www.readinghorizons.com Name: Letter Groups 1–5 Kindergarten Packet
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www.readinghorizons.com
Name:
Letter Groups 1–5
Kindergarten Packet
© 2020 by Reading Horizons
Welcome to the Reading Horizons Discovery® Kindergarten Weekly Student Packet! In this packet, you’ll find activities that students can do independently along with some activities that require the help of a fluent reader. Activities will vary from week to week, but each packet will include a combination of activities described below.
Most Common Words CardsMost Common Words are words that appear so frequently in writing that students should know them by sight. Simply have the student read the words aloud to help them practice rapid recognition skills.
Transfer Cards and Whole Class Transfer CardsThese cards are designed to help students practice a particular reading skill that they’ve learned. They can be used a variety of ways. Consider the following ideas:
• Point to each word (in order or randomly) and have the student read it. • Read the word aloud and have the student write the word on a piece of paper. • Have the student illustrate the sentences on the cards.
Reading Horizons Discovery® Kindergarten Little BooksEach skill lesson contains an accompanying Little Book showcasing words that include skills learned in the lesson. Encour-age the student to read the book aloud to you. Then, read each comprehension question and allow the student to point to the correct response.
Practice PagesInstructions at the top may need to be read to the student.
Sort and Spell ActivitiesIn the Sort and Spell activities, the words can be cut out and moved into the appropriate columns on the sort page. The student could also use the words in the bank as a reference and write the words into the correct columns.
Cloze PassagesThe student should use the words on the second page of the activity to fill in the blanks on the first page. The passages are designed to include only words that the student has learned the necessary skills to read independently.
Writing PromptsDesigned to help students write using skills they’ve learned, writing prompts may need to be read to the student by a fluent reader.
Building Words Activities The student should cut out the accompanying letter cards. A fluent reader should read the Building Words Activity script aloud to the student while the student uses the cards to spell the words. In some cases, it may be smart to break this activity up into two sessions to avoid overloading the student. The Building Words Transfer Card uses words from the Building Words Activity in sentences designed to help students practice reading skills.
GamesEngaging games such as Bear It and the Blends Game are great tools for helping students practice their skills in a fun way. When games are included, you’ll find the instructions along with all the necessary components to play. Consider storing the game components (such as Blends cards) for future use.
Happy Reading and Spelling!
The Reading Horizons Team
There are more than enough activities in each packet to keep a child engaged. You may find that the teacher will assign only certain pages each week. She or he may also send these packets home for a two week period. Be sure to follow whatever instructions are communicated by the teacher.
For more information, contact your teacher at _______________________________________.
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7: C
onso
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V v
Less
on 2
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V v
Less
on 2
7: C
onso
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V v
Less
on 2
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V v
V /v
/ v
/v/
va
van
ve
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tva
vat
The
van
is t
an.
Von
is a
vet
.
The
vet
had
a d
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had
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d va
n.
vo
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n
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s D
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® K
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® K
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il 20
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il 20
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il 20
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il 20
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Less
on 2
8: C
onso
nant
W w
Less
on 2
8: C
onso
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W w
Less
on 2
8: C
onso
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W w
Less
on 2
8: C
onso
nant
W w
W /w
/ w
/w/
we
w
eb
we
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e
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The
web
is in
the
log.
The
tan
dog
is w
et.
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hat
dog
wet
?T
he w
eb is
wet
.
we
w
et
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1 3
2 4IS
BN
978
-1-6
2382
-121
-0IS
BN
978
-1-6
2382
-121
-0
ISB
N 9
78-1
-623
82-1
21-0
ISB
N 9
78-1
-623
82-1
21-0
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Hor
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Less
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X x
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on 2
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X x
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9: C
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X x
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on 2
9: C
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X x
X /ks
/ x
/ks/
fax
bo
x
fax
fo
xta
x
fox
The
fox
sat
on
the
box.
Max
had
a r
ed f
ox.
Dad
got
a f
ax.
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fox
is r
ed.
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fo
xX /
ks/
x /k
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2 4
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s D
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® K
inde
rgar
ten
Rea
ding
Hor
izon
s D
isco
very
® K
inde
rgar
ten
Cop
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ht ©
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il 20
17
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ht ©
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il 20
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ht ©
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il 20
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ht ©
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il 20
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Less
on 3
0: C
onso
nant
Y y
Less
on 3
0: C
onso
nant
Y y
Less
on 3
0: C
onso
nant
Y y
Less
on 3
0: C
onso
nant
Y y
Y /
y/
y /y
/ ya
yam
ya
ya
pya
yak
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t is
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Is t
hat
a ya
m?
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am.
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yak
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t th
e ve
t.
ya
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2 4IS
BN
978
-1-6
2382
-121
-0IS
BN
978
-1-6
2382
-121
-0
ISB
N 9
78-1
-623
82-1
21-0
ISB
N 9
78-1
-623
82-1
21-0
Pub
lishe
d by
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ding
Hor
izon
s®P
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by R
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oriz
ons®
Pub
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d by
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Hor
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s®P
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by R
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ng H
oriz
ons®
Less
on 3
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U u
Less
on 3
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U u
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on 3
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owel
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u/ u
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fu
fun
ru
ru
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tub
Bud
is a
fun
dog
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he d
og is
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the
rug.
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rug
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ed.
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ug is
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he t
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ons®
Pub
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s®P
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by R
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ons®
Less
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3: C
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Q q
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Q q
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ISB
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N 9
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-623
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oriz
ons®
Less
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1: V
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on 3
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on 3
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owel
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u/ u
/u/
fu
fun
ru
ru
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tub
Bud
is a
fun
dog
.T
he d
og is
on
the
rug.
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rug
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ed.
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ug is
in t
he t
ub!
ru
ru
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/u/
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2 4
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ISB
N 9
78-1
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82-1
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-623
82-1
21-0
ISB
N 9
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-623
82-1
21-0
ISB
N 9
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82-1
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Hor
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ons®
Pub
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by R
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Less
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Q q
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2 4
1 3R
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ng H
oriz
ons
Dis
cove
ry® K
inde
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ten
Rea
ding
Hor
izon
s D
isco
very
® K
inde
rgar
ten
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izon
s D
isco
very
® K
inde
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ten
Rea
ding
Hor
izon
s D
isco
very
® K
inde
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ten
Cop
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ht ©
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il 20
17
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il 20
17
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ht ©
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il 20
17
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ht ©
Apr
il 20
17
Less
on 3
4: C
onso
nant
Z z
Less
on 3
4: C
onso
nant
Z z
Less
on 3
4: C
onso
nant
Z z
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on 3
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z
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z
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zo
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ze
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1 3
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N 9
78-1
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N 9
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-623
82-1
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N 9
78-1
-623
82-1
21-0
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82-1
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Pub
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sson
35:
Vow
el I
i
Less
on 3
5: V
owel
I i
Less
on 3
5: V
owel
I i
Less
on 3
5: V
owel
I i
I /i/
i
/i/
bi
b
ig
li
li
pfi
fig
Zeb
is a
big
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.L
em h
ad a
big
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.
Sam
bit
his
lip!
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hat
a fi
g?
bi
b
ibI
/i/
i /i/
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i
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I /i/
i
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s D
isco
very
® K
inde
rgar
ten
Rea
ding
Hor
izon
s D
isco
very
® K
inde
rgar
ten
Cop
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ht ©
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il 20
17
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ht ©
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il 20
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ht ©
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il 20
17
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yrig
ht ©
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il 20
17
Less
on 3
6: C
onso
nant
C c
Less
on 3
6: C
onso
nant
C c
Less
on 3
6: C
onso
nant
C c
Less
on 3
6: C
onso
nant
C c
C /
k/ c
/k/
cu
cup
ca
ca
nca
Cam
Tha
t cu
p is
red
.T
he c
at h
ad a
nap
.
Can
you
run
?C
am is
a c
at.
ca
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tC
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k/ c
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Less
on 3
7: C
onso
nant
K k
Less
on 3
7: C
onso
nant
K k
Less
on 3
7: C
onso
nant
K k
Less
on 3
7: C
onso
nant
K k
K /
k/ k
/k/
ki
kid
ki
K
imki
Kip
Ken
is a
kid
.T
he k
it is
in t
he b
ox.
Kim
had
the
kit
.K
ip is
a b
ig k
id.
ke
*k
epK
/k/
k /
k/
K /
k/ k
/k/
K
/k/
k /
k/ 2 4
1 3
the of
and a
to in
is you
MCW List 1 MCW List 1
MCW List 1 MCW List 2
MCW List 2MCW List 2
MCW List 3 MCW List 3
that it
he was
for on
MCW List 3 MCW List 3
MCW List 4 MCW List 4
MCW List 4MCW List 4
Kin
derg
arte
n W
hole
Cla
ss T
rans
fer
Car
d
Publ
ishe
d by
Rea
ding
Hor
izon
s®
Cop
yrig
ht ©
Sep
tem
ber
2015
Less
on 2
4: M
ost
Com
mon
Wor
ds L
ist
3
W
ords
:
is
yo
u th
at
it
it
is
you
that
th
at
it is
yo
u
S
ente
nces
:
It
is a
mop
.
Tha
t pe
n is
red
.
You
ran
to t
he lo
g.
Kin
derg
arte
n W
hole
Cla
ss T
rans
fer
Car
d
Publ
ishe
d by
Rea
ding
Hor
izon
s®
Cop
yrig
ht ©
Sep
tem
ber
2015
Less
on 3
2: M
ost
Com
mon
Wor
ds L
ist
4
W
ords
:
he
w
as
for
on
on
fo
r w
as
he
fo
r on
he
w
as
S
ente
nces
:
H
e w
as o
n th
e lo
g.
Tha
t ba
g is
for
Ben
.
Published by Reading HorizonsCopyright © September 2015 K-1
NameThe alphabet has 26 letters. There are 21 consonant letters and five vowel letters Aa, Ee, Ii, Oo, and Uu.
Lesson 1: Alphabet Introduction
It is important to know the letters of the alphabet. You can read and write many different words when you know the letters and sounds of the alphabet.
Point to each letter and say its name.
Aa Bb Cc Dd Ee Ff
Gg Hh Ii Jj Kk Ll
Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww
Xx Yy Zz
Published by Reading HorizonsCopyright © September 2015 K-30
NameMCWs List 3: is, you, that, it.
Lesson 24: Most Common Words List 3
Write each word two times. Then read each word.
is
you
thatit
Published by Reading HorizonsCopyright © September 2015 K-44
NameMCWs List 4: he, was, for, on.
Lesson 32: Most Common Words List 4
Write each word two times. Then read each word.
hewasforon
Published by Reading HorizonsCopyright © September 2015 K-45
NameMCWs List 4: he, was, for, on.
Lesson 32: Most Common Words List 4
Ted sat on the bed.
Is that box for Sam?
He was sad.
Circle the Most Common Words in each sentence. Copy the last sentence. Then read each sentence. The first one has been done for you.
The dog is on the rug.
Copy
right
© 2
018
by R
eadi
ng H
orizo
ns
Read
ing
Horiz
ons D
isco
very
® Sp
ellin
g Le
sson
Wee
k 2
Sort
and
Spe
ll 1
dog
fox
gum
had
log
red
rug
sat
set
wet
Wor
d Ba
nk
Page intentionally left blank.
Copy
right
© 2
018
by R
eadi
ng H
orizo
ns
Read
ing
Horiz
ons D
isco
very
® Sp
ellin
g Le
sson
Wee
k 2
Sort
and
Spe
ll 1
Vow
el S
ound
s A, E
, O, a
nd U
ae
ou
14 © 2019 by Reading Horizons
Games
To play: Break down the sentences, starting from the end, and go backward toward the front of the sentence. Then dictate accordingly.
For example, take the sentence, “Tomorrow, Jane and I are going to town to shop.”
Begin at the end of the sentence, and then build upon it. Dictate: “... to shop.” (Use falling intonation.) “... to town to shop.” “... are going to town to shop.” “... Jane and I are going to town to shop.” “Tomorrow, Jane and I are going to town to shop.”
Variation: This exercise is especially helpful when practicing rising and falling intonation with questions. For example: “Is this going to be on the test?” (Use rising intonation.) “... on the test?” “... going to be on the test?” “Is this going to be on the test?”
Bear It
Objective: Identify and read Most Common Words (MCWs) aloud, and be the player with the highest number of Most Common Words Flashcards.
Materials: Button, coin, bean, or token for each player; Bear-It game board; Most Common Words Flashcards; one die.
Preparation: Copy one Bear-It game board (found online at www.rhaccelerate.com) for every two students or small group in the class. It is recommended that the board be copied on sturdy cardstock and, if possible, laminated.
To play: Place the Most Common Words Flashcards face-down in a draw pile. The first player shakes the die to determine the number of cards he must take from the MCWs draw pile. The player then reads each card aloud and moves one space for each word read correctly. If he can read only two of the cards, he may move only two places. Play stops immediately for that player when a word is missed. The next player then has a turn. If a player lands on a space with a picture, he follows the instructions for that picture at the bottom of the game board. Each player keeps the Most Common Words Flashcards he has read unless he lands on a picture that instructs him to return the words to the pile. If the draw pile runs out of cards before the game is over, players should count and record the number of cards they have accumulated, and then all cards should be shuffled and returned to a new draw pile. The player with the highest number of Most Common Words Flashcards at the end of the game is the winner.
Variation: Play with Alphabet Cards. Students must say the letter names and sounds.
14 © 2019 by Reading Horizons
Games
To play: Break down the sentences, starting from the end, and go backward toward the front of the sentence. Then dictate accordingly.
For example, take the sentence, “Tomorrow, Jane and I are going to town to shop.”
Begin at the end of the sentence, and then build upon it. Dictate: “... to shop.” (Use falling intonation.) “... to town to shop.” “... are going to town to shop.” “... Jane and I are going to town to shop.” “Tomorrow, Jane and I are going to town to shop.”
Variation: This exercise is especially helpful when practicing rising and falling intonation with questions. For example: “Is this going to be on the test?” (Use rising intonation.) “... on the test?” “... going to be on the test?” “Is this going to be on the test?”
Bear It
Objective: Identify and read Most Common Words (MCWs) aloud, and be the player with the highest number of Most Common Words Flashcards.
Materials: Button, coin, bean, or token for each player; Bear-It game board; Most Common Words Flashcards; one die.
Preparation: Copy one Bear-It game board (found online at www.rhaccelerate.com) for every two students or small group in the class. It is recommended that the board be copied on sturdy cardstock and, if possible, laminated.
To play: Place the Most Common Words Flashcards face-down in a draw pile. The first player shakes the die to determine the number of cards he must take from the MCWs draw pile. The player then reads each card aloud and moves one space for each word read correctly. If he can read only two of the cards, he may move only two places. Play stops immediately for that player when a word is missed. The next player then has a turn. If a player lands on a space with a picture, he follows the instructions for that picture at the bottom of the game board. Each player keeps the Most Common Words Flashcards he has read unless he lands on a picture that instructs him to return the words to the pile. If the draw pile runs out of cards before the game is over, players should count and record the number of cards they have accumulated, and then all cards should be shuffled and returned to a new draw pile. The player with the highest number of Most Common Words Flashcards at the end of the game is the winner.
Variation: Play with Alphabet Cards. Students must say the letter names and sounds.
Start
Finish
Draw and read one extra card.
Put back one card.
Draw and read three extra cards.
Put back three cards.
Bear It
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