Why did the author write this?• What do you think the author wants the readers to know?

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

• What is the same in all the pictures?• The words say (insert quote). Where do the pictures show those

words?• We read (text 1) and (text 2). How are they the same? How are

they different?• What is (person/animal/machine) doing in the pictures? What

does the author say about (the action)?

Craft & Structure Standard Question Stem RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

• How do the words and pictures show (vocabulary word)?• What does the word ______ mean?• What word in the story tells what sound ______ makes?• Are there any words that confuse you?• What categories would you put these in? What are examples of

things that are _______?RI.K.5 Identify the front cover, back cover, and title page of a book.

• What is on the cover of this book?• What is on the back cover of this book?• Where is the title page?• What kinds of information do you see on the cover page?• What is the title? Is this a good title? Why or why not?

RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

• What does the author of a story do?• Who is the author of this book? Where can you find out?• What does the illustrator of a story do?• Does this book have an illustrator or a photographer? How do

you know?• Who is the illustrator of this book? Where can you find out?

Integration of Ideas & Knowledge Standard Question Stem RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

• What does this illustration/photo show?• What idea is the picture trying to show?• The text says (insert quote). Where do you see that happening

in the illustrations?• What does this diagram show? Can you explain how this works?• What information do we get from this photograph?• How does the picture/photo help you understand the words?• What picture/diagram is missing? What would you like the text

to include?

RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

• What is the author telling about?• Why does the author say (action) happens?• What is the reason for (action)?• How can ______ happen? Why did ______ happen?

RL.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

• How is (book 1) like (book 2)? How are they different?• How is (picture/diagram) like (picture/diagram)? How are they

different?• How do you know _______ is a real person/animal?• Why does the author say ___________ is _____________?• How are the (item e.g. animals, airplanes, citizens…) in both texts

alike? How are they different?

Kindergarten Remote Learning- Week 1 Addressing NC kindergarten standards during remote learning, no technology needed. 

  Reading/ Writing  Math  Science/ Social Studies  Move 

Day 1   Read 

20 mins 

 __ 

❏  Read, look at or listen to 2 

different types of texts.   Texts can be anything a child listens to or reads: magazines, nonfiction books, fiction books, 

photographs, music, art, etc. ❏  

Discuss how they are alike or different. What is their purpose; to entertain, to 

inform/ teach? Fiction or Nonfiction? 

RL.K.5 

❏  Count aloud with the goal 

being 100. If your child makes a mistake, correct the mistake and try again. 

❏  While playing, ask the child how many toys they have (cars, dolls, etc). If playing with more than one type, 

ask which group is greater than or less than the other. 

 K.CC.1, K.CC.5, K.CC.6 

❏  Look outside! Discuss the weather using vocabulary 

such as sunny, cloudy, foggy,  

hot, cold, warm, and cool.   What season is it and how does it compare to another season’s typical weather? 

 K.E.1.2, K.E.1.3 

❏  Get your heartrate 

up.  

Goal 30- 60 mins  

Day 2   Read 

20 mins 

 __ 

 

❏  Have the child pick a topic 

on which they are an expert (ex. superheros, sharks, alligators, dogs, 

cats). Have the child write 3-4 sentences telling facts 

related to their area of expertise, using the best 

spelling they can. Ex. Babe cats r kittens. 

Cats drinc milk. Cats clim. Cats can be pets. 

 W.K.2 

❏  Pick a number between 2 

and 20. Ask your child what number comes after that number and then have 

them count from that number (instead of 1). Repeat several times. 

❏  While eating a snack or playing with toys, divide 

items into smaller groups. Count how many are in each group. Write the 

number. Ex. Split 5 crackers into a group of 2 

and 3. Write 2 and 3. K.CC.2, K.CC.3 

❏  Look outside! Discuss the weather using vocabulary 

such as sunny, cloudy, foggy, hot, cold, warm, and 

cool. Is it the same as yesterday? If not, how is it 

different? K.E.1.2 

❏  Get your heartrate 

up.  

Goal 30- 60 mins 

Day 3   Read 

20 mins 

 __ 

 

❏  Have the child pick a family member or friend to write 

about. Write 3-4 sentences about the person, using the 

best spelling they can. Ex. Tony is mi bst frind. He has black har. Tony likes soccr. He has a little sistr. 

 W.K.2 

❏  Give the child a group of 

objects (ex. toy cars, figurines, buttons). Sort objects by one attribute (ex. color, size, shape). 

Count the number of items in each group asking, “How 

many __ do you have?”. Repeat, sorting according 

to another attribute. K.MD.3, K.CC.4, K.CC.5 

❏  Look outside! Discuss the weather using vocabulary 

such as sunny, cloudy, foggy, hot, cold, warm, and 

cool. Is it the same as yesterday? If not, how is it 

different? What season is it and how does it compare to another season’s typical weather? 

K.E.1.2, K.E.1.3 

❏  Get your heartrate 

up.  

Goal 30- 60 mins 

Day 4   Read 

20 mins 

 __ 

 

❏  Draw a picture or pictures showing the weather you observed this week. Label the illustrations with words 

such as sunny, cloudy, foggy, hot, cold, warm, or 

cool.  

The child can also write sentences stating facts 

about the weather.  

W.K.2 

❏  Go on a 2D shape hunt! Look for the following shapes where you are: circle, square, triangle, 

hexagon, and rectangle. Describe each shape. (Ex. 

how many sides, how many corners) ❏  

Count aloud with the goal being 100. If your child 

makes a mistake, correct the mistake and try again. 

K.G.1, K.CC.1 

❏  Look outside! Discuss the weather using vocabulary 

such as sunny, cloudy, foggy, hot, cold, warm, and cool. Is it the same as Day 1, Day 2 and/or Day 3? If 

not, how is it different? K.E.1.2, K.H.1.2 

❏  Get your heartrate 

up.  

Goal 30- 60 mins 

Day 5   Read 

20 mins 

 __ 

 

❏  Invite the child to draw a 

picture showing what they have done this week that’s 

different than being at school. Then write a few 

sentences telling what they did. 

 W.K.3 

❏  Go on a 3D shape hunt! Look for the following shapes where you are: cube, cylinder, cone, 

spheres. Describe each shape. (Ex. how many 

sides, how many corners) ❏  

Pick a number between 2 and 20. Ask your child 

what number comes after that number and then have 

them count from that number (instead of 1). Repeat several times. 

 K.G.1, K.CC.2 

❏  Pick a toy and a bog/box. 

Where is the toy? Move the toy. Use positional words 

like those below to describe where the toy is. Words 

can be applied all around the house! 

(in front of, behind, between, on top of, under, above, below and beside) 

K.P.1.1, K.G.1.4  

❏  Get your heartrate 

up.  

Goal 30- 60 mins 

Kindergarten Remote Learning - Week 2 Addressing NC kindergarten standards during remote learning, no technology needed. 

  Reading/ Writing  Math  Science/ Social Studies  Move 

Day 1   Read 

20 mins 

 __ 

❏  What did you do this 

weekend? Have the child draw a picture about their 

weekend and write 3-4 sentences telling what 

happened, spelling the best they can. 

Ex. I stad at home with mi famile. We watchd a movie called Frozen 2. Then we ate mac n chez for dinr. The next day we plad 

outsid.  

Encourage words like first, next, then and last. 

W.K.3 

❏  Count aloud with the goal 

being 100. If your child makes a mistake, correct the mistake and try again. 

❏  Count to 100 by tens. If a mistake is made, correct 

the mistake and try again. (10, 20, 30, 40, 50,  60, 70, 80, 90, 100) 

Has your child mastered counting by tens? Try 

counting by 5s, then 2s.  

K.CC.1, K.CC.5 

❏  FInd pictures, draw pictures or write words representing items you want and items you need. Categorize the items by sorting groups of pictures, drawing pictures 

in a table labeled “need” on one side and “want” on the other, or simply discussing. 

 Need: water, food, shelter, 

clothing Want: skateboard, princess 

dress, balls, cars, dolls K.G.2.2, K.E.1.1 

❏  Get your heartrate 

up.  

Goal 30- 60 mins  

Day 2   Read 

20 mins 

 __ 

 

❏  Read, look at or listen to 2 

different types of texts.   Texts can be anything a child listens to or reads: magazines, nonfiction books, fiction books, 

photographs, music, art, etc. ❏  

Discuss how they are alike or different. What is their purpose; to entertain, to 

inform/ teach? Fiction or Nonfiction? 

RL.K.5 

❏  Pick a number between 2 

and 20. Ask your child what number comes after that number and then have 

them count from that number (instead of 1). Repeat several times. 

❏  Solve the following addition 

problems; 3+5=_, 7+2=_, 4+3=_, 5+2=_, 1+6= _. 

Encourage use of fingers, drawings, and/or objects to show how they get their 

answer. K.CC.2, K.OA.1 

❏  Work with your child to sketch a map of your 

home (or other location you may be). Discuss the map being a view from above. Label the map 

together. ❏  

Play Hide-n-Go-Seek! Hide a toy or other item in 

your home. Show your child where the item is on the map. Challenge them to find the item using the 

map. K.G.1.1 

❏  Get your heartrate 

up.  

Goal 30- 60 mins 

Day 3   Read 

20 mins 

 __ 

 

❏  Pick another family 

member or friend to write about. Write 3-4 sentences about the person, using the 

best spelling they can. Ex. Tony is mi bst frind. He has black har. Tony likes soccr. He has a little sistr. 

W.K.2 

❏  Count aloud with the goal 

being 100. If your child makes a mistake, correct the mistake and try again. 

❏  Count to 100 by tens. If a mistake is made, correct 

the mistake and try again. K.CC.1 

❏  Pick a toy to share or a 

game to play! Exemplify positive 

relationships through fair play and friendship, like 

taking turns.  

K.C&G.1.1 

❏  Get your heartrate 

up.  

Goal 30- 60 mins 

Day 4   Read 

20 mins 

 __ 

 

❏  Read a story you have at 

home or can access online. Identify the characters 

(“who”), the settings (“where”), and major 

events (“what happened”) in order. 

 RL.K.1, RL.K.2, RL.K.3 

❏  Solve the following 

subtraction problems; 5-3=_, 7-2=_, 4-3=_,  

5-2=_, 6-1= _. Encourage use of fingers, drawings, and/or objects to show how they get their 

answer.  

K.OA.1  

❏  Discuss how the child has changed over time. What can they do now that they could not do as babies or a younger child. How have their interests changed? 

Pick another family member or friend (sibling, cousin) and discuss how they have changed over 

time. K.H.1.1 

❏  Get your heartrate 

up.  

Goal 30- 60 mins 

Day 5   Read 

20 mins 

 __ 

 

❏  Look at the pictures in a book or watch a muted 

online read aloud. Use the illustrations to tell a story of their own. As an adult, you may record the story 

they tell. ❏  

Read the story aloud or listen to the online read 

aloud. Compare the child’s story to the author’s story. 

 RL.K.7 

❏  Gather 2 groups of 11 

cards/pieces of paper. Write a numeral on each card (0-10) Give one set (0-10) to the child. As the adult or older sibling, you keep the other set. Each 

player turns one card over. Looking at two cards, child identifies the number that represents less or more. Repeat. Shuffle and play 

again. K.CC.7  

❏  Pick a toy to share or a 

game to play! Exemplify positive 

relationships through fair play and friendship, like 

taking turns.  

K.C&G.1.1 

❏  Get your heartrate 

up.  

Goal 30- 60 mins 

Concept 1 Recognizes Rhyme= 

“Do these words rhyme: ___ - ____?”   bus – Gus  mop – stop  goat – rug  pants – put  four – door  plate – gate  moon – bun  desk – chair  mall – tall  bat – that  big – jam  phone – tent  taco – Paco  ruler – draw  horse – course  rocket – pocket  sand – land  queen – run  rake – shake  nickel – pickle  jeep –sheep     

 Concept 2 

Generates Rhyme  “Tell me a word that rhymes with ___.” (Accept nonsense answers.)  tree rose  pail cake  bear pen  man fish  fan bat  bib gate   shirt crown  socks moon   nest star   king dog  goat duck  house snake  bell fire  jar hill  last bath  fall clay  sweet red  free rent  rope loud  sound flower  slow fun  

 Concept 3 Identifies Beginning Sounds 

 “What sound do you hear at the beginning of the word ___?” (Children respond with the sound (phoneme) NOT the letter name.)  two four  six ten  farmer doctor  teacher soldier  nurse painter  banana pickle  milk hamburger  apple Jello  lion dinosaur  turtle pig  rabbit bear  jacket boot  hat mitten  pants sandals  circle round  triangle oval  sink dive  spill rode  boat bike  eagle ice  zig joke  feel vase 

Concept 3 Identifies Beginning Sounds 

 “What sound do you hear at the beginning of the word ___?”  (Children respond with the sound (phoneme) NOT the letter name.)  at jump  dig pet  it roll  cage hat  candle short  video quarter  hop thumb  television chill  kitchen bath  seven loss  miss niece  feet zeal  both vest  home brush  tube rise  light clap  egg fog  cash job  bath shoe     

Concept 2 Generates Rhyme 

 “Tell me a word that rhymes with ___.” (Accept nonsense answers.)  cab race  black rag  fake thin  fine bright  cold long  book broom  prune rake  three nose  chair ten  van dish  crib skate  skirt clown   box vest  car ring  swing frog  boat truck  mouse shell  boy out  grew glue  room pay   dry at   

Concept 1 Recognizes Rhyme 

 “Do these words rhyme: ___ - ____?”  sink – think  seem – team  feel – face  chunk – skunk  dive – day  prize – lies  add – sad  chin – chocolate  ink – blink  itch – witch  ax – saw  eraser – pen  ate – trait  animal – ant  down – frown  like – hike  laugh – smile  mirror – mine  finger – thumb  hook – crook  team – scream   

Concept 4 Identifies Words That Begin 

the Same  “What word begins the same as ____:  ____ - ____?”  moon: cap – monkey  bike: big – mud  sun: soup – cake  time: sent – toad  foot: fence – dish  apple: alligator – top  camera: not – cup  pizza: piano – boy  nose: cup – nut  igloo: icky – two  hunt: hi – book  robot: hat – rooster  leaf: lady – man  dinosaur: doll – up  goat: olive – gum  octopus: dinner – Oscar  key: gecko – kite  wagon: wish – gum  jeep: watch – jet  vest: video – jump  quarter: vine – queen  

Concept 5 Blends Onset and Rime 

 “If I say /_/ /_/, what word am I saying?  i/t b/e  m/y kn/ee  p/ie h/ay  t/oe b/ow  c/ar d/o  g/o n/o  r/ow t/o  y/ou w/e  sh/y th/e  sh/e wh/y  b/ag b/all   b/at b/ear   b/ell b/end  b/est b/ike  c/ome c/ow   f/an d/uck  f/eet f/ire   f/ive f/ox   g/um h/and  h/at h/ike      

Concept 6 Segments Onset and Rime 

 “Tell me the beginning sound and then tell me the rest of the word: ____.  bag bear  best bike   cow came  cat come   cow couch  duck fan  feet fire  five fox  go gum  hand hat  hike hole  home hope  hose house  kite knee  kneel leaf  leg light  log mail  man mice  mile mouse  slang snob  slam yellow 

Concept 6 Segments Onset and Rime 

 “Tell me the beginning sound and then tell me the rest of the word: ____.  pine paint  ring rope  sale see  tail ten  then this  his will  blast brown  chain chin  crown drum  flame fruit  gray graze  plump plus  shirt shop  sled smile  snap spend  stamp spot  train trap  trash trim   tube when  trip truck  spot swam   

Concept 5 Blends Onset and Rime 

 “If I say /_/ /_/, what word am I saying?  h/ose h/ouse  n/ail n/est  n/ice n/ine  ch/eese ch/ain  ch/op sh/irt  sh/ip th/at  wh/ite wh/en  w/ith w/ill  p/late sh/elf  ch/est c/lock  b/rush g/rape  g/reen n/est  p/aint p/lace  sh/rub s/tove  s/mile t/rash  c/loth b/roke  f/lake f/resh  h/and s/nug  s/tamp s/tand  sh/rink t/rust      

Concept 4 Identifies Words That Begin 

the Same  “What word begins the same as ____: ___ - ____?”  egg: exit – penny  yellow: yes – quilt  zipper: yarn – zero  under: up – kitten  thank: to – thin  she: ship – tip  cheese: fish – chin  paper: pet – cat  rock: stone – rack  spider: pop – step  frog: fat – rat  man: cap – mop  girl: boy – gone  boy: best – paint  candy: disk – card  flower: hat – flat  dirt: ten – dance  happy: birthday – how  Jello: stop – jiggle  lip: long – short  mom: pat- match   

Concept 7 Blends Phonemes into 

Words  “/_ / /_/ /_/. What word did I say?” _________________________ To make the activity easier, begin with simple riddles.  “What am I thinking of?”  It falls from the sky. r/ai/n  I sleep in this at night. b/e/d  I wear this on my foot. s/o/ck  A red light means you have to do this. s/t/o/p  She helps you if you’re hurt. n/ur/se  It helps me find a street in the city. m/a/p ___________________________ To make the activity a little harder, only give a category.  “I am thinking of things you might do in gym.”  r/u/n  s/k/i/p  h/o/p  j/u/m/p  r/a/ce s/k/a/te  j/o/g g/l/i/de  d/a/n/ce c/l/i/mb  “I am thinking of different kinds of weather.”  r/ai/n s/l/ee/t  f/o/g i/ce    

Concept 8 Segments Words into Phonemes  “Say ____ slowly so I can hear each separate sound.”  Two Phonemes bow tie  toy shy  car do  go no  row to  Three Phonemes leg tooth  six gum  knife bag  ball bat  bear bell  bike boat  bone cat  chain chair  cheese five  mail nose  rake shell  star soap  sun tail  ten wheel    

Concept 9 Divides Words into Syllables  “How many syllables do you hear in the word ___.”  One bird book  bus clown  eight fruit  grape one  queen six  snake goat  three truck  dog play  house farm  Two balloon because  candle carrot  dessert dinner  flashlight flavor  hammer jolly  insect laughing  lemon lion  monkey Friday  pumpkin sandbox  seven special  shower spider  

Concept 9 Divides Words into Syllables  “How many syllables do you hear in the word ___.”  Two toothbrush table  unlock tiger  wagon turtle  surprise water  scissors pencil  Three dinosaur calendar  butterfly banana   crocodile bicycle  elephant curious   basketball icicle  forever honestly  newspaper radio  multiply kangaroo  popular habitat  fantastic gorilla  hamburger magical  library invention  tomato wonderful  yesterday tornado  volcano submarine  terrible skeleton  vacation uniform    

Concept 8 Segments Words into Phonemes  “Say ____ slowly so I can hear each separate sound.” Four Phonemes block fruit  globe nest  paint cloud  sink frog  drum snake  jump small  lamp bread  clean desk  left yellow  slide sled  crab gift  stop scout  sweet skate  truck train  price stack  glad steak  glass find  grab sand  slap bleed  grace pride    

Concept 7 Blends Phonemes into Words  “/_ / /_/ /_/. What word did I say?”   Two Sounds t/oe kn/ee u/p s/o i/t d/ay m/y sh/oe  s/ay m/e  a/t i/n b/ow l/ie  m/oo i/s g/o a/m   Three Sounds j/o/b r/oo/f b/u/s b/oa/t d/oo/r b/e/d f/oo/t b/a/ck m/ou/th ch/i/n l/e/g r/i/ght o/v/er h/a/t t/o/p d/ow/n l/a/te d/r/y h/ou/se ch/ee/k p/u/sh w/ea/k   Four Sounds t/ea/ch/er u/n/d/er l/e/f/t y/e/ll/ow p/ai/n/t j/u/m/p s/l/e/d d/e/s/k g/i/f/t l/a/n/d f/i/n/d l/a/m/p   Blends s/l/ow t/r/ai/n f/a/s/t s/l/i/de b/r/ea/d g/r/a/pe s/t/ea/k s/w/ee/t g/r/ee/n b/r/ow/n b/l/a/ck c/l/ea/n    

Kindergarten   Fiction Reading Response  

Choose 3 Activities Per Week  

Draw and label a picture of your favorite 

character   

 

Draw the ending of the story.

 

How are you like the main character? How 

are you different?  

 

Make a list of five new words you learned. 

Can you draw a picture to go with each 

word?  

 

Where is this story happening? Can you draw it? Or can you 

write about it?  

 

Draw the main problem of the story. Can you tell someone 

how it was solved?   

 

Pick a character from two different books, do 

you think they would be friends? Yes or no? 

Draw a picture and explain your thinking.  

 

  

Before reading the books, predict what 

you think the book will be about. Draw a 

picture or write about it. 

 

Think about what would happen after 

the story? What will the character do now?  

  

  

 

Kindergarten   Non Fiction/Informational Reading Response  

Choose 3 Activities Per Week  

Be the teacher, write 3 questions a teacher would ask about this 

book.  

 

Can you make a new title for this book? 

   

 

Make a list of five new words you learned. 

Can you draw a picture to go with each 

word?  

 

Pretend your friend did not read this book. 

Make a poster to teach them about this 

book.   

 

Draw or list 3 new facts you learned after 

reading.  

 

Go on a book scavenger hunt can 

you find a …  

❏ label   ❏ map ❏ heading ❏ bold word ❏ Glossary ❏ Index  ❏ graph ❏ diagram 

 Compare two things you learned about 

while reading. How are they alike? How are 

they different?   

 

Make a connection with what you are reading. Complete these sentences. 

 ❏ This reminds me 

of…  

❏ I think…  

❏ This reminds me of the book... 

After reading, create a picture of what the 

book is mainly about.