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My Homework

Folder

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Kindergarten

This Homework Folder was written by Chrisann Toelupe. This product is to be copied by

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Parent Information

A. Bring the Homework Folder to school every day. It’s important your child

turns his/her homework folder in daily. Any important papers that need to get

home to you are put in the homework folder.

B. Initial each activity your child completes. Homework stars are rewarded

when homework is initialed by a parent, legal guardian, or responsible adult.

C. Students get prizes for doing their homework. One star is rewarded for

each day of homework completed. When the reward sheet is filled with 8 stars,

your child gets a homework treat.

D. Homework is recorded in my grade book on Mondays. I realize there may be

nights when you are not able to get the homework done. Catch up by Monday of the

following week, and your child will still receive full credit. The homework activities

should not take longer than 10-15 minutes, making it easy to do two nights worth of

homework in one night if needed.

E. You may use the listed activity as a springboard for your own ideas.

Simplify, expand, or change the activity to meet your child’s needs.

F. Extension activities are optional. They are there to help you extend an

activity to make it more challenging for your child. If the initial activity is

challenging enough, you do not need to complete the extension.

G. You will need a few supplies for homework. Your child will need paper,

pencils, crayons, scissors, and small objects for counting. Also, he/she will need

storybooks (picture books telling a story) and information books (books stating

facts about a topic) for some of the homework activities. You can check out books

from the local library or order inexpensive books through the book order.

H. Reading 4 nights a week with your child is part of the daily homework. It

doesn’t matter how long you read. The goal is to make reading a part of your child’s

daily schedule.

I. If you have any questions, please contact me. I’m here to help. Call me at the

school, email me, or come ask me questions before or after school.

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Language Arts

For the Parents: Becoming a literate person is a lifelong journey. A person is

always reading, writing, viewing media, listening, and speaking to learn more about

the world around them. Young children need opportunities to make sense of their

world using these same skills. The number one way to help your child become

literate is to read to your child. Reading can also be a bonding experience. It

builds your child’s vocabulary, curiosity, imagination, and attention span.

Make reading with your child the most important part of your day.

Listed below are helpful tips to use when reading with your child:

-Set aside a time to read together. Most families find reading to be a good

bedtime ritual.

-Expose your child to all sorts of reading genres; fairytales, nursery rhymes,

concept books (numbers, ABC, colors, etc), biographies, fantasy, realistic-

fiction, informational, magazine articles, etc.

-Read the book with feeling. Your voice sets the tone for the book. Don’t be a

boring tone!

-Talk about the story before, during, and after you read.

-Talk about the pictures. There are so many books with wonderful illustrations,

much of the story is told through the pictures.

-Let your child read repetitive phrases from the text. “No more monkeys jumping

on the bed.”

-Ask questions while you read. Ask who, what, where, when, how, and why as you

read a book with your child.

-Make predictions as you read. What do you think will happen next?

-Make connections as you read. Does this book remind you of another book you

read? Or do you have any personal experiences to relate to the book?

-Let your child see you reading. Research shows parents who read have children

who read.

“Children are made

readers on the laps

of their parents.”

–Emilie Buchwald

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Reading-Foundational Skills

Before a child can learn to read and write, many foundational skills need to be in

place. A child needs to be able to point to the words in a book and recognize

letters (print concepts), hear and manipulate sounds in words (phonological

awareness), and recognize simple sight words and produce letter sounds (phonics

and word recognition).

Print Concepts 1. Concepts of Print. Open up a book and point to the first word you read on

the page. Next show with your finger which direction you read. When you get

to the end of that line, show where you read next? Have an adult read the book.

Repeat this activity at the beginning of each page. Extension: Have the adult read the hard words and you read the easy words.

2. Point to the Words. Have an adult read a book slowly. You point to each of

the words as he/she reads. This activity works best with a book that has short

sentences and large print. If you are having a hard time pointing by yourself,

ask the adult to guide your hand as you point to the words. Extension: Look for words you recognize and can read. 3. Spaces between words. Get a book. Look at the words in the book and

point to the spaces between each word. Talk with an adult about how words are

separated by spaces. Extension: Notice how some words are long and some words are short. Find the longest word in the book. Find the shortest word in the book.

4. Letters, words, and sentences. Open a book. With your finger, circle one

letter on the page. Next, circle one word. Then circle an entire sentence. How

do you know where one word ends and another word starts? (There are spaces

between words) Describe the characteristics of a sentence. (There’s a capital

letter at the beginning and punctuation at the end.) Extension: Count how many words are in one sentence. Count how many words are in another sentence. Notice how some sentences are long and some are short.

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Letters and Sounds

Letter and sound recognition is an important beginning step to reading and

writing. Repetition is the key in helping your child learn this important skill.

When practicing letters and sounds, include letters your child already knows

along with letters your child doesn’t recognize. This way he/she feels

successful. There is a guide to letters and sounds on page 42. Always talk

about the sounds the letters make when identifying letters. Students need

to memorize short and long vowel sounds (e.g., i says /ĭ/ as in igloo and /ī/

as in ice). They also need to recognize some consonants make more than

one sound (e.g., c says /c/ as in cat and /s/ as in circle. G says /g/ as in

goat and /j/ as in giraffe).

5. Point and Sing. Point to the letters on pg. 42 as you sing the ABC Song.

Make sure you slow down during the “L, M, N, O, P” part. Extension: Point to the letters and sing the sounds of the letters.

6. What’s in a name? Write your first name the school way by starting with

an upper-case letter and continuing with lower-case letters. Count how many

letters are in your name. Point and say the letters in your name. Continue

pointing and naming the letters in your name until you can do it independently. Extension: Cut up the individual letter in your name. Mix up the letters and try to create new words. Read the words you have created.

7. Say/Write. Have an adult say a letter. You write the upper and lower case

letter. Then say the sound(s) the letter makes. Make sure you are forming the

letters correctly. There’s a handwriting guide on page 43. Extension: Have an adult say a simple word, such as dog, jet, or chat. You spell the word on a piece of paper.

8. Letters Around Town. As you are out running errands, look for letters.

Point to the letters and tell an adult what letters you see and the sounds the

letters make. If you are not going out and about, look for letters around your

home.

9. ABC Book. Check out an ABC book from the library. Have an adult read you

the book. Talk about the different letters and sounds as you read.

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10. ABC Sort. Sort your flashcards into 3 piles. Straight lines only (A, T, W,

X), Curves Only (O, U, C), and straight lines with curves (B, J, P,Q). Talk about

the names of the letters as you sort. Extension: Sort the ABC’s into upper and lower case letters or consonants and vowels.

ABC Flashcard Activities 11. ABC Flashcards. Use your ABC flashcards to complete one activity listed

below.

A. Matching Game. Place the lower-case letters on the floor. Put the upper-

case letters in a pile. Draw an upper-case flashcard and match it to the lower-

case letter. When you have found a match, say the name of the letter and the

sound.

B. Memory/Concentration. Place cards face down on the table. Take turns

with an adult flipping over two cards. Try and match the lower-case to the

upper-case letter. When you find a match, say the name of the letter and the

sound.

C. Go Fish. Have an adult deal each of you some cards. Place the remainder of

the cards in a pile. Ask “Do you have any L’s?” He/she will either give you an L

or say “Go Fish”. (“Go Fish” means draw a card from the pile.) Take turns

playing. When you get a match, say the letter and the sound. Matches will

consist of an upper and lower case letter (“L” and “l”).

D. Hide and Seek. Have an adult hide flashcards around the house. You go

find the letters. When you find a letter, say the name of the letter and the

sound it makes.

E. Alphabetical Order. Put your flashcards in alphabetical order. Start with

the letter “A” and make a long train of flashcards until you get to the letter “Z.”

Singing the ABC song may help with this activity.

F. Drill Practice. Have an adult hold up a flashcard. Say the name of the

letter and the sound as fast as you can. You may even want to time yourself!

G. Slap the Letter. Place the flashcards on the floor. Have an adult say a

letter. You slap the letter and say the sound. Try reversing the game. Have an

adult say a letter sound. You slap the letter and say the letter name. This game

is also fun with a clean fly swatter.

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Phonological Awareness Phonological Awareness, or the ability to hear and manipulate sounds in words, is

the best indicators of reading readiness. Once your child can hear the sounds in

words and blend the sounds together…he/she is reading! The opposite skill of

segmenting, or isolating sounds in words, helps with spelling words and

expressing ones self in the form of writing. The two skills of blending and

segmenting words ultimately begin to work together as your child becomes an

advanced reader and writer.

12. To Rhyme or Not to Rhyme. Have an adult say two words. You listen to

the two words and decide whether or not they rhyme. Have an adult use the

following examples; cat/hat, pig/cow, house/mouse, salt/snake. Continue playing

using other words until no longer fun. Extension: Have an adult read a book to you with rhyming text. 13. Rhyming Words. Have an adult say a word. Then you say a word that rhymes with his/her word. For example, the adult says, “Hat.” You say, “Cat.”

Stretch your thinking by naming two or more words that rhyme (e.g., sat, fat,

mat, and rat). Keep playing using different words. Extension: Practice writing the rhyming words. 14. Blending Syllables. Have an adult say a word broken into syllables such as

/ta/… /ble/. You blend the word together and say, “table.” Keep playing with

other two syllable words (window, brother, paper, and curtain). Now try longer

words (piano and Kindergarten). Extension: Sound spell long words by breaking them up into syllables (e.g., break dinosaur into /din/…/o/…/saur/). Sound spell other long words such as Disneyland, strawberries, and salamander. 15. Segmenting Syllables. Have an adult say the word, “table.” You segment,

or break up the word, into syllables by saying, “/ta/…/ble/.” Count how many

syllables are in the word “table.” Remember clapping as you say each syllable

helps! Keep playing with other words such as flower, kitten, trampoline, and

Mississippi. Extension: Write family members’ names on individual pieces of paper. Sort the names into piles according to the number of syllables.

“While we try to teach our children all about life,

our children teach us what life is all about.”

–Stacie Tauscher

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16. Onset Rime Blending. Have an adult say a word broken into the onset

(consonant sound or sounds that precede the vowel) and rime (vowel and all

other consonant sounds that follow the vowel). For example, an adult says,

“/c/…/at/.” You say, “cat.” Try other words such as /d/…/og/ dog, /j/…/et/ jet,

and /m/…/all/ mall. Try more complex words such as /pl/…/ace/ place,

/st/…/ar/ star…and /sch/…/ool/ school. Extension: Have an adult write multiple words with the same rime. You sound out the words (e.g., jet, wet, bet, get, let, met, net, pet, set, vet, and yet). You could also try harder words (e.g.,) brace, face, grace, Jace, lace, mace, pace, place, race, and trace.

17. Onset Rime Segmenting. Have an adult say a word. You break it into the

onset (consonant sound or sounds that precede the vowel) and rime (vowel and

all other consonant sounds that follow the vowel). For example, an adult says,

“cat.” You say “/c/…/at/.” Try other words (e.g., sun /s/…/un/, mop /m/…/op/,

and race /r/…/ace/). Extension: Try more complex words (e.g., bright /br/…/ight/ think /th/…/ink/, and dream /dr/…/eam/.)

18. I’m going on a picnic. Have an adult say a letter such as “B.” You say, “I’m

going on a picnic and I’m going to take ______.” Whatever you say has to begin

with the letter “B.” Now have the adult repeat the same phrase, “I’m going on a

picnic and I’m going to take _____. “ His/her word also has to begin with the

letter “B.” Keep playing until it is no longer fun. Extension: Play the same game using a different letter. 19. Isolating Beginning Sounds. Have an adult say a one syllable word (bear). You say the sound you hear at the beginning of the word (/b/). Keep playing

using different words. Extension: Play the same game using the digraphs ch, th, sh, and wh. For example, an adult says, “cheese.” You say, “/ch/.”

20. Isolating Ending Sounds. Have an adult say a one syllable word (mop.) You

say the sound you hear at the end of the word (/p/). Keep playing using

different words. Extension: Play the same game using the digraphs ch, th, and sh. For example, an adult says, “math.” You say, “/th/.”

21. Isolating Middle Sounds. Have an adult say a one syllable word (can). You

say the medial vowel (/ă/). Keep playing using different words. Extension: Play the same game using long vowel sounds. For example an adult says, “cake.” You say “/ā/.”

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22. I Spy. Play I Spy with an adult. Have an adult say the beginning sound of

the object he/she spies. ”I spy an object that beginning with a /b/.” You try

and guess what he/she spied. You may need more clues. “The next sound in the

word is /oo/ and the last sound is /k/” (book). Continue playing I Spy until no

longer fun. Extension: This time you spy and the adult guesses.

23. Adding phonemes (sounds) to the beginning of words. Say “at”. What

word would you have if you added /b / to the beginning of “at”? (bat) Say “all”.

What word would you get if you added /m/ to the beginning of “all”? (mall)

Have an adult think of other words and continue playing until no longer fun.

Extension: Have an adult write the word “all” on a piece of paper. You add a letter to the beginning of the word to make new words such as ball, hall, wall, fall, tall, and call.

24. Substituting phonemes (sounds) at the beginning of words. Say the

word “rope”. What word would you have if you changed the /r/ to /m/? (mope)

Say the word “light”. What word would you have if you changed the /l/ to /n/?

(night) Have an adult think of other words and continue playing until no longer

fun. Extension: Have an adult write the word “light” on a piece of paper. You change the letter “l” to make new words such as night, bright, fight, and might.

25. Deleting phonemes (sounds) at the beginning of words. Say “park”. Now

say “park” without the /p/. (ark) Say “four”. Now say “four” without the /f/.

(or) Have an adult think of other words and continue playing until no longer fun.

Extension: Have an adult write the word “can”. Take off the “c” and read the word. (an) Continue with other words.

26. Adding phonemes (sounds) to the end of words. Say “fine”. What word

would you have if you added /d / to the end of “fine”? (find) Say “dog”. What

word would you get if you added /z/ to the end of “dog”? (dogs) Have an adult

think of other words and continue playing until no longer fun. Extension: Have an adult write cat, jet, run, mop, etc. on a piece of paper. You add the letter “s” to the end of the words and read them. (cats, jets, runs, mops)

27. Substituting phonemes (sounds) at the end of words. Say the word

“pig”. What word would you have if you changed the /g/ to /t/? (pit) Say the

word “rope”. What word would you have if you changed the /p/ to /d/? (road)

Have an adult think of other words and continue playing until no longer fun.

Extension: Have an adult write the word “can” on a piece of paper. You change the letter “n” to make new words such as cat, cap, and cab.

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28. Substituting phonemes (sounds) in the middle of words. Say “dog”.

What word would you have if you changed the /ŏ/ to /ĭ/? (dig) Say the word

“hut”. What word would you have if you changed the /ŭ/ to /ŏ/? (hot) Have an

adult think of other words and continue playing until no longer fun. Extension: Have an adult write the word “hut” on a piece of paper. You change the letter “u” to make new words such as hat, hit, and hot.

29. Blending Words. Have an adult isolate the sounds in simple words such as

cat, wet, dig, pan, etc. You blend the sounds together and say the word.

Example: An adult says, “The sounds in the word are /c/… /a/… /t/”. You blend

the sounds together and say, “Cat!” Extension: After you have played the game orally, have an adult write the words on a piece of paper, you blend the sounds of the letters together and read the words.

30. Segmenting Words. Have an adult say a one syllable word. (pig) You

segment the word into individual phonemes. (/p/…/i/… /g/) Continue playing with

other words such as hat, sun, jet, and mop. Extension: After playing the game orally, have an adult say the same words and you spell the words on paper. 31. Guess the Word Song. Have an adult sing this verse to the tune of “The Wheels on the Bus.” “The sounds in the word go /d/ /o/ /g/, /d/ /o/ /g/, /d/

/o/ /g/. The sounds in the word go /d/ /o/ /g/. Can you guess the word?” (dog)

Continue playing using other words until no longer fun. Extension: You sing the song and have an adult guess the word.

Phonics and Word Recognition 32. What’s Different? Have an adult write down two simple words. The words

should have two letters that are the same and one letter that is different. You

read the two words and then tell which letters are different. Example: Read

the words cat and can. Then say, “Cat has a t and can has an n.” Try the same

activity with these words: pit and pet, bat and sat, dog and log, hit and hut.

Extension: Try the activity with these words: time and dime, game and gate, dive and dove, cute and cube.

33. I Spy a Word. Have an adult read you a book. Look for the word listed

on the Homework Sheet. You may even want to read the word as you come to it

in the book. Extension: Practice writing the word 5 times.

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Word Wall Activities In our classroom we have a Word Wall. The wall consists of sight words we have

studied in class. Kindergartener need to be able to read these words. Learning

to spell the words correctly would also be helpful, but is not required.

There is a list of these word wall words on page 41 of the Homework Folder.

34. Word Wall Word Activities. Look at the Word Wall Words on page 41

and complete one of the activities listed below.

A. Find The Word. Have an adult say a word on the Word Wall. You point to

the word, say the word, and then spell it.

B. Hangman. Pick different words from the Word Wall and play hang man.

C. Reading Words. Pick a word or two from the Word Wall and look for these

words while an adult reads a book to you. As the adult reads, have him/her

pause at the word wall word and you read it.

D. Writing Words. Pick a few of the Word Wall Words and practice writing

them 5 times. Make sure you are saying the words as you spell them. It may be

fun to write the words in your favorite colored crayon.

E. Write a Sentence. Write a sentence using a few of the Word Wall

Words. Make sure the Word Wall Words are spelled correctly. Other words in

the sentence may be spelled using “sound spelling.”

F. Word Wall Cheer. Say the Word Wall Word twice, spell it twice, and then

say it once. Example: “The, the, t-h-e, t-h-e, the!” To make this more fun,

pretend you’re a cheerleader or quarterback. Use pom-poms or hike a football

after spelling a word.

G. Jumping Jacks. Have an adult point to a word wall word. You read the

word. Then spell the word as you do jumping jacks.

H. Tic-tac-toe. Play tic-tac-toe, but instead of using x’s and o’s. Pick two

word wall words. Have an adult use one word to play and you use another.

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35. Word Wall Word Flashcards. Use your word wall word flashcards to

complete one activity listed below.

A. Sorting. Categorize your word wall words into groups according to their

similarities. For example, sort all the words beginning with an “i”. Read the

words. (it, in, is, and if). Sort all the words ending with an “e”. Read the words.

(be, he, me, we. see, and she).

B. Pile it up. Read through your word wall words. Make two piles as you go.

One pile of words you can read independently and one pile of words you still

need help with. Pick a few of the words you still need help with and practice

reading them.

C. Drill Practice. Have an adult hold up a flashcard. Say the word wall word as

fast as you can. You may even want to time yourself!

D. Stretch Your Thinking. Have an adult hold up a flashcard. You say the

word wall word on the card and use it in a sentence. (“see” I can see the couch.)

E. Slap the Word. Place the flashcards face up on the floor. Have an adult

say a word. You slap the card that has the word on it. Try reversing the game.

You say a word and see if the adult slaps the correct flashcard. This game is

also fun with a clean fly swatter.

F. Turn it over. Put your flashcards face down on the floor. Turn the

flashcards over one at a time and read them. To add to the fun, put the

flashcards on a cookie sheet and turn the flashcards over with a spatula.

G. Tag. Find a few friends or family members to play tag with you. Have

everyone hold a flashcard in their hand. When you tag a person, he/she should

show you the flashcard. You read the flashcard. When you are tagged you read

the flashcard you are holding.

H. Fridge Magnets. Place a few flashcards on the fridge. As you pass the

fridge throughout the day, read the flashcards on the fridge.

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Fluency

Learning how to read can be an exciting, but sometimes frustrating experience

for your child. When your child is stuck on a word, here are some decoding

strategies he/she can use:

Beginning decoding strategies -Look for a picture clue.

-Look at the beginning letter.

-Look at the ending letter.

-Ask, “What would make sense?”

-Blend the letter sounds together to sound out words.

More advanced decoding strategies -Look for a “chunk” you know. (“a-r” says /ar/ as in card, “i-n-g” says /ing/ as in

sing, “o-r” says /or/ as in for, etc.)

-Think of a phonics rule you have learned. (Silent “e” makes vowels say their

name so m-a-d-e spells made not mad.)

When picking a book for your child to read, a rule of thumb is your child should

be able to read 9 out 10 words correctly. If your child is stumbling over too

many words, the book is not at your child’s reading level, it’s at his/her

frustration level.

36. Phonics Book. Read the book in your homework folder. Then choose one

of the following activities to complete. 1. Point to each of the words as you read.

2. Look for spaces between the words. Draw a line in each of the spaces.

3. Count how many words are on each page. Circle each word.

4. Look for a word that is repeated in the book. Circle the word throughout

the book. Then practice writing it 5 times on a piece of paper.

5. Work on a word family. Example: If the word cat appears in the book, try

sounding out other words from the “at family” such as hat, rat, and sat.

6. Identify the different types of punctuation in the book.

7. After reading the book, have an adult ask you questions to see if you

remember what you read.

8. Talk about your decoding strategies for figuring out unknown words. (Look in

the text box regarding decoding strategies.)

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37. Reading Practice Sheet. Read the practice sheet in your homework

folder. Extension: Practice spelling some of the words.

Reading-Literature

There are two sections of curriculum for reading; one is reading literature and

the other is reading informational text. You will notice the activities in each

section are basically the same. Students should be able to apply these key

reading strategies in literature and informational text.

Appropriate literature in Kindergarten refers to storybooks (picture books),

poems, nursery rhymes, and fairytales. Many Kindergarteners also enjoy

listening to fictional chapter books which would also be classified as literature.

The homework in this section will be done with an adult reading to the child.

Key Ideas and Details

38. Asking and Answering Questions about Details. Have an adult read you a

storybook. As you are listening, stop and ask questions about details in the

book. The adult should answer your questions or help you draw conclusions of

your own. Also, have the adult stop and ask you question about details in the

book to make sure you understand key details of the story. Extension: Make sure to ask and answer all different types of questions (e.g., who, what, where, when, how, and why).

39. Its all in the Details. Have an adult read you a storybook. During the

story, stop periodically to talk about the story. When the story is finished,

retell the story including key details. Extension: Make connections to the story. Does this story remind you of another story? Does this story remind you of an experience you have had? 40. Give Me Three...or Five. Have an adult read you a storybook. Give Me

Three 1-Name the characters in the story. 2- Describe the setting. 3- Give key

details about the story. Extension: Give Me Five. After you have names the

characters, setting, and details, 4- Figure out the problem in the story.

5-Describe the resolution, or solution to the problem.

“Education is not filling a pail but the lighting of a fire.”

-William Butler Yates

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Craft and Structure 41. Questions about Unknown Words. While an adult is reading you a

storybook, ask him/her to stop reading when you come to a word you haven’t

heard before or you don’t understand what it means. Talk about the unknown

word. Ask and answer questions about the unknown word. Extension: Discuss ways to learn the meaning of unknown words such as looking them up in a dictionary or reading on to see if the book explains the meaning. 42. Sorting Books. Gather some books in your house. Sort books into

categories such as storybooks, fairytales, nursery rhymes, comic books,

informational books, poems, etc. If you do not have different types of books at

your house, you can just talk about different categories of books. For example,

No David is a storybook, Humpty Dumpty is a nursery rhyme, All About Snakes is an informational book. Extension: Pick one book from one category. Pick another book from a different category. Read the books and talk about how they are alike and different.

43. Author. Find a storybook to read. Have an adult read you the name of the

author. You define the role of an author in a story. (He/She writes the words

in the book that tell the story). Have an adult read you the story. Do you think

the author did a good job telling the story? Extension: Read another book from the same author. Compare the two books. How are the books alike and different?

44. Illustrator. Find a storybook to read. Have an adult read you the name of

the illustrator. You define the role of an illustrator in a story. (He/She

creates the pictures in a book that tell the story). Take a picture walk, looking

and talking about the illustrations you see. Have an adult read you the story.

Extension: Look at another book created by the same illustrator. Compare the two books. How are the books alike and different?

Integration of Knowledge and Ideas 45. Stories and Illustrations. Have an adult read you a storybook. Look at

the illustrations stopping on each page to talk about what moment in the story

the illustration is depicting. (This activity works better using a picture book

with longer text.) Extension: Write your own story. Make sure your illustrations help tell your story. Bring your book to school to share with the class.

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46. Compare and Share. Have an adult read you two different storybooks.

Compare and contrasts the adventures and experiences of the characters in the

two books. How are they alike? How are they different? Extension: With help from an adult, draw a Venn diagram and write the likes and differences of the two characters in the diagram.

Range of Reading and Level of Text Complexity 47. Actively Engage. Have an adult read you a storybook. As you listen to the

story, be actively engaged. Focus, ask questions, and make comments about the

story. Extension: Talk to an adult about the importance of actively engaging in the story. Discuss the importance of being actively engaged in reading activities at school.

Reading-Informational Text

There are two sections of curriculum for reading; one is reading literature and

the other is reading informational text. You will notice the activities in each

section are basically the same. Students should be able to apply these key

reading strategies in literature and informational text.

Informational books are non-fictional books. They give facts about people,

places, animals, events, scientific topics, etc. Note: Some informational books

read like a storybook.

The homework in this section will be done with an adult reading to the child.

Key Ideas and Details 48. Asking and Answering Questions about Details. Have an adult read you

an informational book. As you are listening, stop and ask questions about details

in the book. The adult should answer your questions or help you draw conclusions

of your own. Also, have the adult stop and ask you questions to make sure you

understand key details of the story. Extension: Ask and answer all different types of questions (e.g., who, what, where, when, how, and why).

49. Main topic and details. Have an adult read you an informational book.

During the book, stop periodically to talk about the details. When the story is

finished, identify the main topic of the book and retell key details? Extension: Think about the details from the informational book. What information did you already know before reading the book? What was new information you learned from the book?

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50. Making Connections. Have an adult read you an informational book. While

you are listening, think about how two individuals, events, ideas, or pieces of

information are connected in the text. Example: If you read the book Snakes, you may make the connection that both rattlesnakes and cobras are venomous.

Extension: Can you make a connection to another book you have read on this same topic? Can you make a personal connection to this book? Can you make a connection to something happening in our world?

Craft and Structure 51. Questions about Unknown Words. While an adult is reading you an

informational book, ask him/her to stop reading when you come to a word you

haven’t heard before or you don’t understand what it means. Talk about the

unknown word. Ask and answer questions about the unknown word. Extension: Discuss ways to learn the meaning of unknown words such as reading on to see if the book explains the meaning. Also, many informational books have glossaries to explain unknown words.

52. Identifying Parts of a Book. Look at an informational book. Have an

adult ask you to identify the front cover, back cover, and title page of the book.

Extension: Look at other parts of an informational book such as headings, table of contents, and glossary. 53. Author. Find an informational book to read. Have an adult read you the

name of the author. You define the role of an author in a story. (He/She

writes the words in the book that give you information about the main topic).

Have an adult read you the story. Do you think the author did a good job

explaining the main topic? Why or why not? Extension: Think about the similarities and differences in authors of literature (storybooks) and authors of informational books. How are they alike? How are they different?

54. Illustrator. Find an informational book to read. Have an adult read you the

name of the illustrator. You define the role of an illustrator in an informational

book. (He/She creates the pictures in the book to help you better understand

the main topic). Take a picture walk, looking and talking about the illustrations

you see. Have an adult read you the story. Note: In many informational books,

photographs take the place of illustrations. Extension: Think about the similarities and differences in illustrators of literature (storybooks) and illustrators of informational books. How are they alike? How are they different?

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Integration of Knowledge and Ideas 55. Illustrations and text. Have an adult read you an informational book.

Look at the illustrations or photographs. Describe the relationship between the

illustrations and the text in which it appears. What person, place, thing, or idea

in the text does the illustration depict? Extension: Write your own informational book. Make sure your illustrations help support your main topic. Bring your book to school to share with the class.

56. Supporting Text. Have an adult read you an informational book. Listen to

the reasons the author gives to support his/her points in the text. Example: In

the story “Tornados” the author says that tornados are powerful. He supports

this point by stating, “Tornados pick up things and throw them in the air and

tornados blow buildings down.” Extension: Write down facts you learned from the book.

57. Compare and Share. Have an adult read you two different informational

books on the same topic. Identify the similarities and differences between the

two books? How are they alike? How are they different? If you do not have

two informational books on the same topic, look up two different websites on

the same topic and do the same activity. Extension: With help from an adult, draw a Venn diagram and write the likes and differences of the two books.

Range of Reading and Level of Text Complexity 58. Actively Engage. Have an adult read you an informational book. As you

listen, be actively engaged. Focus, ask questions, and make comments about the

story. Extension: Talk to an adult about the importance of actively engaging in informational text. Discuss the importance of being actively engaged in informational text at school.

“A home without books is

like a home without windows.”

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Writing Appropriate writing for Kindergarten includes drawings, dictating, and writing to

express ideas. At the beginning of the school year, your child may draw

pictures about his/her idea and then ask you to write the words as he/she

dictates. As the year progresses, encourage your child to label the pictures and

write his/her own sentences using “sound spelling”.

Sound spelling refers to writing words how they phonetically sound. Most

children hear beginning sounds first. At this stage a sentence may look like

this; I g u p f m b (I got a puppy for my birthday). Then children typically hear

beginning and ending sounds. At this stage the same sentence may look like this;

I gt u pe fr mi bda. Soon students hear beginning, middle, and ending sounds.

They learn phonics rules and letter clusters such as “ing”. They spell simple

sight words (word wall words) correctly; I got a pupy for my brthday.

Praise and encourage your child through all stages of writing. Do not expect

your child to spell words correctly. Conventional spelling is an advanced writing

skill.

59. Generate Writing Ideas. As you go about your day pay attention to

interesting things you see, different places you go, events that happen, etc.

Think and talk about the different things, places, events you could write about.

Extension: Pick one of your ideas and write about it!

60. Modeled Writing. Have an adult show you a sample of his/her writing such

as a journal entry, a work related report, a letter, or a “Things to do list.” Have

the adult read you the writing sample. Extension: Have an adult share with you the different reasons he/she writes throughout the day.

61. Typing on the computer. Practice typing on the computer. Type a letter

to someone, write a short story, or practice typing your name. If you don’t have

a computer, write on paper, or type a text on a phone. Extension: Try using different fonts, sizes, and colors on the computer.

62. Letter Writing. Write a letter to someone special. You may even want to

mail the letter!

63. Make a Card. Make a thank you card, birthday card, or a special card for

someone you care about.

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Text Types and Purpose Opinion Writing

64. Favorite Foods. Cut out pictures from the grocery ads or draw pictures of

some of your favorite foods. Label your pictures using sound spelling. (Say the

word slowly and write down the sounds you hear). Extension: Talk about the letters that work together to make sounds like /ch/ in chicken, /or/ in corn, and /oo/ in cookies. 65. Favorite Toys. Pick five of your favorite toys. Draw pictures of the toys

and use sound spelling to label your pictures. Extension: Pick another 5 objects and do the same activity.

66. Book Review. Ask an adult to read you a story. Write your opinion about

the book. State the topic or name of the book and give an opinion about the

book. Example: I like the book The Stinky Cheese Man. I think it is funny.

Another Example: I read a book about bats. It was creepy. Extension: Give a reason for your opinion. Example: I like the book The Stinky Cheese Man. I think it’s funny because no one wants to eat him. Another Example: I read a book about bats. I thought it was creepy because some bats drink blood. 67. Topic from school. Write your opinion about the topic listed on the

homework sheet. Include the topic you are writing about and state your opinion.

Extension: Give a reason for your opinion.

Informative Writing 68. List. Create a grocery list, a “things to do” list, or a list of things you want

for your birthday/special holiday. Extension: Use your grocery list to go grocery shopping. Do the things listed on your “To Do List.” Write a letter to someone telling him/her what you want for your birthday/special holiday.

69. Label. Pick a room in your house. Go sit in the room and draw pictures of

things you see. Label your pictures.

70. Book Review. Have an adult read you an informational book. Write about

the book by naming what you are writing about and supplying some information

about the topic. Example: Sharks are fish. They have big teeth. Extension: Instead of writing one or two sentences, write three, four, five, or six.

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71. Topic from School. Write about the topic listed on the homework sheet.

Include the topic you are writing about and supply some information about the

topic. Example: If the topic were bats you could write, “Bats are nocturnal.

They are awake at night.” Extension: Instead of writing one or two sentences, write three, four, five, or six.

Narrative Writing 72.Draw and Label. Draw a picture of something you did recently or

something you are going to do in the near future. Use sound spelling to label the

objects in your picture. Extension: Write a sentence about your drawing.

73. School Events. Draw a picture and write about something that happened at

school today. Provide your reaction to what happened. Extension: Instead of writing one or two sentences about your event, write multiple sentences.

74. Event Writing. Write about something you have done recently. Provide a

reaction to what happened. Extension: Instead of writing one or two sentences about your event, write multiple sentences.

75. Fictional Event. Write about a fictional event (an event that never really

happened). Provide a reaction to what happened. Example: One day the wind

blew my family to Disneyland. We had lots of fun. Extension: Instead of writing one or two sentences about your event, write multiple sentences. Example: One day the wind blew my family to Disneyland. We rode all the rides. Then the wind blew us home. We had lots of fun.

Production and Distribution of Writing 76. Questions and Suggestions. Write one or two sentences about something

you did. Read your writing to an adult. Have an adult ask you a question about

your writing or give you suggestions regarding details you can add to strengthen

your writing. For example, if you wrote, “I went to the mall.” An adult might

ask, “What did you do at the mall?” You could add the details, “I bought new

shoes.” Extension: Have an adult read you something he/she wrote. You give suggestions or ask questions to strengthen his/her writing.

Writing is lifework, not deskwork.

-Lucy Calkins

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77. Digital Tools. With guidance and support from an adult, explore a variety

of digital tools to produce and publish writing. Use one of the following ideas or

come up with your own. (1) Take a picture with a digital camera and write about

the picture. (2) Write one or two sentences on the computer. Use clip art as

illustrations. (3) Send a text message to a family member. (4) Help an adult

change his/her Facebook status. Extension: Print off your digital writing and bring it to school to share with the class.

78. Typing Names. Practice typing your name or family members’ names on

the computer. Experiment with different fonts, sizes, and colors. (For this

activity you will want correct spelling). Extension: Print off the names and hang your paper on the fridge.

Research to Build and Present Knowledge 79. Sharing Research. Tell an adult about the author/illustrator listed on the

homework sheet. Is this person an author, illustrator, or both? Tell an adult

the things you’ve learned about this author/illustrator through class research.

Give your opinions about this author/illustrator. Extension: Check out books at the library from this author/illustrator. Do you have any books at your house from this author/illustrator?

80. Recalling Information. Tell an adult about the topic written on the

homework sheet. Share what you’ve learned about this topic through class

research. Extension: Browse the internet, read a book, or ask an adult for more information about this topic.

Speaking and Listening

Oral language is listening (receptive language) and speaking (expressive

language). A child’s ability to listen and speak not only influences the ability to

express him/her self in conversations, it also affects his/her ability to read

(receptive language) and write (expressive language).

Comprehension and Collaboration 81. He Said, She Said. Have a conversation. Decide on a topic and talk about

it. Take turns speaking, and listening about the topic. Extension: Have a conversation with more than one person. Make sure everyone takes turns listening and speaking about the topic.

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82. Confirm Understanding. Watch a T.V. show with an adult. As you are

watching, have the adult ask you questions about the show. Confirm your

understanding of the content by answering the questions. If you do not

understand certain details of the show, ask questions. (This activity can be

done while watching and listening to a T.V show, DVD, internet clip, or adult

telling a story.) Extension: Tell someone about the T.V. show you watched.

83. Ask and Answer Questions. As you go throughout your day, ask and

answer questions in order to seek help, get information, or clarify something

that is not understood. Extension: Talk about the importance of asking and answering questions when you need help, information, or something clarified.

Presentation of Knowledge and Ideas 84. I Spy. Look at an object. Describe the object you “spy” in the room to an

adult. Have the adult guess what you “spy’”. Example: “I spy something

rectangular. It’s brown. You can sit on it.” (couch) Keep playing by describing

different objects until no longer fun. Extension: Have an adult describe an object and you guess what he/she is spying.

85. Who is it? Think of a person you know. Describe the person. Have the

adult guess the person you are thinking. Example: “I am thinking of a famous

mouse. He lives in Disneyland. He has a dog named Pluto.” (Mickey Mouse) Keep

playing by describing different people until no longer fun. Extension: Have an adult describe a person and you guess the person. 86. Where is it? Think of a place you have visited. Describe the place and see

if an adult can guess the place. Example: “I am thinking of a place where there

are slides, swings, and monkey bars. You can have a picnic at this place.” (park)

Keep playing by describing different places until no longer fun. Extension: Have an adult describe a place and you guess the place.

87. School News. Tell an adult about something we did in school today.

Describe what we did and give important details. Extension: Call a family member or friend and tell them about your school day.

88. Visual Display. Draw a picture of your favorite activity. Describe the

activity to an adult while showing your picture. Extension: Discuss with an adult different visual displays people use when giving information (e.g., drawings, power point presentations, and charts.)

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89. Speak clearly. As you go throughout your day, speak audibly and express

thoughts, feelings, and ideas clearly. Parents: If you are concerned about your

child’s speech, please talk with me. Extension: Do a language enriched activity such as singing a song or reading a book together.

Language

The language goals for Kindergarteners are to (1) understand and use the

conventions of Standard English and (2) acquire and use vocabulary.

Gaining a better understanding of English conventions and vocabulary will help

with reading, writing, listening, and speaking.

Conventions of Standard English 90. Adding /s/ and /es/. Have an adult say a singular noun and you change it

into a plural by adding /s/ or /es/. Example: Adult says, “One dog, two …” You

answer, “dogs.” Do the activity with these words (car, cars; house, houses; wish,

wishes; pig, pigs; finger, fingers; bench, benches, necklace, necklaces; hammer,

hammers; door, doors, church, churches) Extension: Do the same activity with irregular nouns ( mouse, mice; sheep, sheep; man, men; foot, feet; goose, geese; child, children; tooth, teeth).

91. Asking Questions to Expand Sentences. Have an adult help you generate

a sentence by asking you questions. Who do you want the sentence to be about?

(Gabe). What did he/she do? (ate) How did he/she do it? (slowly) Where? (in

the kitchen) When? (at dinner time) Why? (because he didn’t like his food).

Put the sentence together. (Gabe ate slowly in the kitchen at dinnertime

because he didn’t’ like his food.) Once you have said the sentence a few times,

have an adult ask you who, what, how, when, where, and why questions. For

example: Who was our sentence about? What did he/she do? Extension: Switch the sentence around. Does it still make sense? (In the kitchen at dinnertime, Gabe ate slowly because he didn’t like his food.)

92. Using Question Words. Look at some photographs. Ask who, what, where, when, why, and how questions about the photos. Have an adult answer your

questions. Extension: Have an adult ask you who, what, where, when, why, and how questions about the photographs. You answer the questions.

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93. Preposition Fun. You will need a chair and a stuffed animal for this game.

Have an adult give your directions on where to place the stuffed animal in

relationship to the chair. For instance, put the bunny on the chair, or put the

bunny under the chair. Keep playing using different preposition words such as

behind, below, near, on, under, beside, at, above, and across. Play it again, this

time you do the talking, and the adult puts the stuffed animal where you

specify. Extension: Look up more preposition words online and keep playing. 94. Punctuation. As you read a book with an adult, look for the punctuation

mark listed on the Homework Sheet. Point out and name the punctuation mark.

Extension: While an adult reads, listen to how his/her voice changes when he/she comes to a punctuation mark. Example: Acting excited when seeing an exclamation point.

95. I Spy Punctuation. Look through a book. Point to and name punctuation at

the end of a sentence. A sentence may end with a period (.), a question mark

(?), or an exclamation point (!). Extension: Describe the uses for the different punctuation marks.

96. Punctuation in Writing. Write a sentence about whatever you want.

Decide on which punctuation should be used at the end of your sentence.

Should you use a period, exclamation point, or question mark? Justify your

reasoning to an adult. Extension: Write an entire story using punctuation.

97. Spaces between words. Write a sentence about whatever you want. As

you write, leave spaces between your words. Putting two fingers down between

words may help. Extension: Write an entire story using spaces between words. 98. Capital letters in sentences. Write a sentence about whatever you want.

Make sure to start your sentence using a capital letter. If your sentence

includes the word “I,” make sure to use a capital “I.” Extension: Write an entire story using a capital letter at the beginning of each sentence. Using punctuation at the end of each sentence will help remind you to use a capital letter at the beginning of the next sentence.

“Anyone who thinks the art of conversation

is dead ought to tell a child to go to bed.”

-Robert Gallagher

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Handwriting

Handwriting habits your child develops now will stay with him/her for a lifetime.

You can help your child develop good handwriting habits by watching to see if

he/she is:

-Holding the pencil correctly, pinching the pencil with the thumb and pointer

finger and resting the pencil on the middle finger for support.

-Writing from top to bottom. Correction is needed if your child is starting

at the bottom.

-Forming letters correctly. There is a guide on page 43 showing correct

letter formation.

99. Name Writing. Practice writing your name. Be sure you are writing it the

“school way” using upper and lower case letters. Correct Example: Shawn

Incorrect Example: SHAWN Extension: Practice writing your middle or last name. You may also want to learn to write family members’ names.

100. Letter Writing. Choose five letters to practice writing today. You may

write with pencil and paper, sidewalk chalk, or salt. As you write each letter say

the letter and the sound it makes. Extension: Try sound spelling words that begin with each letter you are practicing.

101. ABC Handwriting Sheet. Complete the ABC Handwriting Sheet that

came home in your Homework Folder today by writing the upper case letter on

the top lines and the lower case letter on the bottom lines. Tell an adult what

letter you’re practicing and the sound of the letter. Draw a picture of an

object that begins with the letter you are writing. Extension: Use sound spelling to label the object you have drawn, or write a sentence.

102. Say/Write. Have an adult say a letter. You write the upper and lower

case letter and say the sound the letter makes. Make sure you are forming the

letters correctly. There’s a handwriting guide on page 43. You can write with

pencil and paper or in salt. Extension: Have an adult say simple words such as dog, jet, or chat. You spell the words.

Vocabulary Acquisition and Use 103. Words with More than One Meaning. Have an adult say, “Bar.” You

describe “bar” in multiple ways. Example: I ate a candy bar. I play on the

monkeys bars. Describe the following words in more than one way; can, duck,

mean, right, and bowl. Extension: Draw pictures to represent your word. Example: Draw a picture of a cereal bowl and a picture of the Super Bowl.

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104. Adding Un- to the Beginning of Words. Have an adult say, “Safe.” You

describe what “safe” means. Next, add “un” to the beginning of the word and

say, “Unsafe.” Now describe what “unsafe” means. Keep doing the activity

adding “un” to the following words and talking about their meanings; do, kind,

able, real, and believable. What does adding “un” to words do to the meaning of

the words? Extension: Use each of the “un” words in a sentence. (“Riding your

bike without a helmet is unsafe.”)

105. Sorting Common Objects into Categories. Sort your stuffed animals by

similar attributes such as big/little, similar colors, farm/jungle/ocean animals,

etc. Extension: Have an adult sort the stuffed animals into piles. What do all the stuffed animals in one pile have in common?

106. Categorizing Items. Have an adult name a category such as fruit. You

name items that fit in that category such as strawberries, bananas, kiwi,

watermelon, apples, etc. Try other categories such as articles of clothing,

animals with feathers, and jobs at the school. Extension: Write your category on the top of a piece of paper. Draw pictures to represent your category and label your pictures using sound spelling.

107. Antonym Game. Have an adult say the word, “small.” You say a word that

is opposite, “big.” Keep playing using other words such as happy (sad), fast

(slow), off (on), up (down), open (close), strong (weak), and day (night).

Extension: Make an Opposite Book by drawing and labeling pictures that are opposite. Bring your book to school and share with the class.

108. Shades of meaning among verbs. Talk about the shades of meanings in

similar verbs such as walk, march, strut, and prance. Talk about how the words

are alike and different, or it may be fun to act it out. Try the same activity

using these verbs (whimper, cry, bawl, sob), (toss, throw, hurl), and (look, peek,

glance, stare, glare, scowl) Extension: With help from an adult, think of other verbs with shades of meaning.

109. Using Words from Text. Have an adult read you a story. Look for a word

or phrase that sounds interesting to you. Use the word or phrase in a

conversation. For example: In the story “Chrysanthemum” her parents say her

name is “practically perfect.” Use the words “practically perfect” in a

conversation. Extension: Write down a sentence using the same words.

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Mathematics For the Parents: Children should view themselves as mathematicians and be given opportunities to

make sense of their world mathematically. As children explore math concepts

through real life situations, they’re able to represent their world with math

language, symbols, and formulas.

Listed below are ways you can help your little mathematician. Some of these ideas

may seem foreign because it’s not the way you and I were taught to do math. Much

research has been done since those golden days. These suggestions are based on

new research, with an emphasis on deepening an understanding of math:

-Use math language in your daily dialogue to build your child’s math vocabulary. Use

words such as more, greater, less, fewer, the same, equals, add, combined, subtract,

take away, divide, separate, compare, etc.

-Turn daily activities into real life math problems. For example, “I have two diapers

in the diaper bag; I’m putting in three more. How many diapers are there now?”

Or, “Here are four pieces of candy for you and your brother to share. How many

pieces will each of you get?”

-Allow your child to solve the problem in his/her own way such as using real life

objects (diapers or pieces of candy), paper and pencil (to draw a picture or record

information), fingers (for counting), or mental math (solving the problem in his/her

head).

-Have your child explain his/her thinking and problem solving strategies by asking

questions such as, “How did you figure that out?” Or, “Tell me how you got that

answer?” Listen to his/her reasoning to make sure it’s mathematically sound.

-Invite your child to solve the same problem in another way. It’s important for a

child to realize there are multiple ways to solve one mathematical problem.

The Math Curriculum is divided into five standards: (1) Counting and Cardinality,

(2) Operations and Algebraic Thinking, (3) Number and Operations in Base Ten,

(4) Measurement and Data, and (5) Geometry. As your child completes the

homework activities, he/she is building the foundation for mathematical learning

that will span across the grade levels.

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Math-Counting and Cardinality

Counting and Cardinality in Kindergarten is:

-counting to 100 by 1’s and 10’s.

-counting objects in sets up to 20.

-writing numerals from 0 to 20.

-comparing sets of objects to find which is greater than, less than, or equal to

the other set.

-comparing numerals between 1-10.

Know number names and the count sequence 110. Counting to 100 by ones. Practice counting from 1-100. If counting to

100 seems overwhelming, practice counting to 20 or 50. The more you practice

the higher you’ll be able to count. Extension: Practice writing from 1-100. 111. Counting to 100 by tens. Practice counting to 100 by tens. (10, 20, 30,

40, 50, 60, 70. 80, 90,100) Extension: Write 10, 20, 30, 40, 50, 60, 70. 80, 90, and 100. What do you notice is the same about the numbers? What is different?

112. Counting On. Have an adult say a number such as 8. You count on 9, 10, 11

until you reach 20. Have an adult say another number such as 24. You count on

until you reach 30. Continue playing with any number 1-100. Play until it is no

longer fun. Extension: Have an adult say two numbers such as 2 and 3. You start at 2 and then add on 3 (2,3,4,5)

113. Numbers At Home. Look around your home for numbers. Look on the

phone, clock, remote control, microwave, etc. Talk about the different uses for

numbers. Extension: Take a notebook with you and write down the numbers you see.

114. Numbers Around the Neighborhood. Take a walk around the

neighborhood. Look for numbers on houses, street signs, license plates, etc.

Name the numbers you see. Extension: Instead of naming the numbers you see such as one, five, seven (157), try reading the number as one hundred fifty seven. 115. Telephone Game. Think of someone you would like to call. Have an adult

tell you the phone number. You punch in the numbers and call him/her.

Extension: Call someone else.

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Number Recognition 116. Number Flashcards. Use your number flashcards to complete one

activity listed below. Note: If practicing flashcards 1-20 is overwhelming,

practice flashcards 1-5, then keep adding flashcards until you’re up to 20.

A. Pointing Game. Lay your number flashcards face up on the floor. Have an

adult say a number and you point at the corresponding flashcard.

B. See and Say. Have an adult hold up a flashcard. Look at the flashcard and

say the number on the flashcard.

C. Musical Numbers. Place flashcards face up in a large circle on the floor.

Play music and hop around the cards. When the music stops, hop on a number,

and say the number.

D. What number is missing? Put the flashcards in numerical order. Then

have an adult remove one of the flashcards. You say which number is missing.

E. Representing numbers. Order your flashcards 1-10. Think of different

representations for each number. Such as, “I have 0 sisters. I ate 1 sandwich

for lunch. I have 2 feet. I’ve lost 3 teeth.” Extension: Think of number combinations for each number such as I have 2 dogs and 1 cat, that makes 3 animals. 2 kids and 2 parents equal 4 people in our family.

F. Flashcards and Counting. You will need small objects for this activity.

Place your flashcards in a pile upside down. Draw one flashcard. Count out the

number of objects corresponding to your flashcard. For example, if your

flashcard says 12, you count out 12 objects. Extension: Combined two sets. What do you get when you put a set of 3 together with a set of 4? (7)

G. Jump and Shout. Have an adult hold up a flashcard. You say the number on

the flashcard then jump while counting. For example: If an adult holds up a

flashcard with the number 5. You will say, “5!” Then jump while counting,

“1,2,3,4,5.”

“Pure mathematics is, in its way,

the poetry of logical ideas.”

-Albert Einstein

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Numeral Writing 117. Sugar or Salt Writing. Put some sugar or salt in the bottom of a pie

pan. Have an adult say a number from 0-20. You write the number. Erase by

shaking. Continue the activity practicing numbers from 0-20. Extension: Try more difficult numbers such as 72, 36, etc.

118. Listen and Write. Have an adult clap slowly as you listen. When he/she

stops, you write the number of claps on a piece of paper or in salt. For example,

if you hear five claps, write the number 5. Keep playing until you have practiced

writing all the number 0-20 in random order. Extension: While doing this activity, write the number and number word. (12 and twelve)

119. Practice Writing From 0-20. In your best handwriting, write the

numbers 0 –20. Have an adult watch as you write to make sure you are forming

the number correctly. (There is a guide for correct formation on pg. 43)

Extension: Practice writing to 100.

120. Objects and Numbers. Have an adult place a number of objects ranging

from 0-20 on the table. You count how many objects are on the table and write

the number on a piece of paper. Continue the activity counting objects ranging

from 0-20 and writing the number on a piece of paper until no longer fun.

Extension: Record what you see pictorially. (Draw eight circles and write the number 8.)

Count to tell the number of objects 121. Hopping Fun. Have someone time 20 seconds on a clock as you hop.

Count as you hop. How many times can you hop in 20 seconds? Now try clapping,

turning, snapping, etc. Have an adult monitor as you count to make sure you are

saying the right number names in the counting sequence. Extension: Record how many times you hopped, clapped, and turned on a piece of paper. Which activity could you do the fastest? Which activity did you do the slowest?

122. Snack Counting. Choose a snack. Count the pretzels in your bowl, grapes

in your hand, fruit snacks in your sack, etc. Have an adult monitor as you count

to make sure you are saying the right number names in the counting sequence.

Extension: Record your data. Draw a picture of how many pretzels you ate and write the number.

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123. Switch it, Change it, Rearrange it. Have an adult place a number of

objects ranging from 2-20 on a table. You count the objects and say how many.

Have an adult rearrange the objects on the table. Now, how many are on the

table? The goal is to recognize the number of objects is the same regardless

of their arrangement or the order in which they are counted. Keep playing with

numbers ranging from 2-20 until no longer fun. Extension: Have an adult place a number of objects ranging from 1-5 on the table. You take a quick look. Can you say how many objects are on the table just by looking and not counting?

124. Adding One. Have an adult put one object on the table. You count and

say how many objects. (1) Then have an adult put one more object on the table.

You say how many. (2) Have an adult continue adding one at a time up to ten.

The goal is to understand each successive number name refers to a quantity

that is one larger. (When you are counting the sequence is 5, 6 …5+1= 6)

Extension: Write number sentences as you are adding on one more objects (0+1=1, 1+1=2, 2+1=3, etc). 125. Numbers Plus One. Count out 5 objects. Then add one more. How many

do you have now? Continue playing by having an adult say a random number from

0-9. You count out that many objects. Then add one more. How many objects

are there now? The goal is to understand each successive number name refers

to a quantity that is one larger. (When you are counting the sequence is 5, 6

…5+1= 6) Extension: Write number sentences as you add on one more object. (5+1=6, 2+1=3, etc).

126. Counting Objects in Shapes. Have an adult place 7 object in a line. You

count and say how many objects. Then have him/her place 12 objects in a

square. You count and say how many objects. Continue having an adult arrange

4-20 objects in rectangles, circles, and arrays. (An array is objects placed in

rows and columns. E.g., three rows with four objects in each row equaling

twelve objects all together.) You count and say the number of objects.

Extension: Can you arrange 9 objects in a line, rectangle, square, and array?

127. Scattered Counting. Have an adult place 6 objects in a scattered

configuration (design) on the table. You count and say how many objects.

Continue having an adult arrange 1-10 objects in scattered configurations. You

count and say how many objects. Extension: Instead of saying the number, write the number and number word on a piece of paper (8, eight).

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128. Counting Objects to 20. Have an adult say a number from 0-20. You

count out the given number of objects. Continue playing by having the adult say

a number from 0-20 and you count out the objects. Extension: Have an adult say a number from 0-20. You count out the number of objects. Then have an adult say another number, you either add on more objects or take objects away to make the new number.

Compare numbers 129. Share and Compare. Put a small handful of objects in your hand. Have

an adult put a small handful of objects in his/her hand. Compare the objects in

each hand and say who has less and who has more. (“I have less and you have

more.”) Continue playing with different quantities in your hands. Extension: Stretch your thinking by saying, “I have 2 more than you, or you have three less than me.” 130. More or Less. Put a handful of objects in a spot on a table. Put more

objects in another spot on the table. Compare the two sets by using matching

or counting strategies. Use words such as greater than, less than, or the same

to compare the two sets. Keep playing until it is no longer fun. Extension: Write a number sentence about your sets. Example: 9>2 131. Comparing Written Numerals. Find numbered cards from an old card

game or make a set of 40 cards numbered 1-10. Deal the cards to both players.

Each player lays one card face up. Compare the numerals on the two cards. The

highest card wins and that player takes both cards. If the cards are the same,

players lay down another card until one is higher. When all the cards have been

played, each player counts up his/her cards. The player with the majority of

the cards wins! Extension: Play the same game, only this time the person with the least amount of cards at the end wins.

132. Less is more. Think of things you’d rather have less of. For instance, it’s

better to have less cavities and less time-outs. Extension: Make a list of things you’d rather have less of.

“A child can ask questions that

a wise man cannot answer.”

-Author Unknown

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Math-Operations and

Algebraic Thinking

Kindergarten students should:

-Understand addition is putting together and adding to.

-Understand subtraction is taking apart and taking from.

-Recognize numbers can be decomposed (broken down) in more than one way

(e.g., 5=4+1, 5=3+2)

-Use algebraic thinking to make sums to 10. Example: What number would you

have to add to 6 to get to 10? (4)

Encourage your child to use objects, drawings, and mental math to solve math

problems. Invite him/her to explain his/her problem solving strategies.

Understand addition as putting together and adding to, and understanding subtraction as taking apart and taking from

133. Math Stories. Have an adult make up a math story. For example: “Let’s

say you invite 3 friends to come over. 1 of your friends leaves and goes home.

How many friends are left to play with?” (2) You solve the problem by using

your fingers, mental math, drawings, etc. Explain to the adult how you came up

with the answer. Keep making up addition and subtraction stories until it is no

longer fun. Extension: Record the story on paper by drawing a picture of your friends with one leaving, or writing a number sentence 3-1=2.

134. Solving Addition Word Problems. Have an adult say an addition problem

using numbers equaling 10 or under. For example, “What’s 3 plus 4?” (abstract

word problem) or “If you had 3 cookies and I had 4 cookies. How many cookies

would that be all together?” (concrete word problem) You solve the problem by

using objects (put 3 beans on the table and then add 4 more beans), drawings

(draw 3 circles and 4 circles), fingers (put up three fingers and 4 fingers), or

mental math (solve the problem in your head). Keep solving addition problems

until it is no longer fun. Extension: Have an adult write out equations. You write in the answers. (3+4=7)

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135. Solving Subtraction Word Problems. Have an adult say a subtraction

problem using numbers equaling 10 or under. For example: “What is 8 minus 4?”

(abstract word problem) or “If you had 8 chicken nuggets and you eat, how many

chicken nuggets would you have left?” (more concrete word problem) You solve

the problem by using objects (put 8 beans on the table and take 4 beans away),

drawings (draw 8 circles then cross out 4 circles), fingers (put up 8 fingers then

put 4 fingers down), or mental math (solve the problem in your head). Keep

solving subtraction problems until it is no longer fun. Extension: Have an adult write out equations. You write in the answers. (8-4=4) 136. Rolling Addition. Find a dice. Roll the dice and put that number of

objects in one set. Roll again and put that many in another set. Join the sets

together and tell how many are all together. You can also solve the math

problems by rolling two dice and counting the dots on the dice. Keep playing

until it is no longer fun. Extension: Write an equation. (4+5=9)

137. Rolling Subtraction. Find a dice. Place 6 objects in a set. Roll the dice

and take that many objects away from the set. How many are left? Keep

playing until it is no longer fun. You can also solve the math problems, by

subtracting on your fingers. Extension: Write an equation. (6-2=4)

138. Multiple Representations of a Number. Have an adult say a number from

1-10. Write down all the ways you can think of to represent that number. For

example, to represent 5 you could write the numeral, write the word five, draw

a picture of 5 objects, draw a picture of 3 kids with their 2 parents. Extension: Stretch your thinking to include more representations of five such as a nickel, 5 tally marks, a basketball team, 5 fingers, 2+3=5, and 6-1=5. 139. Decomposing Numbers. Have an adult say a number from 1-10. You

decompose (break apart) the number into two or more pairs. (6 can be broken

down into 3 3, 4 2, 6 0, and 5 1) Record your findings with numbers (3 3 and

4 2), drawings( ), or equations (6=3+3). If you can not think of a

strategy for decomposing numbers try this one. Draw 6 circles. Then draw a

line between two of the circles. Count how many circles are to the right of the

line and count how many circles are to the left of the line. Write down the two

numbers. This is your first pair of numbers. Then draw 6 circles again and put

the line in a different place. Count how many circles are to the right of the line

and count how many circles are to the left of the line. Write down the two

numbers. This is your second pair of numbers. Continue decomposing numbers

until no longer fun. Extension: Think of numbers you can subtract to make 6. (10-4=6, 7-1=6, 8-2=6)

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140. Making Ten. Have an adult say a number from 1-9. You figure out what

number you need to add to get 10. If an adult says 2, you would have to add 8

to get to 10. To solve the problem you can use objects (put 2 objects on the

table and then add objects until you get to 10), drawings (draw 2 circles and

then add circles until you get to 10), fingers (put up 10 fingers, put two fingers

down, and count how many fingers are still up), or mental math (figure it out in

your mind). When you solve the problem, tell an adult your answer. “2 plus 8

equals 10.” Continue with other numbers from 1-10. Extension: Have an adult write an algebraic equation 2+x=10. You solve the problem and then write the answer 2+8=10.

141. Hide the Pennies. You will need 3 pennies for this activity. Have an

adult put some of the pennies in each hand and close his/her fists so you can

not see the pennies. You tap the hand you want opened first. Have an adult

open the hand you tapped. Count the pennies in that hand. Now figure out how

many pennies are in the other hand. Have an adult open his/her other hand and

see if you are right. Practice all the number combinations of 3. Play again

using 4 or 5 pennies. If you are having a hard time figuring out the answer

mentally try using your fingers, drawing pictures, or using your own set of

pennies. Extension: Explain your problem solving strategies. How did you know how many pennies were in the other hand?

142. Adding Quickly. Have an adult say addition problem that equals no more

than 5. (1+4, 2+2, 3+1, etc.) You solve the problem as fast as you can and say

the answer. You can use objects, fingers, mental math, or drawings to solve the

problems. Extension: Have an adult write down math equations and you write in the answers as fast as you can. Try higher numbers when ready.

143. Subtracting Quickly. Have an adult say a subtraction problem that

starts from 1-5. (5-1, 1-0, 4-2, etc.) You solve the problem as fast as you can

and say the answer. You can use objects, fingers, mental math, or draw pictures

to solve the problems. Extension: Have an adult write down math equations and you write in the answers as fast as you can. Try higher numbers when ready.

“The essence of mathematics is not to

make simple things complicated, but

to make complicated things simple.”

–S.Gudder

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Math-Numbers and Operations

in Base Ten

Kindergarteners will learn about our base 10 number system by exploring

numbers 11-19. Students should understand each teen number as being

composed of ten ones and one, two, three, four, five, six, seven, eight, or nine

ones. Example: 15 is composed of ten ones and five ones.

Working with numbers 11-19 to gain foundations for place value 144. Composing numbers from 11 to 19. Have an adult draw a picture of a

number from 11-19 broken down (decomposed) into tens and ones. You count the

objects in the picture and write down (compose) the number. Example: An

adult draws ten ones and three ones. You count the squares/stars and write 13.

Continue playing with other numbers from 11-19 until no longer fun.

Extension: Compose higher numbers in the same way.

145. Decomposing numbers from 11 to 19. Have an adult say a number from

11-19. You represent the number by showing the number broken down into tens

and ones. (14 is ten ones and four ones.) Represent the number with an

equation (14= 10+4) or a drawing. Examples of drawings shown below.

Continue playing with other numbers from 11-19 until no longer fun.

Extension: Decompose higher numbers in the same way. (24 is 2 groups of ten ones and 4 ones Represent the number with a drawing or equation.

or

or

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Math-Measurement and Data

Measurement applies the knowledge of number and geometry.

Measurement in Kindergarten is:

-Describing and comparing measureable attributes such as length and weight.

-Using informal language to describe multiple ways to measure objects.

-Classifying objects and counting the objects in each category.

Describe and compare measureable attributes 146. Describing Measurable Attributes. Find an object in your home. Tell an

adult all the different ways you can measure that object. For example: You

could measure your backpack by seeing how tall it is (length), how big around it

is (width) and how heavy it is (weight). Keep playing describing several ways to

measure different objects in your home. Extension: Use a measuring tape or scale to measure the different objects.

147. Comparing Height. Put two people back to back. Measure to see who is

taller and who is shorter. Describe the people using the words “taller” and

“shorter.” Keep measuring people until no longer fun. Remember, it’s not a

contest. The goal is to compare, not to compete! Extension: Compare three or more people and line them up shortest to tallest. Use words such as short, shorter, shortest, tall, taller, tallest, or short, medium, tall. 148. Comparing Length. Find some crayons (or pencils). Pick two crayons and

compare their length. Describe the crayons using the words “longer” and

“shorter.” Keep measuring crayons until no longer fun. Extension: Line up all your crayons from shortest to longest.

149. Comparing Volume. Find some cups (or bowls). Compare two cups and

predict which cup would hold more water. Describe the capacity of the cups by

using the words “holds more water” and “holds less water.” Continue measuring

cups until no longer fun. Extension: Pour 1 cup of water into two of the cups you compared. Were your predictions right? Which cup truly can hold more water?

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Classify objects and count the number of objects in categories 150. Sorting Laundry. Help sort the dirty laundry into piles. Have an adult

explain how to classify each pile (whites, darks, towels, etc.) After you sort the

laundry, count how many items are in each pile. Extension: After counting the piles, describe the piles using words such as more, less, or the same. (“There are more white clothes than dark clothes.”)

151. Silverware Sort. Help with the dishes by putting clean silverware back in

the drawer. Count the number of spoons and then count the number of forks.

Extension: Compare the number of spoons to forks by using words such as more, less, or the same.

152. Stuffed Animal Sort. Classify and sort your stuffed animals into

categories (big/little, similar colors, farm/jungle/ocean animals). Count how

many stuffed animals are in each category. Extension: Have an adult sort the stuffed animals into piles. See if you can guess how he/she classified each pile by looking for similarities.

153. Free Choice. Choose something to sort (toy cars, junk drawer items,

coins, seashells, etc). Count how many items are in each category. Extension: After sorting the items into piles, see if an adult can guess how you classified each pile by looking for similarities.

Math-Geometry

Kindergarten students will explore geometry by:

-Identifying and describing two- and three-dimensional shapes.

-Exploring spatial relations of shapes.

-Comparing two-and three-dimensional shapes.

-Creating shapes through drawing and modeling.

-Making simple shapes into larger shapes.

Identify and describe shapes 154. Describe objects in our environment. Look at two different objects.

Describe the two objects by naming their shapes and relative position to one

another. For example: The circle rug is under the oval table. The sphere ball

is behind the cube ottoman. Extension: Have an adult describe two objects by naming their shapes and relative position to one another. You draw a picture of what he/she is describing.

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155. Shape Flashcards. Have an adult hold up a shape flashcard. You name

the shape on the flashcard. Have an adult turn the flashcard a ¼ turn and then

a ½ turn. Can you still name the shape? Remember no matter which way you

turn the shape, the shape remains the same. Extension: Make more flashcards with other shapes such as octagon, rhombus, pentagon, rectangular prism, etc.

156. Identifying two- and three-dimensional shapes. Have an adult hold up

a shape flashcard. You identify the shape as two-dimensional (flat) or three-

dimensional (solid). Guide: Square, circle, triangle, rectangle, and hexagon are

two-dimensional. Cube, cones, cylinder, and sphere are three-dimensional.

Extension: Draw a two-dimensional shape to represent a three-dimensional object. For example: Draw a circle (two-dimensional) to represent a ball (three-dimensional).

157. Three-Dimensional Objects. Talk about different objects in our

environment that are the shapes of cubes, cones, cylinders, and spheres. For

example: A box is a cube. An oatmeal container is a cylinder. A ball is a sphere.

A cotton candy stick is a cone. Continue thinking of different objects and their

thee-dimensional shapes until no longer fun. Extension: Have an adult write the words cube, cone, cylinder, and sphere on a piece of paper. You sound spell objects that are each of those shapes. (e.g., write the word ball next to the word sphere.)

Analyze, compare, create, and compose shapes 158. Analyzing Two-Dimensional Shape. Find your circle, square, rectangle,

triangle, and hexagon flashcards. Describe each shape’s attributes. For

example: A square has 4 sides that are all the same length. A circle is round

with an infinite number of sides. Extension: Have an adult draw other two-dimensional shapes on a piece of paper. (pentagon, octagon, trapezoid. etc) You describe the attributes of these shapes. 159. Comparing Shapes. Compare your shape flashcards by looking for

similarities and differences. Share your findings with an adult. You may

choose to compare the length of the sides, the number of vertices/”corners,”

etc. (Examples: A rectangle and square have four sides. A triangle has three

vertices/”corners” and a cube has eight. A hexagon’s sides are all the same

length and a square’s sides are also all the same length. The top and bottom of

a cylinder is a circle.) Extension: Draw a big and small triangle. Count the number of sides on each triangle. Notice how the number of sides DOES NOT change regardless of the size of triangle.

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160. Shape Models. Use art supplies such as clay, toothpicks, string, paper,

and/or glue to make different two- and three-dimensional shapes. (square,

circle, triangle, rectangle, hexagon, cube, cone, cylinder, and sphere) Extension: Bring one of your models to school to show the class.

161. Shape Art. Think about shapes as you draw a picture of a person. What

shape will you draw for the head? What shape will you use to draw the arms?

Make the entire person using shapes. This means no stick figures! Extension: Draw something else as you think about shapes such as an animal, house, or rocket.

162. Drawing Shapes in Our World. Draw an outdoor scene including a

mountain, sun, tree, and flower. Think about shapes as you draw. Extension: Add more details to your drawing. Use sound spelling to label the objects in your picture.

163. Making Larger Shapes Out of Small Shapes. Use toothpicks to make

small shapes. Join the small shapes together to make a bigger shape. Describe

to an adult what you are doing. (“I am putting two squares together to make a

rectangle”) If you do not have toothpicks use string.

Examples: Rectangle Rhombus Trapezoid Hexagon

Extension: Glue your shapes on a piece of paper and bring to school to share with the class.

Miscellaneous 164. Free Choice. Choose an activity from the Homework Folder you would

like to do for your homework.

165. News for the Week. Have a parent or legal guardian read the “News of

the Week” located at the bottom of the Homework Sheet and mark any

important events on the calendar. Extension: Have him/her read you the “News of the Week.” This way you know what’s coming up in Kindergarten.

166. Read and Sign. Ask a parent or legal guardian to read, sign, and return

the important paper in your folder.

167. Homework Paper. Do the homework paper in your folder today.

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Word Wall

Aa a an

are at

and am

Bb by

be

Cc can

come

Dd do

Ee

Ff for

Gg go

Hh he

Ii I it

in

is

Jj

Kk Ll like

look

Mm me

my

Nn no

Oo on

or

Pp Qq Rr Ss see so

she

said

Tt the

to

this

Uu Vv up

Ww we

want

went

Xx Yy you

yes

Zz

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Guide to ABC Sounds A, B, C, D, E, F,

G, H, I, J, K, L,

M, N, O, P, Q, R,

S, T, U, V, W, X,

Y, and Z!

Aa apple

acorn

Bb

ball

Cc cake

cereal

Dd

duck

Ee elephant

eagle

Ff

fish

Gg goat

giraffe

Hh

house

Ii igloo

ice-cream

Jj

jam

Kk

kite

Ll

lamp

Mm

mitten

Nn

nest

Oo octopus

ocean

Pp

pig

Qq

queen

Rr

ring

Ss

sun

Tt

turtle

Uu umbrella

unicorn

Vv

violin

Ww

wagon

Xx box

xylophone

Yy

yo-yo

Zz

zebra

Now I know my

ABC’s next time

won’t you sing

with me!

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Handwriting Guide

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Child’s Name ________________________ (Example)

Homework Sheet for the Week of September 5-9

Please sign your initials in the box for each activity completed.

Note: Some days have two activities. Please initial both activities.

Monday Tuesday Wednesday Thursday Friday

Labor

Day 165 11 33

I spy word “see”

School Pride Day!

Wear yellow

and/or black

151 Have an adult

cut up your

flashcards*

Book Orders due today!

“Children are made readers on the laps of their parents.” -Emilie Buchwald

Sign your initials daily inside each book as you read to your child.

The goal is to read 4 to 5 nights a week.

News of the Week

We had a great first week! We chased a Gingerbread man all over the school

and met many school helpers. We also learned about the rules and procedures

of our classroom. This week we will begin our first math unit; sorting and

classifying objects into categories. We will start adding sight words to our

“Word Wall.” Best of all, we’ll learn more about each other.

*Your child will bring home ABC flashcards on Wednesday. Please cut up

the flashcards. Find a safe place to keep the flashcards at your home.

These flashcards will be used regularly for homework activities.

Remember, our class goal is to pass off letters and sounds before January!

Comments

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Child’s Name ________________________ (Blank Copy)

Homework Sheet for the Week of ________________

Please sign your initials in the box for each activity completed.

Note: Some days have two activities. Please initial both activities.

Monday Tuesday Wednesday Thursday Friday

“Children are made readers on the laps of their parents.” -Emilie Buchwald

Sign your initials daily inside each book as you read to your child.

The goal is to read 4 to 5 nights a week.

News of the Week

Comments

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Homework Reward Sheet: One star is given for each day of homework

completed. When a student’s reward sheet if filled with stars, he/she gets

to pick a treat from the treasure box.

Child’s Name: _______________________________ Please leave this paper in the folder. Thanks!

Child’s Name: _______________________________ Please leave this paper in the folder. Thanks!

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Note to send home to parents explaining how the homework folder works.

How the Homework Folder works:

At the top of the weekly Homework Sheet you will notice the days of the

week are written above a text box. Under each day of the week, there are

numbers in boxes. Each number corresponds to an activity in the Homework

Folder. For example, under Tuesday, you will notice #165 and #5. Look up

each of these numbers in the Homework Folder. E.g. #5 is on pg. 4. Read

activity #5 and help your child complete the activity. Once your child is

done, sign your initials in the box with the #5.

I would also suggest reading the “Parent Information” on pg. 1 of the

Homework Folder. It explains more about how the Homework Folder works.

If you have any questions please call, email, or come ask me before or after

school.

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Information for Teachers buying

my Homework Folder:

Many of the homework activities require flashcards. Your students

will need ABC, number, shape, and sight word flashcards. If you do not

already have flashcards for your students, you can download flashcards

for free on my tpt website.

If colleagues of yours wants to use my Homework Folder, please

refer them to www.teacherspayteachers.com/store/Chrisann-Toelupe

to purchase their own copy. I have spent hundreds of hours putting

this together and feel $19.95 per teacher is a great deal.

A Spanish Version of my homework folder is also available. A

colleague of mine, Patricia Garcia, translated the folder into Spanish.

Spanish speaking parents are always appreciative of having a copy of the

folder in their native language. This way they know what’s being taught

in Kindergarten and can help at home.

If you find any spelling or grammatical errors, please notify me. I

will make the corrections and send you the updated copy.

Thank you so much for purchasing my Homework Folder. I know it will

be a benefit to your students, their parents, and you.

Happy Homework everyone!

Chrisann Toelupe

http://www.teacherspayteachers.com/store/Chrisann-Toelupe

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