Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb.

Table of Contents
Emergent Storybook Reading ......................................................................................................................................................1
Possible Anchor Charts …………………………………………………………………………………………………………………………………………………………5
Partner Power! .............................................................................................................................................................................6
Readers Stretch Themselves to Read with Stamina and Focus ....................................................................................................7
Emergent Story Book Observation Class Checklist Assessment ...................................................................................................8
Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb.

Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb. 1


Select a core of 15 emergent story books

Order multiple copies (4 or 5) of each book.

Provide storage space for emergent story books within easy reach of students.

Set your personal schedule for reading the books.

Read the first book and reread the book four times over a two week period. You can start the new book the next day but each book should be read four times over two weeks. Do this until you have enough books for all students.

Relax your schedule of the other new books over the rest of the year.

Invite your students to read.
Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb. 2

Books to use for Emergent Storybook Reading
 Caps for sale by Esphyr Slododkina
 The Three Billy Goats Gruff by Paul Galdone

Big Al by Andrew Clements

Will I have a Friend? by Mariam Cohn

Bunny Cakes by Rosemary Wells

Peter’s Chair by Ezra Jack Keats

Harry the Dirty Dog by Gene Zion
 Red Riding Hood by James Marshall

Corduroy by Don Freeman

Leo the Late Bloomer by Robert Kraus

Carrot Seed by Ruth Krauss

Are You My Mother? By P.D. Eastman

The Lion and the Little Red Bird by Elisa Kleven

The ginger Bread Boy by Paul Galdone

Jamaica Tag Along by Juanita Havill

The Little Red Hen by Paul Galdone

Hansel and Gretel by James Marshall

Extraordinary Egg by Leo Lione

Snowy Day by Ezra Jack Keats

Where the Wild Things Are by Maurice Sendak

Alexander and the Terrible, Horrible, No Good Very Bad Day by Judith Viorst

Bedtime Story by Mem Fox

Owl Babies by Martin Waddell

Cosmo Zooms by Arthur Howard

The Kissing Hand by Audrey Penn

Cookie Store Cat by Cynthia Rylant

Froggy Gets Dressed by Jonathan London

The enormous Carrot by Vladamir Vagin

Kitten’s First Full Moon by Kevin Hemkes
 Max’s Dragon Shirt by Rosemary Wells

Bunny Party by Rosemary Wells

Carry Me by Rosemary Wells

Hondo and Fabian by Peter McCarty

Hondo Escapes by Peter McCarty

Kiss Good Night by Amy Hest

Don’t You Feel Well Sam by Amy Hest
 You Can Do it Sam by Amy Hest
Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb. 3

Below are two examples of possible rotation schedules for reading Emergent Storybooks. Teachers need to make reading
Emergent Storybooks best fit their own classroom schedule. The titles listed below are only suggestions of possible Emergent
Storybooks. Teachers may use any Emergent Storybooks that are available to them.
Monday
Caps for Sale (1 st read)
Caps for Sale (2 nd read)
Monday
Big Al (3 rd read)
Big Al (4 th read)
Sample #1- Week #1 Rotation
Tuesday
Caps for Sale (3 rd read)
Caps for Sale (4 th read)
Wednesday
The Three Billy
Goats Gruff (1 st read)
The Three Billy
Goats Gruff (2 nd read)
Thursday
The Three Billy
Goats Gruff (3 rd read)
The Three Billy
Goats Gruff (4 th read)
Tuesday
Will I have a Friend?
(1 st read)
Will I have a Friend?
(2 nd read)
Week #2 Rotation
Wednesday
Will I have a Friend?
(3 rd read)
Will I have a Friend?
(4 th read)
Thursday
Bunny Cakes (1 st read)
Bunny Cakes (2 nd read)
Friday
Big Al (1 st read)
Big Al (2 nd read)
Friday
Bunny Cakes (3 rd read)
Bunny Cakes (4 th read)
Monday
Peter’s Chair (1 st read)
Harry the Dirty Dog
(1 st read)
Monday
Corduroy (1 st read)
Leo the Late
Bloomer (1 st read)
Sample #2- Week #1 Rotation
Tuesday
Peter’s Chair (2 nd read)
Harry the Dirty Dog
(2 nd read)
Wednesday Thursday
Peter’s Chair (3 rd read)
Harry the Dirty Dog
(3 rd read)
Peter’s Chair (4 th read)
Harry the Dirty Dog
(4 th read)
Tuesday
Corduroy (2 nd read)
Leo the Late
Bloomer (2 nd read)
Week #2 Rotation
Wednesday Thursday
Corduroy (3 rd read)
Leo the Late
Bloomer (3 rd read)
Corduroy (4 th read)
Leo the Late
Bloomer (4 th read)
Friday
Red Riding Hood (1 st read)
Red Riding Hood
(2 nd read)
Friday
Red Riding Hood
(3 rd read)
Red Riding Hood
(4 th read)
Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb. 4

Readers Read and Think About Books by...
Pointing to pictures
Ways we talk about books…
Strong feelings
Connections Saying what they see
Think and read
Rereading
Connecting the pages
Characters
Say more
Show evidence
Readers make their reading interesting by…
Changing voice to sound like character
Acting out their favorite parts
Reading like a storyteller
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Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb. 5


Readers sit close to partner reading

Readers stay with partner reading

Readers have one book in the middle reading

Readers act out characters

Readers act out and gesture informational text

Readers make a plan

Readers 1 – 2 – 3 or LOOK LISTEN SAY something back
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Readers Stretch Themselves to Read with Stamina and Focus
Did we reach our reading minutes?
This chart could be a timeline to 30 minutes with a moving clock or star as readers gain more minutes. It could also be a bar graph or pie chart that is filled in by numeric increments as readers gain more minutes. The important part is that minutes are being collected; expectations are increased, and charted so that readers see the expectation and understand the goals for their independent reading time. The challenge of increasing minuets across days will be impacted by number of books students have access to and classroom routines and procedures. It is recommended that kindergarten readers are close to 30 minutes daily by the end of the first or second unit of study .
20 Minutes
15 Minutes
10 Minutes
5 Minutes
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Kindergarten Unit of Study
Emergent Storybook – Class Checklist
Unit 2
Name
Student reads emergent storybooks independently and with a partner.
Emergent Storybook Observation Checklist-Assessment
Student uses a variety of strategies to read his/her emergent storybooks.
Student makes plans with his/her reading partner to read their books.
Student uses
Post-its to mark ideas.
Student thinks and talks about emergent storybooks with reading partner.
Student reads in a storyteller’s voice.
Student applies strategies to read unknown books.
Student chooses a favorite emergent storybook.
Student dramatizes favorite emergent storybooks with reading partner.
Copyright© 2010-2014 by the Michigan Association of Intermediate School Districts and Oakland Schools. Content last updated on 09/25/13 by mlf and formatted on 09/26/13 by tb.
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