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The literature in Being a Reader has been carefully selected to engage young children in the joy of reading while building the foundations for reading success. In kindergarten, whole-class shared reading experiences help teachers build a community of readers and teach essential literacy concepts at the same time. Small-group reading texts provide independent, developmentally appropriate practice for students to meet their individual needs as emerging and developing readers.
Whole-class Shared Reading TextsThrough shared reading and rereading of favorite stories, songs, and rhymes, students build phonemic awareness and alphabetic concepts, develop concepts of print, learn high-frequency words, gain oral fluency, and begin to understand authors’ craft. The shared reading texts include 15 big books and 11 poems at kindergarten. (Poems are reproduced in the Teacher’s Manual.)
Small-group ReadingStudents read in small groups as soon as they have gained the habits and predispositions required for independent work through careful foundation setting. Books for small-group reading are organized in sets according to reading levels.
Texts for Emerging Readers Being a Reader offers carefully sequenced texts with controlled vocabulary that are aligned with the scope and sequence. Children practice what they are learning by reading and discussing real texts that look and feel like authentic trade books. There are 68 hybrid texts for emerging readers (Sets 1–5; six copies of each title are provided).
Texts for Developing ReadersWhen students are ready, they transition into leveled trade books. At this stage, books for developing readers focus on reading comprehension, fluency, word analysis, and self-monitoring and self-correcting. There are 38 leveled trade books and five hybrid books for developing readers (Sets 6–12).
The classroom package for kindergarten includes Sets 1–4. Additional Small-group Reading sets are available for purchase to meet the needs of your individual classroom.
© Center for the Collaborative Classroom Being a Reader™, Grade K 1
Literature in the Being a Reader Program: Kindergarten
© Center for the Collaborative Classroom Being a Reader™, Grade K 2
Kindergarten
Chicka Chicka Boom Boom (big book) by Bill Martin Jr. and John Archambault
In this rhyming alphabet book, the letters of the alphabet climb to the top of a coconut tree.Week 1
the alphabet (big book) by Monique Felix
Two curious mice bite the letters of the alphabet out of a book and work together to put them in order.Week 2
I Went Walkingby Sue Williams, Jr.
In this rhyming text, a young boy goes for a walk and describes what he sees.Week 4
“The More We Get Together” (traditional song)
This is a classic song about friends getting together.Week 5
Hands Canby Cheryl Willis Hudson
This rhyming book describes some ways children use their hands to explore the world.Week 6
“The Itsy Bitsy Spider” (traditional song)
In this familiar song, a spider makes its way up a waterspout.Week 3
Whole-class Shared Reading
© Center for the Collaborative Classroom Being a Reader™, Grade K 3
What Is Round?by Rebecca Kai Dotlich
This rhyming book presents round objects in colorful photographs.Week 7
Gossieby Olivier Dunrea
Gossie loses her beloved red boots, and when she searches for them, they lead her to a new friend.Week 8
Barnyard Banterby Denise Fleming
A goose chases a butterfly around a farm and encounters animals and their banter along the way.Week 12
“Windshield Wipers”by Mary Ann Hoberman
This rhythmic poem describes windshield wipers wiping rain off the windshield of a car.Week 13
“Just Watch”by Myra Cohn Livingston
In this poem, a child describes some things that she can do.Week 14
“Ten Galloping Horses”(traditional rhyme)
“Five Little Monsters”by Eve Merriam
In this rhyming poem, ten horses gallop to town.Five monsters get together to make a pudding by the light of the moon.Week 9
Kindergarten (continued)
© Center for the Collaborative Classroom Being a Reader™, Grade K 4
Walking Through The Jungleby Julie Lacome
In this story, a boy sees many animals as he moves through the jungle.Week 18
red sledby Lita Judge
A bear and some friends go on a wild sled ride.Week 15
“One, Two, Buckle My Shoe” (traditional rhyme)
This poem is a traditional counting rhyme.Week 19
“It Fell in the City”by Eve Merriam
In this poem, a colorful city turns white during a snowstorm.Week 16
Fish Eyes: A Book You Can Count Onby Lois Ehlert
In this counting book, a little fish describes the big, beautiful fish he sees while swimming through the ocean.Week 22
Millions of Snowflakesby Mary McKenna Siddals
A young girl delights in the wonder of snowflakes.Week 17
Kindergarten (continued)
© Center for the Collaborative Classroom Being a Reader™, Grade K 5
“Way Down Deep”by Mary Ann Hoberman
This poem is about animals that live in the ocean.Week 23
“I’m a Yellow-bill Duck”by Jack Prelutsky
A duck tells about himself in this rhythmic poem.Week 24
Here Are My Handsby Bill Martin Jr. and John Archambault
This rhyming book describes the uses of different parts of the body.Week 26
I Love Bugs!by Philemon Sturges
A little boy goes for a walk and talks about the bugs he sees.Week 27
My Favorite Bearby Andrea Gabriel
A mamma bear tells her baby bear a story as she puts him to sleep.Week 28
Five Little Ducksby Penny Ives
In this traditional counting rhyme, five little ducks go on an adventure.Week 25
Kindergarten (continued)
© Center for the Collaborative Classroom Being a Reader™, Grade K 6
Hybrid Texts for Emerging Readers Set 1
We Can Readby Amy Bauman
s, n; he, she
We Can’t See!by Amy Bauman
m, t; can’t, isn’t
Nan and Samby Kenni Aldena; to, get
It Can Sit!by Amy Helferr, i; no, yes
Nat the Ratby Elizabeth JohnsonReview/reteach
Go Down, Fat Fishby Corinn Kintzf; down, go
Where Is My Hat?by Valerie Fraserh, u; where, my
Can You See My Fish?by Corinn KintzReview/reteach
My Cat Dotby Elizabeth Johnsond, o; by, here
The Kickby Elizabeth Johnsonc, ck, k; saw, they
Kat and Rick Get a Rockby Elizabeth JohnsonReview/reteach
Small-group Reading
Note: Six copies of each title are provided.
© Center for the Collaborative Classroom Being a Reader™, Grade K 7
Set 2
Rub-a-Dub-Dubby Erica J. Greenb; was, little
Pat and Pamby Valerie Fraserp; put, what
The Petby Elizabeth JohnsonReview/reteach
Gusby Amy Helferl, g; do, like
We Have Homesby Amy Helfere, w; have, home
Wagby Amy HelferReview/reteach
Sled Dogsby Valerie Fraserth, y; said, of
What Vets Doby Lucy Bledsoev, sh; her, his
We Have Fishby Valerie FraserReview/reteach
Fish for Maxby Amy Helferx, ch, tch; come, some, out
On the Jobby Amy Helferz, j, dge; say, says, so
A Bad Foxby Amy HelferReview/reteach
© Center for the Collaborative Classroom Being a Reader™, Grade K 8
Set 3
Buzz, Hum, Tap, Whap, Whiz, Ding-a-lingby Corinn Kintz
wh, ing; make, there, be
The Good Little Ducks, Part 1by Corinn Kintz
ed, qu; look, good
The Good Little Ducks, Part 2by Corinn Kintz
Review/reteach
The Jug of Waterby Rob Arego
sn, st; want, water, fromUsing illustrations to confirm what you read
Where Is Mom?by Rob Arego
fl, fr, -s; for, againIdentifying characters’ feelings
The Skunkby Kenni Alden
Review/reteach
Drip Dropby Erica J. Green
gr, dr; many, peopleMaking inferences; making text-to-self connections
Make Plum Jamby Erica J. Green
pl, sm; your, verySequencing/retelling
The Bandby Elizabeth Johnson
Review/reteach
The Spelling Testby Rob Arego
sp, cl; could, would, should, wereIdentifying characters’ feelings
Winter Funby Rob Arego
sk, sl; both, doesMaking inferences; making text-to-self connections
The Clownsby Rob Arego
Review/reteach
© Center for the Collaborative Classroom Being a Reader™, Grade K 9
Set 4
A Hike by the Lakeby Corinn Kintz
a_e, i_e, e_e; every, other, mother, brotherCompound words; abbreviations
Life in a Plains Tribe, Part 1by Corinn Kintz
o_e, u_e; woman, women, boyCompound words; using illustrations to support vocabulary
Life in a Plains Tribe, Part 2by Corinn Kintz
Review/reteach
Snakes!by Amy Helfer
-s with final e; toward, overIdentifying what you learned from nonfiction
A Cold Rideby Amy Helfer
-ing with final e; their, old, cold, toldMaking text-to-self connections
Get Out and Get Fitby Amy Helfer
Review/reteach
Out My Windowby Amy Bauman
-ed with final e; one, twoIdentifying homophones; sequencing/retelling
What Little Deer Eatby Amy Bauman
ee, ea; don’t, won’t, tooIdentifying homophones; making text-to-self connections
A Good Teamby Kenni Alden and Margaret Goldberg
Review/reteach
Bird Schoolby Amy Helfer
er, ir, ur; who, schoolSequencing/retelling
Fox Spills the Starsretold by Amy Helfer
ar, or; thought, fatherUnderstanding folktales
Sharks!by Amy Helfer
Review/reteach
© Center for the Collaborative Classroom Being a Reader™, Grade K 10
Set 5
Fun Fortsby Lucy Bledsoe
2-syllable decodingUsing illustrations to support understanding in nonfiction
Ann’s Book Clubby Lucy Bledsoe
2-syllable decodingUsing quotation marks to identify a problem and solution
Ants, Moths, and Waspsby Lucy Bledsoe
Review/reteach
Have You Ever?by Margaret Goldberg
2-syllable decodingUsing quotation marks to identify what a character says; using question marks to read fluently
Spring on the Farmby Rob Arego
2-syllable decodingMaking text-to-text connections
Animal Homesby Rob Arego
Review/reteach
A Play Day with My Brother Rayby Lucy Bledsoe
ai, ay; walk, talk, because, childrenIdentifying characters’ feelings; making text-to-self connections
Cook Food on a Campfireby Lucy Bledsoe
oa, ow, oo, ewSequencing; using commas to read fluently
Sailboatsby Lucy Bledsoe
Review/reteach
Ball Gamesby Erica J. Green
all; even, pictureMaking predictions; making text-to-self connections
Dance!by Valerie Fraser
wr, kn; move, greatMaking inferences
New Schoolby Kenni Alden
Review/reteach
© Center for the Collaborative Classroom Being a Reader™, Grade K 11
Sunny Days, Starry Nightsby Corinn Kintz
igh, _y; though, onceIdentifying what you learned from nonfiction
Scout’s Puppiesby Kenni Alden
enough, watch, beenIdentifying what you learned from nonfiction; making predictions
The Night Skiesby Corinn Kintz
Review/reteach
The Desertby Rob Arego
ou; few, kind, find, mindIdentifying what you learned from nonfiction; making inferences
The Silver Coinsby Rob Arego
oi, oy; word, four, answerMaking inferences
The Four Seasonsby Rob Arego
Review/reteach
Grizzly Bearsby Lucy Bledsoe
au, aw; learn, young, largeIdentifying what you learned from nonfiction; making text-to-self connections
Glaciersby Kenni Alden
ce, ci, cy; earth, most, changeIdentifying what you learned from nonfiction; exploring text features
Glaciers and the Earthby Kenni Alden
Review/reteach
Set 5 (continued)
© Center for the Collaborative Classroom Being a Reader™, Grade K 12
Leveled Trade Books for Developing Readers Set 6: Transitional Texts*Lexile Level: 430–510 Fountas and Pinnell Level: I–J DRA Level: 16–17
Ball Gamesby Erica J. Green
Comprehension: making text-to-self connections
New Schoolby Kenni Alden
Fluency
Sunny Days, Starry Nightsby Corinn Kintz
Fluency
The Silver Coinsby Rob Arego
Comprehension: retelling/ sequencing
Sailboatsby Lucy Bledsoe
Comprehension: text features
*Books in Set 6 also appear in Set 5 with a decoding focus.Note: Six copies of each title are provided.
© Center for the Collaborative Classroom Being a Reader™, Grade K 13
Set 7Lexile Level: 180–490 Fountas and Pinnell Level: J DRA Level: 18
Chameleon!by Joy Cowley
Fluency
Puffin Peterby Peter Horáček
Comprehension: sequencing/ retelling
Jellyfishby Ann Herriges
Word analysis: reading polysyllabic words
Leon and Bobby Simon James
Comprehension: making predictions; comprehension: wondering/questioning
Aggie Gets Lostby Lori Ries
Comprehension: sequencing/ retelling
Cowgirl Kate and Cocoa: Horse in the Houseby Erica Silverman
Fluency
Iris and Walter and Cousin Howieby Elissa Haden
Comprehension: making text-to-self connections
Elephantby Wendy Perkins
Comprehension: text features
What’s It Like to Be an Ant?by Jinny Johnson
Comprehension: determining important ideas
© Center for the Collaborative Classroom Being a Reader™, Grade K 14
Set 8Lexile Level: 410–490 Fountas and Pinnell Level: K DRA Level: 20
Jamaica’s Findby Juanita Havill
Generating independent thinking
Koalasby Valerie Bodden
Self-monitoring and self-correcting
Ruby Bridges Goes to Schoolby Ruby Bridges
Comprehension: wondering/questioning
The Great Gracie Chase: Stop That Dog!by Cynthia Rylant
Fluency
“Accidentally”by Maxine W. Kumin
“Under the Ground”by Rhoda Bacmeister
Generating independent thinking
The Polar Bear Son: An Inuit Taleretold by Lydia Dabcovich
Comprehension: sequencing/retelling
Lightningby Ann Herriges
Word Analysis: reading polysyllabic words
© Center for the Collaborative Classroom Being a Reader™, Grade K 15
Set 9Lexile Level: 380–560 Fountas and Pinnell Level: L DRA Level: 24
Not Norman: A Goldfish Storyby Kelly Bennett
Fluency
Golden Gate Bridgeby Kate Riggs
Comprehension: wondering/questioning
Upstairs Mouse, Downstairs Moleby Wong Herbert Yee
Generating independent thinking
Happy Like Soccerby Maribeth Boelts
Comprehension: plot and setting
Only One Yearby Andrea Cheng
Comprehension: making predictions; comprehension: wondering/questioning
Penguinsby Valerie Bodden
Comprehension: text features
Earthby Derek Zobel
Comprehension: making text-to-text connections
Gravityby Joy Frisch-Schmoll
Comprehension: determining important ideas
© Center for the Collaborative Classroom Being a Reader™, Grade K 16
Set 10Lexile Level: 310–990 Fountas and Pinnell Level: M DRA Level: 28
“Old Tortoise”by Madeline Comora
“Every Time I Climb a Tree”by Davis McCord
Comprehension: determining theme
Helen Kellerby Margaret Davidson
Generating independent thinking: responding to literature
To Be an Artistby Maya Ajmera and John D. Ivanko
Comprehension: making text-to-self connections
Bink & Gollieby Kate DiCamillo and Alison McGhee
Fluency
The Beckoning Catby Koko Nishizuka
Generating independent thinking: sharing and supporting opinions
I Love Guinea Pigsby Dick King-Smith
Self-monitoring and self-correcting
© Center for the Collaborative Classroom Being a Reader™, Grade K 17
Set 11Lexile Level: 330–950 Fountas and Pinnell Level: N DRA Level: 30
The Key Collectionby Andrea Cheng
Self-monitoring and self-correcting
Tree Ladyby H. Joseph Hopkins
Comprehension: determining theme; comprehension: setting, characters
My Name Is Maria Isabelby Alma Flor Ada
Comprehension: making text-to-self connections
The Babe and Iby David A. Adler
Generating independent thinking: responding to literature
Ice Bear: In the Steps of the Polar Bearby Nicola Davies
Comprehension: determining important ideas
“Story”by Eloise Greenfield
Comprehension: determining theme
© Center for the Collaborative Classroom Being a Reader™, Grade K 18
Set 12Lexile Level: 450–780 Fountas and Pinnell Level: O DRA Level: 34
Family Remindersby Julie Danneberg
Generating independent thinking: responding to literature
Beeby Kate Riggs
Comprehension: understanding text features
Shark Lady: The Adventures of Eugenie Clarkby Ann McGovern
Generating independent thinking: responding to literature
Pop’s Bridgeby Eve Bunting
Generating independent thinking: sharing and supporting opinions
Fly Away Homeby Eve Bunting
Generating independent thinking: sharing and supporting opinions