Reading wonders practice ELL reproducibles GK SE

Letter Recognition: Aa, Bb Point to and name capital and lowercase letters a and b.. Beginning/Intermediate Letter Recognition: Cc, Dd, Ee, Ff Point to and name capital and lowercase le

Grade K

ELL

Reproducibles

Practice

Grade K

Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

ELL

Reproducibles

Respond to the Interactive Read-Aloud:

Respond to the Interactive Read-Aloud:

Respond to the Big Book:

Respond to the Interactive Read-Aloud:

Unit 1 • Take a New Step

Week 2

Get Up and Go!

Week 3

World of Bugs

High-Frequency Word Story:

Unit 4 • Around the

Neighborhood

Week 1

Time for Work

Week 3

Pitch In

High-Frequency Word Story:

Week 3

Stormy Weather

High-Frequency Word Story:

my, are, he, with, is, little, she, was 179

Week 3

Look to the Sky

Comprehension: Character,

High-Frequency Word Story: for, have,

they, of, said, want, here, me, this, what 239

Week 3

Our Natural Resources

Comprehension: Connections

High-Frequency Word Story:

High-Frequency Word Story:

High-Frequency Word Story:

Week 3

Protect Our Earth

Comprehension:

High-Frequency Word Story: help,

too, play, has, where, look, who,

Letter Recognition: Aa, Bb Point to and name capital and lowercase letters

a and b Have children repeat Demonstrate how to draw a line to connect

the capital and lowercase forms of the same letter Then have children

complete the page by doing the same Ask them to tell the name of the

Beginning/Intermediate

High-Frequency Word: I Point to and say the first sentence: I paint Have

children point to the sentence and repeat Continue with the remaining

sentences: I read I run I eat Then have partners point to and read the

sentences to each other

I I I I

.

Beginning/Intermediate

Respond to the Interactive Read-Aloud: The Ugly Duckling Review the story

of The Ugly Duckling Point to and describe each picture at the top of the

page Then have children draw a picture of something else that happened in

the story After they draw, have them tell a partner about their scene

Beginning/Intermediate Category Words: Names Review names Point to each child’s shirt and say

the name or describe the picture Put a marker on Jen and say: Let’s put a

marker on this girl because I see the name Jen on her shirt Have children

place markers on each child with a name on his or her shirt Remind children that when we write names, we use the letters of the alphabet After children place their markers, read the names aloud again and have children repeat

Beginning/Intermediate

Letter Recognition: Cc, Dd, Ee, Ff Point to and name capital and lowercase

letters c, d, e, and f Have children repeat Demonstrate how to draw a line

to connect the capital and lowercase forms of the same letter Then have

children complete the page by doing the same Ask them to tell the name

of the letters to a partner

f e

d c

F E

D C

Beginning/Intermediate

Letter Recognition: Gg, Hh Point to and name capital and lowercase letters

g and h Have children repeat Demonstrate how to draw a line to connect

the capital and lowercase forms of the same letter Then have children complete the page by doing the same Ask them to tell the name of the letters to a partner

h g

h g

H G

H G

l k

j i

L K

J I

Beginning/Intermediate

Letter Recognition: Ii, Jj, Kk, Ll Point to and name capital and lowercase

letters i, j, k, and l Have children repeat Demonstrate how to draw a line

to connect the capital and lowercase forms of the same letter Then have

children complete the page by doing the same Ask them to tell the name

Beginning/Intermediate

High-Frequency Word: can Point to and say the first sentence: I can clap

Have children point to the sentence and repeat Continue with the remaining

sentences: I can sing I can jump I can kick Then have partners read the

sentences to each other

Beginning/Intermediate

Respond to the Interactive Read-Aloud: Tikki Tikki Tembo Review the

story of Tikki Tikki Tembo and the word character Point to and name each

character at the top of the page Then have children draw a picture of

another character from the story After they draw, have them circle their

Beginning/Intermediate Category Words: Numbers Review numbers using the Visual Vocabulary Cards Then point to and say the name of each number and letter on this

page Say: Let’s put a marker on the five, because five is a number word

What other numbers do you see on the page? Have children put markers on

each number on the page Then have them say each number to a partner

Beginning/Intermediate

Letter Recognition: Mm, Nn, Oo, Pp Point to and name capital and lowercase

letters m, n, o, and p Have children repeat Demonstrate how to draw a line

to connect the capital and lowercase forms of the same letter Then have

children complete the page by doing the same Ask them to tell the name of

the letters to a partner

p o

n m

P O

N M

Beginning/Intermediate

Letter Recognition: Qq, Rr Point to and name capital and lowercase letters

q and r Have children repeat Demonstrate how to draw a line to connect

the capital and lowercase forms of the same letter Then have children complete the page by doing the same Ask them to tell the name of the letters to a partner

r q

r q

R Q

R Q

Beginning/Intermediate

Respond to the Big Book: Animals in the Park: An ABC Book Review the Big

Book Animals in the Park Point to and describe each picture Elicit the name

of the animal and what it is doing Then have children draw another animal

from the story After they draw, have children tell a partner what animal

Beginning/Intermediate

Letter Recognition: Ss, Tt, Uu, Vv Point to and name capital and lowercase

letters s, t, u, and v Have children repeat Demonstrate how to draw a line

to connect the capital and lowercase forms of the same letter Then have children complete the page by doing the same Ask them to tell the name

of the letters to a partner

v u

t s

V U

T S

Beginning/Intermediate

High-Frequency Word: I, can Point to and say the first sentence: I can dance

Have children point to the sentence and repeat Continue with the remaining

sentences: I can mix I can ride I can play Then have children read the

Beginning/Intermediate

Respond to the Interactive Read-Aloud: Kindergarteners Can! Review

Kindergarteners Can! Point to and describe each picture Elicit details about

what the children are doing Then have children draw a picture that shows something else they can do After they draw, have them tell a partner about their picture

Beginning/Intermediate

Category Words: Days of the Week Review days of the week using Visual

Vocabulary Cards Then point to and say the name of each picture on this

page, eliciting details from children Explain that they will put a marker on

pictures where they might see a day of the week Demonstrate placing a

Today is Friday.

Monday Tuesday Wednesday Thursday Friday

Today is Tuesday.

Beginning/Intermediate

Letter Recognition: Ww, Xx, Yy, Zz Point to and name capital and lowercase

letters w, x, y, and z Have children repeat Demonstrate how to draw a line

to connect the capital and lowercase forms of the same letter Then have children complete the page by doing the same Ask them to tell the name

of the letters to a partner

z y

x w

Z Y

X W

Beginner/Intermediate

Phonemic Awareness: /m/ Point to and say map emphasizing initial /m/

Have children point to the picture and repeat Have children place a marker

on the picture Elicit from children which pictures begin with /m/ and

guide them to place a marker on it Then have them listen to the Sound

Beginner/Intermediate

Phonics: /m/m Point to and say moon emphasizing /m/ Have children repeat

Guide them to write m next to the moon Then have children write m next to

each picture whose name begins with /m/ Have them tell the picture names

beginning with m to a partner Then display Word-Building Card m and use

Photo Cards beginning with letter m to reinforce /m/m.

OREGON CALIFORNIA NEVADA ARIZONA NEW MEXICO TEXAS OKLAHOMA KANSAS NEBRASKA WYOMING IDAHO WASHINGTON UTAH COLORADO SOUTH DAKOTA NORTH DAKOTA MINNESOTA WISCONSIN IOWA MISSOURI ARKANSAS LOUISIANA MISSISSIPPI ALABAMA FLORIDA SOUTH CAROLINA NORTH CAROLINA WEST VIRGINIA PENNSYLVANIA NEW YORK MAINE VERMONT NEW HAMPSHIRE MASSACHUSETTS RHODE ISLAND CONNECTICUT NEW JERSEY DELAWARE ILLINOIS KENTUCKY OHIO MONTANA M IC H IG

Beginner/Intermediate

Comprehension: Key Details Review happy, sad, and mad Elicit the names of

the animals as you point to each picture

Circle the picture that shows Bear feeling mad

Circle the picture that shows Goose feeling happy

Beginner/Intermediate

Phonics: /m/m Point to and say each item Have children repeat Have

partners work together to name and circle each item whose name begins

with the same sound as map Then have children write m.

Beginner/Intermediate

Category Words: Feeling Words Review feeling words Then point to

and name each picture on this page Point to the first picture: This boy is

mad Let’s put a marker on the picture because mad is a feeling word Have

children place a marker on each picture that shows a feeling word and tell a

partner about the words they chose Elicit other examples of feeling words

OREGON CALIFORNIA NEVADA ARIZONA NEW MEXICO TEXAS OKLAHOMA KANSAS NEBRASKA WYOMING IDAHO WASHINGTON UTAH COLORADO SOUTH DAKOTA NORTH DAKOTA MINNESOTA WISCONSIN IOWA MISSOURI LOUISIANA MISSISSIPPI ALABAMA FLORIDA SOUTH CAROLINA NORTH CAROLINA VIRGINIA WEST VIRGINIA PENNSYLVANIA NEW YORK MAINE VERMONT NEW HAMPSHIRE MASSACHUSETTS RHODE ISLAND NEW JERSEY DELAWARE ILLINOIS KENTUCKY OHIO MONTANA M IC H IG

m

m

M M

M

M

m

Beginner/Intermediate

Handwriting: Mm Point to and say the letter name identifying both capital

and lowercase forms of the letter Then have children trace and write both

forms of m Ask them to tell the name of the letter to a partner.

Beginner/Intermediate

Phonemic Awareness: /a/ Point to and say ant emphasizing initial /a/ Have

children point to the picture and repeat Have children place a marker

on the picture Elicit from children which pictures begin with /a/ and

guide them to place a marker on it Then have them listen to the Sound

Beginner/Intermediate

Phonics: /a/a Point to and say apple emphasizing /a/ Have children repeat

Guide them to write a next to the apple Then have children write a next to

each picture whose name begins with /a/ Have them tell the picture names

beginning with a to a partner Then display Word-Building Card a and use

Photo Cards beginning with letter a to reinforce /a/a.

Beginner/Intermediate

Comprehension: Key Details Point to each animal and say its name Have

children repeat Then say

Which animals hop? Circle the pictures.

Which animals fly? Circle the pictures.

Phonics: Blending am Point to a in the word am and say /a/ Repeat for m

Blend the sounds and say the word Have children repeat Guide children to write the word and read the sentences to a partner

Beginner/Intermediate

Category Words: Family Words Review family words using Visual Vocabulary

Cards Then point to and name each picture on this page Point to the first

picture and say: This is a mother Let’s put a marker on the picture because

mother is a family word Have children place a marker on each picture that

AlphaCard_1x1.25NoBorder_forPDF.A A 8/20/07 5:24:56 PM

Name

Beginner/Intermediate

Handwriting: Aa Point to and say the letter name identifying both the

capital and lowercase forms of the letter Then have children trace and write

both forms of a Ask them to tell the name of the letter to a partner.

a a a

a a

A

A A

Beginner/Intermediate

Phonemic Awareness: /s/ Point to and say sun emphasizing /s/ Have children

point to the picture and repeat Have children place a marker on the picture

Elicit from children which pictures begin with /s/ and guide them to place a

marker on it Then have them listen to the Sound Pronunciation Audio.

Beginner/Intermediate

Phonics: /s/s Point to and say sun emphasizing /s/ Have children repeat

Guide them to write s next to the sun Then have children write s next to

each picture whose name begins with /s/ Have them tell the picture names

beginning with s to a partner Then display Word-Building Card s and use

Photo Cards beginning with letter s to reinforce /s/s.

Beginner/Intermediate

Comprehension: Key Details Point to and describe each picture Elicit details

from children Then review the words looking, tasting, feeling Have children

Circle the child who is looking at a sailboat

Circle the child who is tasting a sandwich

Circle the child who is feeling the water

?

Phonics: Blending /s/s Point to S in the word Sam and say /s/ Repeat for

letters a and m Blend the sounds and say the word Have children repeat

Guide children to write the word and read the sentences to a partner

Beginner/Intermediate

Category Words: Sensory Words Review sensory words Then point to and

name each picture on this page Point to the first picture and say: This boy

can see the snow Let’s put a marker on this picture because see is a sensory

word Have children put a marker on each picture that shows a sensory word

s s

s

S

s

Beginner/Intermediate

Handwriting: Ss Point to and say the letter name identifying both the capital

and lowercase forms of the letter Have children trace and write both forms

of s Ask them to tell the name of the letter to a partner.

s s

Beginner/Intermediate

Phonemic Awareness: /p/ Point to and say pot emphasizing /p/ Have

children point to the picture and repeat Have children place a marker

on the picture Have children tell a partner which pictures begin with /p/

and have them place a marker on it Then have them listen to the Sound

Beginner/Intermediate

Phonics: /p/p Point to and say pen emphasizing /p/ Have children repeat

Guide them to write p next to the pen Then have children write p next to

each picture whose name begins with /p/ Have them tell the picture names

beginning with p to a partner Then display Word-Building Card p and use

Photo Cards beginning with letter p to reinforce /p/p.

Beginner/Intermediate

Comprehension: Key Details Review the word tool Then point to each

picture and describe what each child is doing Elicit object names from

children Then have children circle the child in each row that is using a tool

Have them tell a partner why they circled each picture

map sap

Phonics: Blending /p/p Point to m in the word map and say /m/ Repeat for

letters a and p Blend the sounds and say the word Have children repeat

Then guide them to write the word and read it to a partner Repeat routine

for sap and Pam.

Beginner/Intermediate

Category Words: Colors Review color words Elicit the name of each picture

Have children

Color the pictures in this row that are orange

Color the pictures in this row that are green

Color the pictures in this row that are yellow

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Name

Beginner/Intermediate

Handwriting: Pp Point to and say the letter name identifying both the capital

and lowercase forms of the letter Have children trace and write both forms

of p Ask them to tell the name of the letter to a partner.