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Literacy Kindergarten Ages 5–6
Running their own morning — Take-Home — Kindergarten Gets dressed, packs their bag, and gets to the door with two or fewer reminders. This one-page Kindergarten take-home carries the two-minute check that tells you whether the skill is wobbly, then "Picture Checklist" — 10 minutes to make, then daily with paper or card, photos or drawings, tape —…
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Running their own morning LITERACY · KINDERGARTEN Name Date TAKE-HOME PRACTICE Study & Life Skills · Kindergarten 10 minutes to make, t… WHAT THIS BUILDS Gets dressed, packs their bag, and gets to the door with two or fewer reminders. For the grown-up: say every prompt out loud. Nothing on this sheet asks the child to read or write. 1 THE TWO-MINUTE CHECK ASK "What do you need to do before we leave?" A SOLID ANSWER Three steps, in order, from memory. Not yet Getting there Solid 2 PICTURE CHECKLIST You need: Paper or card, Photos or drawings, Tape List the morning steps together — dress, breakfast, teeth, shoes, bag. They draw or photograph each step. Their pictures, not yours. Tape it at their eye height by the door. Point at the chart instead of speaking: "What's next on your chart?" Let them tick it off. The ticking is the reward and it's enough. SAY THIS WHEN IT STALLS "Don't ask me — ask your chart. What's next?" Three steps only, and do them alongside the child. Add a timer and let them race the chart, or add an evening version. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/kindergarten www.littleactivity.com Kindergarten · Literacy
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Running their own morning LITERACY · KINDERGARTEN Name Date TAKE-HOME PRACTICE Study & Life Skills · Kindergarten 10 minutes to make, t… WHAT THIS BUILDS Gets dressed, packs their bag, and gets to the door with two or fewer reminders. For the grown-up: say every prompt out loud. Nothing on this sheet asks the child to read or write. 1 THE TWO-MINUTE CHECK ASK "What do you need to do before we leave?" A SOLID ANSWER Three steps, in order, from memory. Not yet Getting there Solid 2 PICTURE CHECKLIST You need: Paper or card, Photos or drawings, Tape List the morning steps together — dress, breakfast, teeth, shoes, bag. They draw or photograph each step. Their pictures, not yours. Tape it at their eye height by the door. Point at the chart instead of speaking: "What's next on your chart?" Let them tick it off. The ticking is the reward and it's enough. SAY THIS WHEN IT STALLS "Don't ask me — ask your chart. What's next?" Three steps only, and do them alongside the child. Add a timer and let them race the chart, or add an evening version. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/kindergarten www.littleactivity.com Kindergarten · Literacy
Why Do Authors Write? LITERACY · 1ST GRADE Name Date Read the passage, then answer the questions below. Authors write for different reasons. Some write to teach you something, like a book about volcanoes. Some write to make you laugh or to tell an exciting story. Some write to make you agree with them, like a letter asking for a new playground. When you know why someone wrote something, you know how to read it. You can often tell from the title and the first page. Questions: 1 Name three reasons an author might write. 2 Why does knowing the reason help you? 3 Where can you often find a clue? www.littleactivity.com 1st Grade · Literacy
Think About Purpose LITERACY · 1ST GRADE Name Date Read the passage, then answer the questions below. Asking why a text was written is a habit worth applying to everything, not only to books. An advertisement, a school newsletter, a review, and a social media post all have purposes, and some conceal them. Useful questions are: who made this, who is it aimed at, what do they want the reader to do or believe, and what would they gain if it worked. Sponsored content is designed to look like a review; a press release is designed to look like a news story. Once purpose is identified, the natural next question is what evidence would be missing if the purpose were being served rather than the reader. Questions: 1 What four questions help identify a purpose? 2 Give an example of a text that conceals its purpose. 3 What is the natural next question after identifying purpose? www.littleactivity.com 1st Grade · Literacy
What Is Comprehension? LITERACY · 1ST GRADE Name Date Read the passage, then answer the questions below. Comprehension means understanding what you read, not just saying the words. You can read every word on a page and still not know what happened. Good readers stop and ask themselves what is going on. If it does not make sense, they read that part again. Asking questions while you read is how comprehension grows. Questions: 1 What does comprehension mean? 2 What do good readers do while they read? 3 What should you do if a part does not make sense? www.littleactivity.com 1st Grade · Literacy
Main Idea LITERACY · 1ST GRADE Name Date Read the passage, then answer the questions below. The main idea is what a story is all about. A story may tell about a farm. It has cows, pigs, and hens. The main idea is life on a farm. Questions: 1 What is the main idea? 2 What animals are on the farm? 3 What is the main idea of the farm story? www.littleactivity.com 1st Grade · Literacy
What Is Fluency? LITERACY · 1ST GRADE Name Date Read the passage, then answer the questions below. Fluency means reading smoothly, at a good speed, and with expression. A fluent reader does not stop at every word to sound it out. When you read fluently, your voice goes up and down like talking. Fluency matters because your brain can think about the story instead of the letters. Reading the same page a few times helps you become fluent. Questions: 1 What does fluency mean? 2 What does a fluent reader's voice sound like? 3 How can you get better at fluency? www.littleactivity.com 1st Grade · Literacy
Listen to Fluent Reading LITERACY · 1ST GRADE Name Date Read the passage, then answer the questions below. When someone reads aloud well, listen to how they do it. They group words together instead of stopping after each one. Their voice goes up at a question and drops at a full stop. They read a little faster at exciting parts. Listening to a good reader shows you what to aim for when you read. Questions: 1 What does a good reader do instead of stopping after each word? 2 What happens to their voice at a question? 3 Why is listening to a good reader helpful? www.littleactivity.com 1st Grade · Literacy
