https://www.facebook.com/ReadOnArizona

(https://www.facebook.com/readonarizona).

ReadOnArizona.org

ReadOnArizona.org

http://www.cslpreads.org/nationalsummerreadingchampion/

https://www.youtube.com/watch?v=dENeRvVgkyU

Learn more at:http://www.azlibrary.gov/libdev/arizona-center-book/reading-programs-your-library#sthash.YH9RDJq5.dpuf

ReadOnArizona.org

tclark@ReadOnArizona.org

ARIZONA’S SUMMER READING PROGRAM

Schools, public libraries, and a collaboration of state agencies and private organizations have partnered to promote summer reading in Arizona.

Visit your local public library and read 20 minutes every day this summer!

It’s easy to participate.Here’s how: Visit your local public library

to sign up the whole family.

Play games and earn badgesat azsummerreading.org.

Use the literacy resources at readonarizona.org.

Read 20 minutes every day.For very young or struggling readers, spread literacy activities throughout the day. Make reading fun!

www.readonarizona.org

PROGRAMA DE ARIZONA LECTURA EN EL VERANO

Escuelas, bibliotecas públicas, y una colaboración de agencias estatales y organizaciones privadas se han asociado para promover la lectura en el verano en Arizona.

¡Visite su biblioteca pública local y lea 20 minutos todos los días este verano!

Todo Heroe Tiene una Historia

Es fácil participar.A continuación verá como: Visite su biblioteca pública local

para registrar a toda la familia.

Participe en juegos y gane medallas en azsummerreading.org.

Utilice recursos de alfabetismo en readonarizona.org.

Lea 20 minutos todos los días. Para lectores pequeños o lectores que tienen difi cultades, divida las actividades de alfabetismo a lo largo del día. ¡Haga que la lectura sea divertida!

www.readonarizona.org

Date TIP Link Anchor Standards*Application of Standard for

Preschoolers*

Application of Standard for Kindergarten*

Application of Standard for 1st grade*

Application of Standard for 2nd grade*

Strategies to Promote Executive Function

6/2/2015 Play acting is a great way to help your child think about the perspective of different characters. Today, have some fun when you make up a story with these Cat in the Hat Finger Puppets. As you play, ask her what she thinks the different characters are thinking or what they might do.

DOWNLOADABLE - azpbs.org/read Language/Reading: Read closely to

determine what the text says explicitly and

to make logical inferences from it; cite

specific textual evidence when writing or

speaking to support conclusions drawn

from the text.

Language/Reading: With modeling and

prompting, answer questions about

details in a text OR a DT episode.

Language/Reading: With prompting

and support, ask and answer questions

about key details in a text OR a DT

episode.

Language/Reading: Identify who is

telling the story at various points in a

text OR which DT Character's

perspective is most evident in the story.

Language/Reading: Acknowledge

differences in the points of view of

characters, including by speaking in a

different voice for each character

when reading dialogue aloud OR

explain where the DT characters

disagree.

6/4/2015 Sometimes you have to pay close attention

to a story or to what someone says to find

out what happens. You can help your child

build her attention skills when you watch

this digital story from "Arthur." Does she

think that Arthur is bullying Sue Ellen?

Why or why not?

http://pbskids.org/arthur/games/comic_sofunny/

6/5/2015 Have you seen our booklist yet? Today would be a great day to check out something from this month's list of recommended books. As you read, ask your child questions: What happened when? Who was telling the story? Who was the main character?

DOWNLOADABLE - azpbs.org/read

6/9/2015 Has your child noticed that books have

both authors and illustrators. You can talk

with her about those special roles and

have her try out both when she plays with

the PBS KIDS Cartoon Studio!

http://pbskids.org/go/studio/ Language/informational Text: Assess how point of view or purpose shapes the content and style of a text.

Language/informational Text: : With

modeling and support, identify the role

of author and illustrator OR identify

where DT characters disagree.

Language/informational Text: With

prompting and support, name the

author and illustrator of a story and

define the role of each in telling the

story OR talk about what is the

same/different between DT character's

actions.

Language/informational Text: Ask and

answer questions about key details in a

text or a DT episode.

Language/informational Text: Ask

and answer such questions as who,

what, where, when, and how to

demonstrate understanding in a text

or a DT episode.

6/11/2015 Do you know what happens underground?

You and your child can read along with this

story from Martha Speaks and learn all

about the world under your feet. After

you finish, ask her questions about what

happened in the story.

http://pbskids.org/martha/stories/truestories/digi

t_story.html

6/12/2015 Kids just like yours write and illustrate

stories to enter the PBS KIDS Writer

Contest every year. You and your child can

check out the PBS KIDS Writers Contest

Winners from 2014. Which story was his

favorite? Which illustrations does he like

best?

http://pbskids.org/writerscontest/

6/16/2015 Got some time for family reading? Check out one of the books on our reading list and be sure to ask some follow-up questions about key decisions the characters make like "Why do you think they did that?" "What other things could have happened when they did that?"

DOWNLOADABLE Language/informational Text: Delineate

and evaluate the argument and specific

claims in a text, including the validity of the

reasoning as well as the relevance and

sufficiency of the evidence.

Language/informational Text: With

modeling and support identify the

reasons an author gives to support

points in a text or a DT Character gives

to support a decision.

Language/informational Text: With

prompting and support, identify the

reasons an author gives to support

points in a text or a DT Character gives

to support a decision.

Language/informational Text: Identify

the reasons an author gives to support

points in a text or a DT Character gives

to support a decision.

Language/informational Text: Describe how reasons support specific

points the author makes in a text or a

DT Character gives to support a

decision.

6/23/2015 Anytime can be learning time, so why not

make your next visit to the grocery store

an adventure. See how many new words

your child can find. Ask him what he thinks

they mean and if he can use the new word

in a sentence.

http://www.pbs.org/parents/arthur/activities/acts

/alphabet_shopping.html?cat=language

Language/informational Text: : Interpret

words and phrases as they are used in a

text, including determining technical,

connotative, and figurative meanings, and

analyze how specific word choices shape

meaning or tone.

Language/informational Text: : With

modeling and support, answer questions

about unknown words in a text or DT

episode.

Language/informational Text: : With

prompting and support, ask and

answer questions about unknown

words in a text or DT episode.

Language/informational Text: Ask and

answer questions to help determine or

clarify the meaning of words and

phrases in a text or DT episode.

Language/informational Text: Determine the meaning of words and phrases in a text or DT episode.

6/24/2015 It's Wednesday, so why not make it a

Wacky Word Day? Today, talk with your

child about word sounds. Ask her: What's

the funniest sounding word you know?

What does it mean? Can you make up any

funny sounding words? How would you

spell your new word?

http://pbskids.org/wordgirl/parentsandteachers/p

df/activities/hullabaloo.pdf

6/25/2015 How well does your child know his habitats? Have him show his stuff when he match the animals to the habitat in the CAT IN THE HAT KNOWS A LOT ABOUT THAT!'s "Lost Animals" Game.

DOWNLOADABLE - azpbs.org/read

6/29/2015What did you do last week? What will you do this week? Work with your child to make a note of your plans for the week with using a calendar (we've got one you can download). Ask her what will be different this week from last week.

DOWNLOADABLE - azpbs.org/read

Social Studies/History: Learners will use

historical thinking skills to understand how

individuals and events have changed over

time.

Social Studies/Change over time: With

modeling and support distinguish among

past, present, and future time.

Social Studies/Change over time: With modeling and support distinguish

among past, present, and future time.

Social Studies/Change over time: Examine differences between past and

present time.

Social Studies/Change over time: Examine differences between past

and present time.

Inhibitory control: engage

the child in imaginary play about an event in a book/or

episode.

6/30/2015Any time's a great time to take a trip to the library. Use our "Literary List" to come up with a list of potential books and have the librarian help you and your child find something new. When your child starts reading, encourage him to talk to you about words he doesn't know.

Language/Reading: Interpret words and

phrases as they are used in a text,

including determining technical,

connotative, and figurative meanings, and

analyze how specific word choices shape

meaning or tone.

Language/Reading: With modeling and

support, answer questions about the

unknown words in shows, stories and

poems.

Language/Reading: Ask and answer

questions about unknown words in a

text/show.

Language/Reading: Identify words and

phrases in stories, poems or a WK

episode that suggest feelings or appeal

to the senses.

Language/Reading: Describe how

words and phrases (e.g., regular beats,

alliteration, rhymes, repeated lines)

supply rhythm and meaning in a story,

poem, or WK episode.

7/2/2015 It's #TBT, so why not share a little

"throwback" story with your kids. Kids

love to hear about what you were like

when you were young. If you have

pictures you can share, it's even better.

Talk about your favorite foods and

activities. You can even have your child

interview relatives or older friends to see

what life was like when they were kids,

too.

7/3/2015Songs and poetry are great ways to explore

words and language. So, sing a little! Share

one of your favorite songs with your child

and ask her to share one she likes with

you. Which words, phrases and sounds

does she like the most in her song? http://www.pbs.org/parents/arthur/activities/acts/discovery_poetry.html?cat=language

7/4/2015Happy Independence Day! Why not spend

the day thinking about history by visiting a

local historical site? Talk about what you

see at the site, and ask your child how he

thinks things might be in the future. Have

him draw a picture of the future and tell

you about the things he's included.

http://pbskids.org/dinosaurtrain/games/fieldguide

.html

7/5/2015 Photography is a great way to explore the

world around you. You can create a photo

documentary by encouraging your child to

pick subjects to photograph during the

day. At the end of the day, look at the

pictures and talk about what happened. If

your child is younger, have him to put the

pictures in chronological order. If he's a

writer, he can write captions for the

pictures.

http://pbskids.org/plumlanding/pictures/index.ht

ml

7/7/2015 Make tonight game night at your house.

Have your children pick a game like

charades or musical chairs and encourage

your kids to explain the rules of the game

and to help out when players need tips.

http://www.pbs.org/parents/daniel/activities/taki

ng-turns/

Language/Speaking & Listening: Prepare

for and participate effectively in a range of

conversations and collaborations with

diverse partners, building on others’ ideas and expressing their own clearly and

persuasively.

Language/Speaking & Listening: Participate in collaborative conversations with partners (small/large group) about topics, texts or WK episodes.

Language/Speaking & Listening:

Participate in collaborative

conversations with partners

(small/large group) about topics, texts

or WK episodes.

Language/Speaking & Listening:

Participate in collaborative

conversations with partners

(small/large group) about topics, texts

or WK episodes.

Language/Speaking & Listening:

Participate in collaborative

conversations with partners

(small/large group) about topics, texts

or WK episodes.

7/12/2015 Books aren't just great to read on your own, they're also great to share and discuss. You can create your own kids book club to encourage your kids to share their favorite books with friends.

DOWNLOADABLE - azpbs.org/read

7/13/2015

Help your child build her powers of

observation through photography. Let her

take pictures of things she finds on your

street or in your yard and then talk about

them. Send your favorites to Plum

Landing's Photo page

http://pbskids.org/plumlanding/pictures/index.ht

ml

Social Studies/Geography: Learners will

use geographic concepts and processes to

understand location and its relationship to

human activities.

Social Studies/Geographic Characteristics: Recognize that places in

the immediate environment have

specific physical and human-made

features.

Social Studies/Geographic Characteristics: Describe places in the

immediate environment using natural/

physical and human-made features.

Social Studies/Geographic Characteristics: Describe places in the

environment using geographic

characteristics.

Social Studies/Geographic Characteristics: Classify places and

regions in an environment using

geographic characteristics.

Inhibitory control: present the child with a new, more challenging task/game/puzzle and

support his/her efforts.

7/14/2015

Has your child been reading this summer? They can share their thoughts about a favorite book with their very own review using this template

DOWNLOADABLE - azpbs.org/read Language/Reading: Analyze how and why

individuals, events and ideas develop and

interact over the course of a text/episode.

Language/Reading:: With modeling and support, identify characters, settings and major events in a story/episode.

Language/Reading: With modeling

and support, identify characters,

settings and major events in a

story/episode.

Language/Reading: Describe characters,

settings, and major events in a

story/episode, using key details.

Language/Reading: Describe how

characters in a story/episode respond

to major events and challenges.

7/18/2015

Taking a car trip? Why not play a game of I

Spy. See how many things you can find

that are human-made vs. naturally

occurring. Then, test your powers of

observation with the Wild Kratts

http://www-

tc.pbs.org/parents/wildkratts/files/2012/11/WK_N

orthAmericaForest2Side.pdf

7/20/2015 Going to the grocery store this week? Have your child write or help you with the grocery list. Discuss how you decide what to put on the list. Have her ask family members what they need to make sure the list is complete. Then, have her work with you to check off the items as you find them at the store. (Grocery Store Bingo

Social Studies/Skills and Processes: Learners shall use reading, writing, and

thinking processes and skills to gain

knowledge and understanding of political,

historical, and current events using

chronological and spatial thinking,

economic reasoning, and historical

interpretation, by framing and evaluating

Social Studies/Communication: With

modeling and support locate, retrieve,

and use information from various

sources to accomplish a purpose.

Social Studies/Communication: With

modeling and support locate, retrieve,

and use information from various

sources to accomplish a purpose.

Social Studies/Communication: Locate,

retrieve, and use information from

various sources to accomplish a

purpose.

Social Studies/Communication: Locate, retrieve, and use information

from various sources to accomplish a

purpose.

Working memory: create a

clapping pattern and have the child repeat your pattern (and vice versa).

7/21/2015 What's the difference between a "fact"

and an "opinion"? You can help your child

test his skills with Binky's "Fact or Opinion"

Game from ARTHUR.

http://pbskids.org/arthur/games/factsopinions/fac

tsopinions.html

Language/Informational Text: Determine

central ideas or themes or a text/episode

and analyze their development; summarize

the key supporting details and ideas.

Language/Informational Text: With

modeling and support, recall one or

more detail(s) related to the main topic

from an informational text/WK episode.

Language/Informational Text: With

prompting and support, identify the

main topic and retell key details from

an informational text/WK episode.

Language/Informational Text: Identify

the main topic and retell key details

from an informational text/WK episode.

Language/Informational Text: .Identify

the main topic of a multipara graph

text (of the different parts of an

episode) as well as the focus of

specific paragraphs (components)

within the text/wk episode..

7/25/2015 Need an indoor activity? Why not have your child create a scrapbook? Make sure to have him ask friends and family about what happened this summer and find pictures or mementos to include in the book. We've got a template from ARTHUR you could use.

DOWNLOADABLE - azpbs.org/read

7/26/2015 Got five minutes? Why not play a clap and

repeat game. You make up a pattern and

have your child repeat it back to you. Keep

adding on new patterns and see how long

you can keep it going. Then, switch things

up and let her make the pattern for you to

repeat.

7/28/2015

Make up a new story by playing the "add

one sentence game." Each player adds

one sentence to the story until you reach

the end. Hint, you can get started with

"Once upon a time there was a kid named

..."

http://www.pbs.org/parents/arthur/activities/acts

/adventure_story.html?cat=language

Language/Writing: Write narratives to

develop real or imagined experiences or

events using effective technique, well-

chosen details, and well-structured event

sequences.

Language/Writing: With modeling and

support, use a combination of drawing,

dictating, or developmentally

appropriate writing to communicate a

personal story about a single event and

tell about the event in a meaningful

sequence.

Language/Writing: Use combination of

drawing, dictating, or writing to

narrate a single event or several

loosely linked events, tell about the

events in the order in which they

occurred, and provide a reaction to

what happened.

Language/Writing: Write narratives in

which they recount two or more

appropriately sequenced events,

include some details regarding what

happened, use temporal words to

signal event order, and provide some

sense of closure.

Language/Writing: Write narratives in

which they recount a well-elaborated

event or short sequence of events,

include details to describe actions,

thoughts, and feelings, use temporal

words to signal event order, and

provide a sense of closure.

7/31/2015

Extra! Extra! Your child can be a journalist, too. Have him share his own news by writing a news story. Make sure that he includes important details like "who," "what," "when," "where," and "why." You can use this downloadable to get started.

DOWNLOADABLE

8/4/2015 Do you know what it takes to get ready for school each day? Have your child show her stuff with this activity from DANIEL TIGER'S NEIGHBORHOOD

DOWNLOADABLE - azpbs.org/read Social/Emotion Regulation: Demonstrates

healthy self-confidence.

Social/Emotional Regulation: Shows

interest in leading activities and taking

responsibility during cleanup activities.

Social/Emotional Regulation:

Independently takes initiative to solve

problems occurring within activities

without immediately requiring adult

support (e.g., the child will search for

the missing piece in a game for several

minutes before asking for help).

Social/Emotional Regulation: Identify

how to make a good choice/decision.

Social/Emotional Regulation: Identify

choices available in order to make a

decision.

8/15/2015 Sometimes it's hard to explain how you

feel in words, so Daniel Tiger's got an

activity to help kids use music to express

feelings. Talk with your child about how he

feels and how he can express his feelings.

http://pbskids.org/daniel/games/feel-the-music/

8/23/2015 Are you ready to go back to school? Talk to your child about how going back to school will be easier when he knows what he'll do every day. Use this checklist to get started and make sure back to school is easy.

DOWNLOADABLE - azpbs.org/read

8/28/2015 Today, have your child create an "All About

Me" collage. Work with her to find images

and pictures from newspapers or

magazines and to glue or tape them to a

piece of paper. Have everyone in your

family make one and then compare them.

What do people have in common? What

things are in only one collage?

http://www.pbs.org/parents/arthur/activities/acts

/self_portrait.html?cat=diversity

8/29/2015 Windy day? Build a kite and your child's

knowledge of shapes with this activity

from THE CAT IN THE HAT KNOWS A LOT

ABOUT THAT!

http://www.pbs.org/parents/catinthehat/activity_

making_shapely_kite.html

8/30/2015 There's something special about everyone you know. You can create your own trading cards for your friends and family and make notes about what makes them special

DOWNLOADABLE - azpbs.org/read Social/Similarities & Differences: Initiates

and maintains relationships.

Social/Similarities & Differences:

Identifies differences or similarities

between self as compared to others

(e.g., children with disability, gender,

hair color, etc.).

Social/Similarities & Differences:

Recognizes and accepts differences or

similarities between self as compared

to others (e.g., children with a

disability, cultural differences, gender,

etc.).

Social/Similarities & Differences:

Identify positive and negative character

traits, contributing to one’s uniqueness.

Social/Similarities & Differences:

Identify positive and negative

character traits, contributing to one’s uniqueness.