Early Literacy Series #3: Teaching Rhyming and Initial Sound Instruction

This is the third of seven posts about early literacy.

Kindergarten children turning to talk.

Developing students' phonemic awareness--the capacity to hear and manipulate (separate and blend) sounds in words--is an important prerequisite to reading. Phonological awareness refers to a child's awareness of words, syllables, rhymes and sounds in language. Phonological awareness develops sequentially with awareness of words in everyday speech, followed by syllable awareness. These usually develop in children prior to kindergarten. During kindergarten children usually first become aware of rhymes and beginning sounds. In later kindergarten and early first grade, children develop awareness of all individual sounds in a word. A usual sequence for instruction begins with hearing beginning, then end and finally medial sounds, followed by segmenting and blending sounds. Teaching phonics and phonemic awareness together in kindergarten is beneficial to children. Instruction should be brief and can be fitted into different time slots during the school day.

Teaching Rhyming and Initial Sound Instruction in Kindergarten

1. Talk with children. Listen. As James Britton so eloquently said, "learning floats on a sea of talk"  (1970, p. 164).
2. Read aloud ABC books, rhyming books like nursery rhymes, and poems. Use big books and poems written on charts in order to emphasize end rhymes. 
3. Sing songs with rhymes. Create song charts.
4. Use children's names and create rhymes. Raffi's Singable Songs for the Very Young or Jack Hartman's Rhymin' to the Beat can be helpful. 
5. Define rhyming for students and record the definition, with picture examples, on an anchor chart. Use pictures to identify rhyming pairs during phonemic awareness instruction. Identify rhyming words in a variety of texts during interactive read-aloud and shared reading. Use transitional time throughout the day to play with rhyming words orally (What rhymes with ball? mall, call, fall).
6. Make a wall of words that begin with the same letter and sound; recite nursery rhymes; and call children’s attention to the jump rope rhymes they hear older children recite on the playground.
7. Provide daily opportunities for students to play with sounds and words in a variety of contexts.
8. During whole-group instructional time ask students to give you a thumbs-up if two words rhyme, thumbs-down if they do not.
9. Write a poem on a large chart. As children read the poem in chorus, track words by moving your hand under the words as they are read. This helps children focus on print, demonstrates left-to-right direction, and helps children appreciate the connection between written words and spoken words. When children are thoroughly familiar with the poem, cover up one or more rhyming words with sticky notes. Read the poem together with the children, and ask them to supply the hidden rhyming words. Then remove the sticky notes to reveal the rhyming words. Ask children to think of other rhyming words. On another day, give children the rhyming word cards with masking tape loops on the back. Have children put the rhyming word cards on, next to, or under the rhyming words in the poem. Follow up by making a chart of rhyming words to display in your classroom. You may also wish to add a few rhyming words to the word wall in your classroom.
10. Provide pairs of words that rhyme and do not.
11. During small differentiated groups, have students repeat rhyming words after you provide a word (i.e. what rhymes with fan? Child says, pan). 
12. Children work with partners, individually, or in learning centers (or literacy stations) to sort rhyming pictures or pictures that begin with the same sound.
13. Have children create a class rhyme book with each child contributing a drawing with two rhyming pictures.  Work with students to label each picture.
14. Play rhyming games with children.  See examples here. 
15. Children cut out pictures that either rhyme with the picture on the top of the bookmark or begin with the same sound as the top picture. Then children glue the pictures in the bookmark squares. Talk about words that rhyme or begin with the same sound. Extend this activity to written language by having children watch as you write the words under the pictures on their bookmarks. Laminate bookmarks to finalize the activity. from: Fox, Barbara J. (2011-04-14). Word Identification Strategies: Building Phonics into a Classroom Reading Program (5th Edition) (Page 32). Pearson HE, Inc.. Kindle Edition. 

    

    from Word Identification Strategies: Building Phonics into a Classroom Reading Program 

Initial Sound

1. During whole-group instruction such as shared reading, ask students to give you a thumbs-up if they hear words that have the same first sound.
2. Provide pairs of words that have, or do not have, the same first sound. (Make this a part of your daily routine.)
3. Provide many opportunities for drawing and writing.
4. During writing instruction, show students how they can begin to write words by writing first sound to label their pictures. 

Cited

Britton, J. (1970). Language and learning. Coral Gables, FL: University of Miami Press.

Early Literacy Series #1: Shared Reading & Writing and CAP
Early Literacy Series #2: Shared Reading Resources for Preschool and Kindergarten
Early Literacy Series #4: Teaching Sound and Letter Identification in Kindergarten
Early Literacy Series #5: Teaching Blending & Segmenting through Books and Poetry
Books to Teach the 37 Most Common Rimes: The Rime Poetry Book. 

Early Literacy Series #6: Teaching Word Solving through Shared & Guided Reading
Early Literacy Series #7: Teaching Comprehension & Fluency

Early Literacy Series #2: Shared Reading Resources for Preschool and Kindergarten

This is the second of seven posts about early literacy.

illustration by Ashley Bryan from over the hills and far away

A Few Favorite Big Books for Shared Reading

I have always enjoyed Brenda Parkes books for shared reading, although my favorite, Goodnight, Goodnight is no longer in print.  Some titles I'd recommend by her, include:

Chicken Little

The Enormous Watermelon

Red Riding Hood

The Three Billy Goats Gruff

Who's In the Shed?

Why Turtle's Shell is Cracked

Other Big Books include....

Big Red Barn
Brown Bear, Brown Bear What Do You See? 
Chicka, Chicka, Boom, Boom
Each Peach Pear Plum
Five Little Monkeys Jumping on the Bed

from Jewels

Jewels: Children's Play Rhymes
I Went Walking
Little Blue Truck
Little Blue Truck Leads the Way
Miss Mary Mack
Morning, Noon and Night: Poems to Fill Your Day
Nine Ducks Nine

One Duck Stuck

Over in the Meadow: A Counting Rhyme
Panda Bear, Panda Bear What Do You See?
Silly Sally
The Three Bears (Galdone)
The Three Billy Goats Gruff (Galdone)
Up, Down, and Around

Mother Goose/Nursery Rhymes

Dream Songs Night Songs from China to Senegal
Here Comes Mother Goose
Hey Diddle Diddle & Other Mother Goose Rhymes
Mother Goose Numbers on the Loose

My Mother Goose: A Collection of Favorite Rhymes, Songs, and Concepts
The Neighborhood Mother Goose 
Over the Hills and Far Away: A Treasury of Nursery Rhymes
Songs from the Baobab: African Lullabies & Nursery Rhymes
Songs in the Shade of the Flamboyant Tree: French Creole Lullabies and Nursery Rhymes






Play Rhymes (can be rewritten on charts)...

The Complete Book of Rhymes, Songs, Poems, Fingerplays, and Chants
Diez Deditos and Other Play Rhymes and Action Songs from Latin America 
Down by the River: Afro-Caribbean Rhymes
The Eentsy, Weentsy Spider: Fingerplays and Action Rhymes
Hand Rhymes
Marc Brown's Playtime Rhymes: A Treasury for Families to Learn and Play Together
Peanut Butter and Jelly: A Play Rhyme
Read-Aloud Rhymes for the Very Young
Twenty-Four Robbers (Skipping Rhyme)

Big Books For Story...

Caps for Sale
A Chair for My Mother

A Color of His Own
The Color of Us
The Gingerbread Boy

The Little Red Hen
Lion Dancer: Ernie Wan’s Chinese New Year

Rosie's Walk
The Snowy Day
The Three Bears
The Three Billy Goats Gruff

Early Literacy Series #1: Shared Reading & Writing and CAP
Early Literacy Series #3: Teaching Rhyming and Initial Sound Instruction
Early Literacy Series #4: Teaching Sound and Letter Identification in Kindergarten
Early Literacy Series #5: Teaching Blending & Segmenting through Books and Poetry
Books to Teach the 37 Most Common Rimes: The Rime Poetry Book. 

Early Literacy Series #6: Teaching Word Solving through Shared & Guided Reading
Early Literacy Series #7: Teaching Comprehension & Fluency

Early Literacy Series #1: Shared Reading & Writing and CAP

This is the first of seven posts about early literacy.

Shared Reading

Shared reading is the process when the teacher and the students read a book, chart, or projected text together. The text is read multiple times with the teacher reading the text and the children chiming in at predictable parts. Two criteria govern the selection of shared reading texts: they are predictable texts (big books and charts) and children are able to easily see the print. Predictable books have repeated patterns, refrains, and rhymes. Some important print concepts developed through daily shared reading include: the concepts of word, sentence, and tracking print from left to right, return sweep, and one-to-one matching (matching voice to text).

Shared and Interactive Writing 

from Phonics They Use

Teachers use shared and interactive writing to compose predictable charts. Predictable charts begin with the same sentence stem (My favorite animal is..., On Tuesday I will..., My favorite character is...) and are personalized by the students' contributions. See above for an example of a name chart made by a kindergarten teacher that captures the children's first names.

Write in front of the children. Let them watch you a you form letters and words and reread text.
Encourage children to write in whatever form they can (scribbles to words).

Concepts About Print 

Concept of Word

from here.

1. Label classroom objects that are used by students on a daily basis. Refer to these words as appropriate during daily work.
2. Begin to add simple sight words to a word wall to create a mental anchor for sight words as well. Identify these words during shared reading.
3. Reread patterned text regularly during read-alouds, interactive read-alouds, and shared reading.
4. Invite students to read chorally during patterned portion of text. 
5. Discuss the importance of remembering and repeating the patterns in text.

Concept of Letter and Word

1. During whole or small group shared reading point out words and letters in the text.
2. Invite students to help you find a word or determine the number of words or letters.
3. If necessary, use highlighter tape or a highlighter to more clearly illustrate word and letter boundaries

One-to-One Matching

1. During whole group shared reading lessons, model how you point to words as you read.
2. During small group  reading lessons, provide opportunities for students to point to words as teacher reads.
3. Regularly use familiar text with students and ask them to point to the words.

Early Literacy Series #2: Shared Reading Resources for Preschool and Kindergarten
Early Literacy Series #3: Teaching Rhyming and Initial Sound Instruction
Early Literacy Series #4: Teaching Sound and Letter Identification in Kindergarten
Early Literacy Series #5: Teaching Blending & Segmenting through Books and Poetry
Books to Teach the 37 Most Common Rimes: The Rime Poetry Book. 

Early Literacy Series #6: Teaching Word Solving through Shared & Guided Reading
Early Literacy Series #7: Teaching Comprehension & Fluency

Spring into Spring with 30 Pre-K - 3 Books

from King for a Day.

After a long winter, cold and snowy here in the Northeast United States, we see the first signs that spring may be taking hold.  So it's time to celebrate and go outside with your little ones and after running around and playing, playing, playing -- take some time to read a few of these aloud.

Spring Focus

1. Agell, Charlotte. (1994). Mud Makes Me Dance In the Spring.  Maine: Tilbury House. 
2. Alarcón, Francisco. (2005). Laughing Tomatoes and Other Spring Poems / Jitomates Risueños y otros poemas de primavera. Illustrated by Maya Christina Gonzalez. New York: Lee & Low Books.
3. Bauer, Marion Dane. (2015). Crinkle, Crackle, Crack: It's Spring!  Illustrated by John Shelley. New York: Holiday House.
4. Berger, Carin. (2105). Finding Spring. New York: Greenwillow Books. New York: Puffin Books. 
5. Clifton, Lucille. (1992). The Boy Who Didn't Believe in Spring.  Illustrated by Brinton Turkle. 
6. Ehlert, Lois. (2001). Waiting for Wings. New York: HMH Books for Young Readers.
7. Fernandes, Eugenie. (2012). Kitten's Spring. Tonawanda, NY: Kids Can Press.
8. Fogliano, Julie. (2012). And Then It's Spring. Illustrated by Erin E. Stead. New York: Roaring Brook Press.
9. Frost, Helen. (2012). Step Gently Out. Illustrated by Rick Lieder. Somerville, MA: Candlewick.
10. Gerber, Carole. (2015). Spring Blossoms. Illustrated by Leslie Evans. Watertown, MA: Charlesbridge. (Reissued)
11. Glaser, Laura.  (2002). It's Spring. Illustrated by Susan Swan.  Minneapolis, MN: Millbrook Press.
12. Hillenbrand, Will. (2011).  Spring is Here. New York: Holiday House.
13. Jackson, Ellen. (2001). The Spring Equinox. Illustrated by Jan Davey Ellis. Minneapolis, MN: Millbrook Press.
14. Khan, Rukhsana. (2014). King for a Day. Illustrated by Christiane Krömer.  New York: Lee & Low Books.
15. Kimura, Ken. (2013). 999 Frogs Wake Up. Illustrated by Yasumari Murakami. New York: NorthSouth. 
16. Lewin, Ted & Betsy Lewin. (2012). Puffling Patrol. New York: Lee & Low Books.
17. Liu, Jae Soo. (2002). Yellow Umbrella. La Jolla, CA; Kane/Miller Book.
18. Ray, Mary Lyn. (2001). Mud. Illustrated by Lauren Stringer. New York: HMH Books for Young Readers.
19. Seeger, Laura Vaccaro. (2012). Green. New York: Roaring Brook Press.
20. Tamara, Erika. (1996). The Garden of Happiness. Illustrated by Barbara Lambase.  New York: HMH Books for Young Readers.
21. Schnur, Steven. (2000). Spring Thaw. Illustrated by Stacey Schuett. New York: Viking.
22. Schnur, Steven.  Spring: An Alphabet Acrostic.  Illustrated by  Leslie Evans. New York: Clarion.
23. Seuling, Barbara. (2001).  Spring Song. Illustrated by Greg Newbold. Orlando, FL: Harcourt.
24. Snow, Virginia Brimhall. (2015). Spring Walk.  Layton, UT: Gibbs Smith.
25. Stewart, Sarah. (2007). The Gardner. Illustrated by David Small. New York: SquareFish.
26. Wahl, Charis. (2015). Rosario's Fig Tree. Illustrated by Luc Melanson. Toronto, ON: Groundwood Books.
27. Yee, Wong Herbert. (2007). Who Likes Rain? New York: Henry Holt.

Four Seasons

1. Berner, Rotraut Susanne. (2008). In the Town All Year 'Round. San Francisco, CA: Chronicle.
2. Lyon George Ella. (2014). What Forest Knows. Illustrated by August Hall. New York: Atheneum Books for Young Readers. (4 seasons)
3. Messner, Kate. (2015). Up in the Garden and Down in the Dirt. Illustrated by Christopher Silas Neal. San Francisco, CA: Chronicle Books. (4 seasons)

Joy (#SOL 15, Day 22)

Kindergartener's using sound boxes 

I was reminded recently that learning to read and write in kindergarten is hard work. I had the pleasure of working with a teacher, modeling some ways to support emergent readers and writers. Specifically, she asked for assistance with using sound boxes and teaching sight words. She selected two children and I was able to show her how I use Elkonin boxes (sound boxes) in order to slow down kindergarten children's articulation of words so they can segment sounds to facilitate reading and writing words.

Within a minute or so, the children had the hang of it. They were problem solving by segmenting CVC words into sounds and pushing each sound into a box and then trailing a finger under all of the boxes to blend the sounds into the initial word.  We next transitioned to writing words using the sound boxes as needed. The children were eager to try this, so we had a go of it. If they could write the word without assistance of the sound box, they did. If not, they used the sound box in order to hear the separate sounds--most often the short vowel. We worked for about 6 minutes or so and they had a substantial list of words with several short a and short o words,  and two short e (often tricky) words.

This was joyful and successful work. I love to watch children learning.

4 Quick Videos Exploring Kindergarten Classroom Environment and Centers

Screen shot of Lenore's class using centers.

I have had the pleasure during the last decade to work with Lenore Furman from time-to-time.  These videos were made by Bank Street College of Lenore's class.  Lenore is an experienced kindergarten teacher at a pubic school in Newark, NJ.

2-minute video of Lenore Furman's kindergarten classroom in Newark, NJ.




3-minute video that shows Choice Board for Center use in Lenore's classroom.



3-minute video showing how Lenore facilitates children's learning during Work Center Time (Video made in February). Notice how Lenore scaffolds children's thinking.



2-minute video that shows how Lenore debriefs with children after Work Center Time.

Stationary and Portable Word Walls in Kindergarten

Close up on word wall words that kindergarten students can borrow
to assist them while writing. (Lenore Furman's classroom in Newark, NJ)

Word Wall  in Kindergarten Classroom (Lenore Furman's classroom in Newark, NJ)

In Lenore Furman's kindergarten classroom in Newark, NJ--there are many ways that she assists learners as they gain independence.  When children need to spell a word they can look at the word wall, they also can go to the word wall and find the word they need typed on a Popsicle stick.

Here are two videos filmed in Lenore's classroom that explain the word wall and then show it in action.

Why Admins Need To Rethink Testing 5-Year Olds in Week 1 of School

It pains me to think that in a few brief days, hundreds of five-year-olds will arrive at school and be subjected to tests. No settling in. No learning how to be a part of shiny new communities.  Rather, they will be meeting their teacher or some other adult in one-to-one situations in order for that adult to record how many letters and sounds and numbers each child can identify--as if these matters mattered more than becoming part of a class. The measures could easily and naturally be collected during the first two months of school through observations of children at play--through conversations with children as they handle books and make messages, sing and paint. Through conversation.


I asked one teacher recently why she would have to test all of the kindergarten children in her class beginning in week one and she explained that the new evaluation system of teachers required a baseline measure--one that needed to be done first thing.  Imagine a system to evaluate teachers trumping common sense.

Here are a few reasons why testing 5-year-olds in week one is counterproductive:

1. Testing children in one-to-one situations prior to establishing classroom routines and procedures makes for a messy school year. The tone set during the opening weeks remains throughout the year.
2. Learning time is wasted on testing.
3. Teachers are likely to get false reads about what children new to school know as many children experience those beginning days with a certain amount of fear and anxiety.   
4. The concept of 'test' may be foreign to children.
5. There are natural and less intrusive ways to come to name what children know. Observation of children far surpasses assembly lines of kids being tested.

Administrators need to say no to such formal testing during the opening month of school. 

Acquiring Knowledge in Kindergarten through Read Alouds Handbook

Multi modal book curated by Blueprints for Learning.

A new professional text I recently published using iBookAuthor.


Professional Text for Primary Educators: Acquiring Knowledge in Kindergarten through Read Alouds Handbook

High-quality literature read aloud offers children access to important ideas, rich vocabulary, and the opportunity to actively problem solve and discuss emerging understandings with peers and their teacher. Teacher-conducted read-alouds can be important sources of world knowledge for children. In this text, I designed two read aloud units of study for use with kindergarten children. For each text there are comprehension engagements, vocabulary instruction, and text-dependent questions that are aligned to the CCSS.  

Unit 1: Traditional Stories and Wheat

Galdone, Paul . (1985 ). The Little Red Hen. New York: Sandpiper. (550L)
Gershator, David and Phillis Gershator. (1998). Bread is for Eating. Illustrated by Emma Shaw-Smith. New York: Henry Holt. (450L)
Hairston, Meredith. (2011). Little Red Hen. Illustrated by Jes Golden. Digital Story/Video. Retrieved 12.31.12 from: https://www.youtube.com/watch?v=RPrhPiOiNEY 
Paulsen, Gary. (1998). The Tortilla Factory. Illustrated by Ruth W. Paulsen. New York: Sandpiper. (550L)
Sturges, Philemon. (2002). The Little Red Hen Makes Pizza. Illustrated by Amy Walrod. New York: Puffin. (320L)

Unit II. Libraries and Reading

Gonzalez, Lucia. (2008). The Storyteller’s Candle: La velita de los cuentos. Illustrated by Lulu Delacre, San Francisco, CA: Children’s Book Press. (730 L)
Hest, Amy. (2007). Mr. George Baker. Illustrated by John J. Muth. Cambridge, MA: Candlewick Books. (520L)
Mora, Pat. (2000). Tomas and the Library Lady. Illustrated by Raul Colon. New York: Dragonfly Books. (440L)
Ruurs, Margaret. (2005). My Librarian is a Camel: How Books are Brought Around the World. Honesdale, PA: Boyds Mills Press. (980L)
Winter, Jeanette. (2005/ 2012). The Librarian of Basra (Digital Version). Boston: Houghton Mifflin. Retrieved 12.31,12 from: http://www.youtube.com/watch?v=K5xp-KOVbmw

Intentional Play-Based Learning: Inquiry in Kindergarten

Intentional Play-Based Learning is a series of videos focusing on kindergarten learning.  A key premise of tis work is illustrated in this quote:

Play nourishes every aspect of children’s development – it forms the foundation of
intellectual, social, physical, and emotional skills for success in school and in life. It paves the way for learning. - Canadian Council of Learning

In this video, there is an exploration of three kinds of inquiry:

• free explorations
• focused explorations
• guided activities

In this video the teacher's tole in play-based inquiry is examined.

In this video the how teachers plan for intentional play-based inquiry is explored, highlighting the key differences between theme-based planning and inquiry-based planning.

Recommended article about inquiry and emergent curriculum:

from Lewin-Benham, Ann. (2006).  One Teacher, 20 Preschoolers, and a Goldfish. Beyond the Journal • Young Children on the Web.


"Rather than sets of lesson plans and objectives, emergent curriculum is a process that roughly follows
these steps:

1. Select a topic that reflects interests expressed by children in their conversations or that you as their teacher suspect may be of high interest. Ms. Putnam brought a goldfish to school with the idea that the children’s care of the fish might interest them in exploring environment-related subjects.
2. Brainstorm, alone or with colleagues, the many ways the experience could develop to ensure that the topic has rich “generative” (Perkins 1992, 92–95) potential. As it evolves, the project may or may not follow what you brainstormed.
3. Use something concrete—from the children, their families, or the teacher—to pique initial interest and to maintain it. The concrete “thing” may be children’s own words as recorded by the teacher. Ms. Putnam used children’s questions about the goldfish as the starter for many pursuits. Throughout the year she recorded, saved, and studied the children’s conversations and kept using their words to arouse further interest.
4. Tape or take notes of the children’s words as they react. Study their words to determine what really grabs their attention. You may let a day or more pass to heighten the children’s anticipation and to allow yourself time to study their words.
5. Continue to bring the children’s own words back to them: “On Monday you said the fish’s water was really dirty. Joey said, ‘It’s full of poop.’ Would you like to help me clean the fishbowl?”
6. Brainstorm what might happen before any new activity. Knowing she wanted to build environmental awareness, Ms. Putnam had a container available to save the dirty water. When the children asked why she was saving it, she asked, “What do you think we could do with this water?” Again she recorded and studied the children’s answers, and brought back those that she had selected for their potential to spark environmental awareness.
7.  Use children’s words, some particular things they have made, or photo(s) taken during the process as the stimulus for the next steps.
8. Document the experience as each step happens. Record the story of the emerging project as it emerges, using children’s words, photos of them, their drawings or other work, and a photojournalistic-type retelling. "

Preventing Literacy Difficulties in Kindergarten and Grade 1

Child who had not been reading,  reads from his book box while his peers and teacher listen. 

In this post, I want to highlight through images some of the ways we are working with inner city public schools to help them prevent reading and writing difficulties in grades K-1. Specifically, we have helped teachers to strengthen independent reading and writing in their classrooms by organizing and supplementing classroom libraries, scaffolding reading and writing, developing individual book boxes/bags for children, instituting turning and talking about texts, providing high quality read aloud books and e-book guides, introducing interactive and shared writing, and supporting kindergarten and first grade teachers as they implement these practices and reading and writing workshop. It is important to note that many of these images were made in Lenore Furman's kindergarten class in Newark, NJ. Lenore is a nationally recognized primary grade teacher whose work with children is nothing less than inspiring.

Science observation.

Reading bag support.

Observation page.

Lenore confers with a kindergarten writer,
helping her to add a lead to her story.

Writing supports that are in each child's writing folder.

Kindergarten child takes control of the conference. Agency matters.

Table card to suport reading. These cards change based
on what supports learners need.

Child's painting, neatly displayed.

Pretend center mural. Murals change based on themes.

Pretend center materials.

Writing where you are comfortable.

Writing Where you are comfortable.

Anchor Chart 

Read Aloud Books

Read  Aloud Books 

Independent Reading Book Boxes

Read Aloud Books

Close up of Interactive Writing 

1st Grade Children's ThankYou to
Blueprint's Consultant via Interactive Writing

One section of Classroom Library

Sandy Heintz, an administrator, reads with a child.

Book organization

Kindergartener practicing reading.

Kindergartener practicing reading.

Word Wall words on popsicle sticks
that are used by children when writing.

Word Wall

Spacing tool that is included in students' writing folder.

Interactive Writing

Initial Chart for learning workshop structures.

Center Organization

Reading Goal Reminder that is placed in Reading Bag

Individual Reading Bag with just right books

Sign Up for Teacher Assistance

Anchor chart made with learners

Reading Goal Card

1st Grader's Story

Leveled Books are Color Coded

Suport Card in each child's reading box/bag.

Building Community

Table card (These change based on
what children need to learn)

Interactive Writing based
on Non-Fiction Study