literature in the being a reader...the literature in being a reader has been carefully selected to...

The literature in Being a Reader has been carefully selected to engage young children in the joy of reading while building the foundations for reading success. In kindergarten, whole-class shared reading experiences help teachers build a community of readers and teach essential literacy concepts at the same time. Small-group reading texts provide independent, developmentally appropriate practice for students to meet their individual needs as emerging and developing readers.

Whole-class Shared Reading TextsThrough shared reading and rereading of favorite stories, songs, and rhymes, students build phonemic awareness and alphabetic concepts, develop concepts of print, learn high-frequency words, gain oral fluency, and begin to understand authors’ craft. The shared reading texts include 15 big books and 11 poems at kindergarten. (Poems are reproduced in the Teacher’s Manual.)

Small-group ReadingStudents read in small groups as soon as they have gained the habits and predispositions required for independent work through careful foundation setting. Books for small-group reading are organized in sets according to reading levels.

Texts for Emerging Readers Being a Reader offers carefully sequenced texts with controlled vocabulary that are aligned with the scope and sequence. Children practice what they are learning by reading and discussing real texts that look and feel like authentic trade books. There are 68 hybrid texts for emerging readers (Sets 1–5; six copies of each title are provided).

Texts for Developing ReadersWhen students are ready, they transition into leveled trade books. At this stage, books for developing readers focus on reading comprehension, fluency, word analysis, and self-monitoring and self-correcting. There are 38 leveled trade books and five hybrid books for developing readers (Sets 6–12).

The classroom package for kindergarten includes Sets 1–4. Additional Small-group Reading sets are available for purchase to meet the needs of your individual classroom.

© Center for the Collaborative Classroom Being a Reader™, Grade K 1

Literature in the Being a Reader Program: Kindergarten


Kindergarten

Chicka Chicka Boom Boom (big book) by Bill Martin Jr. and John Archambault

In this rhyming alphabet book, the letters of the alphabet climb to the top of a coconut tree.Week 1

the alphabet (big book) by Monique Felix

Two curious mice bite the letters of the alphabet out of a book and work together to put them in order.Week 2

I Went Walkingby Sue Williams, Jr.

In this rhyming text, a young boy goes for a walk and describes what he sees.Week 4

“The More We Get Together” (traditional song)

This is a classic song about friends getting together.Week 5

Hands Canby Cheryl Willis Hudson

This rhyming book describes some ways children use their hands to explore the world.Week 6

“The Itsy Bitsy Spider” (traditional song)

In this familiar song, a spider makes its way up a waterspout.Week 3

Whole-class Shared Reading


What Is Round?by Rebecca Kai Dotlich

This rhyming book presents round objects in colorful photographs.Week 7

Gossieby Olivier Dunrea

Gossie loses her beloved red boots, and when she searches for them, they lead her to a new friend.Week 8

Barnyard Banterby Denise Fleming

A goose chases a butterfly around a farm and encounters animals and their banter along the way.Week 12

“Windshield Wipers”by Mary Ann Hoberman

This rhythmic poem describes windshield wipers wiping rain off the windshield of a car.Week 13

“Just Watch”by Myra Cohn Livingston

In this poem, a child describes some things that she can do.Week 14

“Ten Galloping Horses”(traditional rhyme)

“Five Little Monsters”by Eve Merriam

In this rhyming poem, ten horses gallop to town.Five monsters get together to make a pudding by the light of the moon.Week 9

Kindergarten (continued)


Walking Through The Jungleby Julie Lacome

In this story, a boy sees many animals as he moves through the jungle.Week 18

red sledby Lita Judge

A bear and some friends go on a wild sled ride.Week 15

“One, Two, Buckle My Shoe” (traditional rhyme)

This poem is a traditional counting rhyme.Week 19

“It Fell in the City”by Eve Merriam

In this poem, a colorful city turns white during a snowstorm.Week 16

Fish Eyes: A Book You Can Count Onby Lois Ehlert

In this counting book, a little fish describes the big, beautiful fish he sees while swimming through the ocean.Week 22

Millions of Snowflakesby Mary McKenna Siddals

A young girl delights in the wonder of snowflakes.Week 17



“Way Down Deep”by Mary Ann Hoberman

This poem is about animals that live in the ocean.Week 23

“I’m a Yellow-bill Duck”by Jack Prelutsky

A duck tells about himself in this rhythmic poem.Week 24

Here Are My Handsby Bill Martin Jr. and John Archambault

This rhyming book describes the uses of different parts of the body.Week 26

I Love Bugs!by Philemon Sturges

A little boy goes for a walk and talks about the bugs he sees.Week 27

My Favorite Bearby Andrea Gabriel

A mamma bear tells her baby bear a story as she puts him to sleep.Week 28

Five Little Ducksby Penny Ives

In this traditional counting rhyme, five little ducks go on an adventure.Week 25



Hybrid Texts for Emerging Readers Set 1

We Can Readby Amy Bauman

s, n; he, she

We Can’t See!by Amy Bauman

m, t; can’t, isn’t

Nan and Samby Kenni Aldena; to, get

It Can Sit!by Amy Helferr, i; no, yes

Nat the Ratby Elizabeth JohnsonReview/reteach

Go Down, Fat Fishby Corinn Kintzf; down, go

Where Is My Hat?by Valerie Fraserh, u; where, my

Can You See My Fish?by Corinn KintzReview/reteach

My Cat Dotby Elizabeth Johnsond, o; by, here

The Kickby Elizabeth Johnsonc, ck, k; saw, they

Kat and Rick Get a Rockby Elizabeth JohnsonReview/reteach

Small-group Reading

Note: Six copies of each title are provided.


Set 2

Rub-a-Dub-Dubby Erica J. Greenb; was, little

Pat and Pamby Valerie Fraserp; put, what

The Petby Elizabeth JohnsonReview/reteach

Gusby Amy Helferl, g; do, like

We Have Homesby Amy Helfere, w; have, home

Wagby Amy HelferReview/reteach

Sled Dogsby Valerie Fraserth, y; said, of

What Vets Doby Lucy Bledsoev, sh; her, his

We Have Fishby Valerie FraserReview/reteach

Fish for Maxby Amy Helferx, ch, tch; come, some, out

On the Jobby Amy Helferz, j, dge; say, says, so

A Bad Foxby Amy HelferReview/reteach


Set 3

Buzz, Hum, Tap, Whap, Whiz, Ding-a-lingby Corinn Kintz

wh, ing; make, there, be

The Good Little Ducks, Part 1by Corinn Kintz

ed, qu; look, good

The Good Little Ducks, Part 2by Corinn Kintz

Review/reteach

The Jug of Waterby Rob Arego

sn, st; want, water, fromUsing illustrations to confirm what you read

Where Is Mom?by Rob Arego

fl, fr, -s; for, againIdentifying characters’ feelings

The Skunkby Kenni Alden

Review/reteach

Drip Dropby Erica J. Green

gr, dr; many, peopleMaking inferences; making text-to-self connections

Make Plum Jamby Erica J. Green

pl, sm; your, verySequencing/retelling

The Bandby Elizabeth Johnson

Review/reteach

The Spelling Testby Rob Arego

sp, cl; could, would, should, wereIdentifying characters’ feelings

Winter Funby Rob Arego

sk, sl; both, doesMaking inferences; making text-to-self connections

The Clownsby Rob Arego

Review/reteach


Set 4

A Hike by the Lakeby Corinn Kintz

a_e, i_e, e_e; every, other, mother, brotherCompound words; abbreviations

Life in a Plains Tribe, Part 1by Corinn Kintz

o_e, u_e; woman, women, boyCompound words; using illustrations to support vocabulary

Life in a Plains Tribe, Part 2by Corinn Kintz

Review/reteach

Snakes!by Amy Helfer

-s with final e; toward, overIdentifying what you learned from nonfiction

A Cold Rideby Amy Helfer

-ing with final e; their, old, cold, toldMaking text-to-self connections

Get Out and Get Fitby Amy Helfer

Review/reteach

Out My Windowby Amy Bauman

-ed with final e; one, twoIdentifying homophones; sequencing/retelling

What Little Deer Eatby Amy Bauman

ee, ea; don’t, won’t, tooIdentifying homophones; making text-to-self connections

A Good Teamby Kenni Alden and Margaret Goldberg

Review/reteach

Bird Schoolby Amy Helfer

er, ir, ur; who, schoolSequencing/retelling

Fox Spills the Starsretold by Amy Helfer

ar, or; thought, fatherUnderstanding folktales

Sharks!by Amy Helfer

Review/reteach


Set 5

Fun Fortsby Lucy Bledsoe

2-syllable decodingUsing illustrations to support understanding in nonfiction

Ann’s Book Clubby Lucy Bledsoe

2-syllable decodingUsing quotation marks to identify a problem and solution

Ants, Moths, and Waspsby Lucy Bledsoe

Review/reteach

Have You Ever?by Margaret Goldberg

2-syllable decodingUsing quotation marks to identify what a character says; using question marks to read fluently

Spring on the Farmby Rob Arego

2-syllable decodingMaking text-to-text connections

Animal Homesby Rob Arego

Review/reteach

A Play Day with My Brother Rayby Lucy Bledsoe

ai, ay; walk, talk, because, childrenIdentifying characters’ feelings; making text-to-self connections

Cook Food on a Campfireby Lucy Bledsoe

oa, ow, oo, ewSequencing; using commas to read fluently

Sailboatsby Lucy Bledsoe

Review/reteach

Ball Gamesby Erica J. Green

all; even, pictureMaking predictions; making text-to-self connections

Dance!by Valerie Fraser

wr, kn; move, greatMaking inferences

New Schoolby Kenni Alden

Review/reteach


Sunny Days, Starry Nightsby Corinn Kintz

igh, _y; though, onceIdentifying what you learned from nonfiction

Scout’s Puppiesby Kenni Alden

enough, watch, beenIdentifying what you learned from nonfiction; making predictions

The Night Skiesby Corinn Kintz

Review/reteach

The Desertby Rob Arego

ou; few, kind, find, mindIdentifying what you learned from nonfiction; making inferences

The Silver Coinsby Rob Arego

oi, oy; word, four, answerMaking inferences

The Four Seasonsby Rob Arego

Review/reteach

Grizzly Bearsby Lucy Bledsoe

au, aw; learn, young, largeIdentifying what you learned from nonfiction; making text-to-self connections

Glaciersby Kenni Alden

ce, ci, cy; earth, most, changeIdentifying what you learned from nonfiction; exploring text features

Glaciers and the Earthby Kenni Alden

Review/reteach

Set 5 (continued)


Leveled Trade Books for Developing Readers Set 6: Transitional Texts*Lexile Level: 430–510 Fountas and Pinnell Level: I–J DRA Level: 16–17

Ball Gamesby Erica J. Green

Comprehension: making text-to-self connections

New Schoolby Kenni Alden

Fluency

Sunny Days, Starry Nightsby Corinn Kintz

Fluency

The Silver Coinsby Rob Arego

Comprehension: retelling/ sequencing

Sailboatsby Lucy Bledsoe

Comprehension: text features

*Books in Set 6 also appear in Set 5 with a decoding focus.Note: Six copies of each title are provided.


Set 7Lexile Level: 180–490 Fountas and Pinnell Level: J DRA Level: 18

Chameleon!by Joy Cowley

Fluency

Puffin Peterby Peter Horáček

Comprehension: sequencing/ retelling

Jellyfishby Ann Herriges

Word analysis: reading polysyllabic words

Leon and Bobby Simon James

Comprehension: making predictions; comprehension: wondering/questioning

Aggie Gets Lostby Lori Ries

Comprehension: sequencing/ retelling

Cowgirl Kate and Cocoa: Horse in the Houseby Erica Silverman

Fluency

Iris and Walter and Cousin Howieby Elissa Haden


Elephantby Wendy Perkins


What’s It Like to Be an Ant?by Jinny Johnson

Comprehension: determining important ideas


Set 8Lexile Level: 410–490 Fountas and Pinnell Level: K DRA Level: 20

Jamaica’s Findby Juanita Havill

Generating independent thinking

Koalasby Valerie Bodden

Self-monitoring and self-correcting

Ruby Bridges Goes to Schoolby Ruby Bridges

Comprehension: wondering/questioning

The Great Gracie Chase: Stop That Dog!by Cynthia Rylant

Fluency

“Accidentally”by Maxine W. Kumin

“Under the Ground”by Rhoda Bacmeister


The Polar Bear Son: An Inuit Taleretold by Lydia Dabcovich

Comprehension: sequencing/retelling

Lightningby Ann Herriges

Word Analysis: reading polysyllabic words


Set 9Lexile Level: 380–560 Fountas and Pinnell Level: L DRA Level: 24

Not Norman: A Goldfish Storyby Kelly Bennett

Fluency

Golden Gate Bridgeby Kate Riggs

Comprehension: wondering/questioning

Upstairs Mouse, Downstairs Moleby Wong Herbert Yee


Happy Like Soccerby Maribeth Boelts

Comprehension: plot and setting

Only One Yearby Andrea Cheng

Comprehension: making predictions; comprehension: wondering/questioning

Penguinsby Valerie Bodden


Earthby Derek Zobel

Comprehension: making text-to-text connections

Gravityby Joy Frisch-Schmoll



Set 10Lexile Level: 310–990 Fountas and Pinnell Level: M DRA Level: 28

“Old Tortoise”by Madeline Comora

“Every Time I Climb a Tree”by Davis McCord

Comprehension: determining theme

Helen Kellerby Margaret Davidson

Generating independent thinking: responding to literature

To Be an Artistby Maya Ajmera and John D. Ivanko


Bink & Gollieby Kate DiCamillo and Alison McGhee

Fluency

The Beckoning Catby Koko Nishizuka

Generating independent thinking: sharing and supporting opinions

I Love Guinea Pigsby Dick King-Smith



Set 11Lexile Level: 330–950 Fountas and Pinnell Level: N DRA Level: 30

The Key Collectionby Andrea Cheng


Tree Ladyby H. Joseph Hopkins

Comprehension: determining theme; comprehension: setting, characters

My Name Is Maria Isabelby Alma Flor Ada


The Babe and Iby David A. Adler


Ice Bear: In the Steps of the Polar Bearby Nicola Davies


“Story”by Eloise Greenfield

Comprehension: determining theme


Set 12Lexile Level: 450–780 Fountas and Pinnell Level: O DRA Level: 34

Family Remindersby Julie Danneberg


Beeby Kate Riggs

Comprehension: understanding text features

Shark Lady: The Adventures of Eugenie Clarkby Ann McGovern


Pop’s Bridgeby Eve Bunting


Fly Away Homeby Eve Bunting


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