Wiki-Teacher

Kindergarten Read-a -louds

This is a selection of books I have found helpful and worthy of my students' growth, development and entertainment. All of the books are categorized according to power standards or themes.

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Created by:
kinder4984
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Content Area

  • NVACS English Language Arts

Resource Type(s)

  • Miscellaneous

Grade(s)

  • Pre-Kindergarten
  • Kindergarten
  • 1st Grade

Course(s)

  • No Courses Identified

Standard(s)/Course Objective(s)

  • RL.K.1 - With prompting and support, ask and answer questions about key details in a text.
  • RL.K.2 - With prompting and support, retell familiar stories, including key details.
  • RL.K.2 - With prompting and support, retell familiar stories, including key details.
  • RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.
  • RI.K.1 - With prompting and support, ask and answer questions about key details in a text.
  • RI.K.2 - With prompting and support, identify the main topic and retell key details of a text.
  • RI.K.2 - With prompting and support, identify the main topic and retell key details of a text.
  • 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).
  • RF.K.1d - Recognize and name all upper- and lowercase letters of the alphabet.
  • RF.K.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • RF.K.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • RF.K.2d - Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
  • RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
  • RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
  • RF.K.3c - Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
  • W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
  • W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
  • W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
  • W.K.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • W.K.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  • L.K.1a - Print many upper- and lowercase letters.
  • L.K.5 - With guidance and support from adults, explore word relationships and nuances in word meanings.
  • K.CC.B.4a - Understand the relationship between numbers and quantities: connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
  • K.CC.C.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.)
  • K.CC.C.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.)
  • K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
  • K.CC.A.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
  • K.CC.B.5 - Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
  • K.OA.A.1 - Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. [This applies wherever drawings are mentioned in the Standards.])
  • K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
  • K.G.A.3 - Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Textbook Unit(s)

  • No Textbook Units Identified

Tag(s)

  • Multicultural
  • Intervention