The resources are also available as Google Docs that you may customize if you would like.
Explore
ABOUT
My Books Every Day is a books-to-home literacy program with ready-to-go resources for reading and family engagement.
- Students do activities that help develop life skills, boost confidence, and make personal connections to books.
- Families strengthen reading at home with story-centered questions to spark book talks.
- Teachers support independent reading with:
- Literacy messages to send home
- Discussion questions to build book connections and community in the classroom
- Literacy messages to send home
- Discussion questions to build book connections and community in the classroom
Grade 1 Booklist
HOW TO START
1
Review the Materials
- Classroom Conversations include creative activities to connect at-home reading to the classroom.
- Family Communications include messages you can copy and paste to send literacy tips and book information to families. Some messages invite families to write back to spark positive two-way communication.
2
Choose the Materials
Decide if you will be using all or some resources.
- If you use the Classroom Conversations activity prompts, it is helpful to send the Book-Specific Messages first so families will have read the same book at the same time.
- Classroom Conversations can be used in whole group, small group, or to support teaching comprehension strategies like making connections.
3
Plan Your Schedule
Schedule your messages and activities. You may wish to do one picture book per week and one chapter book every two weeks, if applicable.
- There is a sample messaging schedule in the Kickoff Messages document.
4
Enjoy the Conversation
Have fun discussing with students how books connect to our lives and act as models for handling life’s ups and downs. Learn new things about your students, which can generate opportunities to deepen your relationship and their trust in you.
Self-Awareness Pack
The Self-Awareness book pack features characters who learn about themselves by interacting with others and exploring their world. Use these resources to help students see themselves in the stories, make connections, and build confidence.
Classroom Conversations
Family Communications
Classroom Conversations
Use these prompts to build connections to books, energize the classroom community, and learn more about your students. Students will tap into creativity while activating writing, speaking, and listening skills.
Violet’s Music
Violet loves to make music all day long, even while brushing her teeth! For years, she plays her music all alone. She looks and looks for other people who like music as much as she does—and finally finds them!
Discuss the Book
1. CREATE
Violet crafts a horn from a cardboard tube, a blue feather, glitter, and glue. The horn goes Whah Woo Woo! Try making your own instrument from things around you: a rubber band guitar, a jar shaker, a plastic tub drum, or a microphone from a cardboard tube. With your class, make a band and jam together!
2. DISCUSS
Violet has trouble finding people who are interested in playing music with her. What could you do to find someone to do an activity with you? If they say no, what is a polite and kind thing you could say back?
3. WRITE
Violet looks for kids like her on the street, at the zoo, and even at the dentist! Imagine you and Violet meet each other. What would you say to her? Write 1 or 2 sentences.
4. POLL
Which part of Violet’s band would you like to try most?
● Strumming on the guitar
● Blowing on the saxophone
● Banging on the drums
● Singing on the microphone
Why? Is there a different instrument you’d like to try? Would you like to make loud or quiet sounds?
Save a copy of the prompts via Google Docs.
Abuela
With imagination and wonder, Rosalba and Abuela soar above the city. They wave to folks waiting for the bus, see ships unloading fruits, do flips in the air, and take a rest on a fluffy cloud. What a special day of adventures!
Discuss the Book
1. DISCUSS
Rosalba says that Abuela means “grandma” in Spanish. There are lots of other Spanish words in the story like un gato (a cat), una silla (a chair) and las nubes (the clouds). Are there any other words you know in Spanish? Do you know how to say words like mother, father, or grandparent in any other languages? Do any words sound similar in different languages?
2. CREATE
Abuela and Rosalba fly to the clouds. They see one cloud that looks like a cat and one in the shape of a chair. Try making your own puffy clouds! You could use cotton balls, tissue paper, or white crayons on sky-colored paper. Make clouds in lots of different shapes. Can you imagine any animals or objects hiding in your clouds?
3. WRITE
After an amazing afternoon flying above the city, Rosalba says, “That’s just one of the things I love about Abuela. She likes adventures.” What do you love about someone you know? Fold a piece of paper in half to make a card. Write and draw a note explaining what you like about that person.
4. POLL
Rosalba’s day with Abuela is filled with adventure! Which part of their day would you have liked the most?
● Visiting the store for a lemonade
● Seeing the planes at the airport or the boats at the docks
● Feeding the birds at the park
● Taking a paddle boat out on the water
Why?
Save a copy of the prompts via Google Docs.
Library Lion
Just like that, a lion appears in the library. The librarian, Miss Merriweather, welcomes the lion so long as he follows the rules—no roaring allowed! But when Miss Merriweather has a dangerous fall, the library lion calls for help with his mighty roar, showing that different situations have different rules.
Discuss the Book
1. WRITE
The lion is allowed to stay at the library as long as he promises to be quiet—no roaring allowed! Pretend a lion was coming to your classroom! Which rules would the lion need to follow? Write a list of dos and don’ts together as a class. Then post your rules jus-s-s-t in case a lion happens by!
2. DISCUSS
The lion helps around the library, then lies down in the story corner to wait for story hour to start. What are some things that you get so excited for you can hardly wait? What are some good things to try if you’re having trouble being patient while you wait?
3. CREATE
The library lion loves to help! He dusts the encyclopedias with his tail and licks the envelopes with his tongue. If you had a wild but friendly animal to help you at home or at school, what would they do? A parrot to help you practice lines for the play? A squiggly squid to hold your crayons while you color? A goat who gobbles wild weeds from the garden? Draw a picture of your idea!
4. POLL
The lion isn’t supposed to roar in the library, but he roars to get help when the librarian falls and can’t get up. Do you think the lion was right to break the rule this one time?
● Yes
● No
Why? Besides getting help for falls, what are other ways people can help each other?
Save a copy of the prompts via Google Docs.
Ravi’s Roar
When things keep going wrong at the park, a wild fury takes hold of Ravi—and he turns into a tiger! At first it feels good to roar and get his way. But no one wants to play with him. Sad and lonely, Ravi apologizes and turns back into a boy.
Discuss the Book
1. WRITE
Ravi is the youngest and smallest member of his family. Even Biscuits the dog is bigger! Write 2 or 3 sentences that describe you and the members of your home or family.
2. DISCUSS
At the playground, the monkey bars are too high, the gaps between the logs are too wide, and the slides are too big. How is Ravi feeling? How can you tell? Can you think of a time you were excited to try something, but it turned out to be harder than you thought? What did you do?
3. CREATE
Ravi is furious! He sprouts furry ears; sharp, pointy teeth; and an orange, stripy tail. If you went wild, which animal would you be? Make a paper plate mask of your animal! At recess, put your mask on and let your energy out! How does your animal move, sound, and play?
4. POLL
What’s your favorite way to spend time with friends or family at the park?
● A picnic and a frozen treat
● Playing a sport like soccer
● Playing a game like hide and go seek
● Trying the swings and slides on the playground
Why? What else is fun to do at the park?
Save a copy of the prompts via Google Docs.
My Three Best Friends and Me, Zulay
When Ms. Seeger announces a fun-filled field day, Zulay surprises her classmates by deciding she’ll compete in the field day foot race. Running the track is going to take practice, perseverance, and Zulay’s belief in herself.
Discuss the Book
1. DISCUSS
Zulay smells the hall lady’s perfume. She hears the key as it clicks to unlock the classroom door. She feels pencils in her desk with her fingers and where to put her chair with her knees. Which of your senses are you using during the school day? What sorts of things do you hear, smell, taste, touch, or see?
2. WRITE
Ms. Turner arrives at the classroom to help Zulay practice with her cane. Zulay wants to shout “No!” Instead she tries to be patient and get it over and done with. Have you felt like Zulay? What is something you don’t look forward to or would prefer not to do? How do you handle it? Write a journal entry about it. Add pictures to help share your thoughts.
3. POLL
There are lots of fun events at Zulay’s field day! Which would you sign up to play?
● Capture the Flag
● Tug of War
● Egg-and-Spoon Race
● I have a different idea!
What do you think would be the hardest part of playing the game? What would be the easiest?
4. CREATE
Try planning a field day event of your own—a relay obstacle race for all of your classmates to try! Racers could travel the length of a skipping rope like a balance beam, spin in a circle five times, and move backward across the finish line…it’s all up to you! Think about your event. How can you make sure it’s safe and fun for a classmate who uses something like a cane, crutches, or wheelchair to help them? Write and draw your plan for your event.
Save a copy of the prompts via Google Docs.
Family Communications
Copy and paste these messages to communicate with families in English and Spanish. You’ll find messages to:
- Kick off the program
- Introduce each book
- Provide literacy strategies for the home
Introduce the program and inform families of books and communications coming home.
Excite families with messages that introduce each book and encourage book discussion at home.
Build families’ skills with literacy strategies and encourage engagement with questions that elicit two-way conversations about reading.
Additional Family Resources
Interested in viewing additional family materials? Here are digital copies of the print materials families received with the book packs.
Student Journal
Family Guide
Family Site
If you’d like, you may review the Family site in English and Spanish.
Username: mybooks
Password: reader
Challenges and Solutions Pack
The Challenges and Solutions book pack features characters who are figuring out how to tackle problems or face the unexpected. Use these resources to help students strengthen their problem-solving skills and build resilience.
Classroom Conversations
Family Communications
Classroom Conversations
Use these prompts to build connections to books, energize the classroom community, and learn more about your students. Students will tap into creativity while activating writing, speaking, and listening skills.
The Gray Day
Zoya and her pup, Coco, are painting outside when the sky turns gray and rain starts to fall. Back indoors, Zoya tries to make the best of it, exploring the color gray and adding color to her room.
Discuss the Book
1. WRITE
Imagine you are Coco the puppy. As Coco, write a few sentences explaining how you feel about being Zoya’s best friend, the rain, and painting.
2. DISCUSS
Zoya’s room shows who she is. Her walls are covered with her paintings. Her bed and rug have rainbows on them. How would you like to decorate your room to show who you are?
3. CREATE
Zoya likes to go outside and paint pictures of nature. Go outside—either in real life or in your mind—and draw a picture of something in nature that makes you happy. Maybe you draw a bird, a squirrel, or the sun. You could even add colored paper cutouts like Zoya.
4. POLL
First, Zoya paints what she sees, then she paints from her imagination. What is your favorite way to paint?
● Paint what you see
● Paint by numbers
● Paint from a photo
● Paint from my imagination
Why?
Save a copy of the prompts via Google Docs.
The One Day House
Wilson takes a flyer that says, “Fix a neighbor’s home together,” because he has big plans for his elderly neighbor, Gigi. Meanwhile, Gigi enjoys the present moment as they spend quality time together. Then, surprise! The fixer-uppers arrive!
Discuss the Book
1. DISCUSS
Wilson travels around his neighborhood talking to the ice cream seller, the librarian, and his teacher. There are many more types of community helpers. Which types of community helpers have you met in your neighborhood? Which other kinds of community helpers can you think of?
2. CREATE
In the book, Wilson draws pictures of his plans for Gigi’s house. He draws and labels the tools and supplies he imagines using (like rope). He even includes math (for example, figuring out how many nails he’ll need). Think of a project you’d like to do. Draw a picture that includes the tools or supplies you would use. Label them and add any math that would help you, like measuring or adding.
3. WRITE
Imagine you are Gigi writing a short thank-you message to the Build Up Neighbors. What would you say? Would you tell them how much you love your fixed-up house? Would you tell them how much it means to you that they came to help? Speaking of help...if you need help writing your message, ask for it!
4. POLL
Which job in the book would you most want to volunteer to help with?
● Building a wooden fence
● Fixing the roof
● Tuning the piano
● Planting a garden
Why? What tools would you use to get the job done? What steps do you think might be involved?
Save a copy of the prompts via Google Docs.
Yefferson, Actually
At Yefferson’s new school, people mispronounce his name as Jefferson, which upsets him. His grandfather, Papá Yefferson, encourages him to speak up. The next day, he tells people his actual name...and they listen!
Discuss the Book
1. WRITE
Yefferson explains that he likes the Y in his name because it “stands tall.” Which letter in your name do you like best? Write your name, then circle your favorite letter. Write a sentence explaining why it’s your favorite.
2. POLL
What do you think is the hardest thing about starting a new school?
● You don’t know the other kids.
● You don’t know where things are in the building.
● You don’t know the teachers.
● You miss your old school and friends.
Why? How could you make it easier for a new student?
3. CREATE
On the first pages of the book, there’s a drawing of Yefferson in a school bus looking nervous. On the last pages, there’s a drawing of him in the bus looking happy. Think about a time when you had to speak up for yourself. Draw a picture of how you felt before you spoke up, and a picture of how you felt after.
4. DISCUSS
Why is it important to say and spell people’s names correctly? Do people ever get your name wrong or a friend’s name wrong? How does it make you feel? What can we do in our classroom to try to say everyone’s names right? What other things can we do to make sure our classmates feel comfortable here?
Save a copy of the prompts via Google Docs.
Thunder Cake
As a storm approaches, Grandma finds her granddaughter hiding under the bed. But the girl bravely helps gather ingredients outside for Thunder Cake, and by the time the thunder starts booming, she’s not afraid anymore.
Discuss the Book
1. DISCUSS
Why do you think the girl is afraid of thunder but Grandma isn’t? Why do you think it’s easier sometimes for grownups to be brave about things like that than kids? What are some differences between grownups and kids?
2. CREATE
Think about something that scares you a little, like thunder scares the girl in the book. If you were going to make something yummy to help with your fear, what would it be? (Clown Cookies? Dentist Dumplings? Barking Dog Macaroni?) What would it look like? Draw your version of a Thunder Cake! Then give it a name.
3. POLL
Which of the girl’s brave moments is your favorite?
● When she collects eggs from “mean old Nellie Peck Hen”
● When she gets milk from “old Kick Cow”
● When she goes through Tangleweed Woods to the dry shed
● When she climbs the trellis in the barnyard
Why?
4. WRITE
When Grandma realizes that the girl is scared of thunder, she shows the girl all the ways in which the girl is brave. How are you brave every day in ways big and small? Make a list by yourself or as a class.
Save a copy of the prompts via Google Docs.
Tía Isa Wants a Car
When Tía Isa wants to buy a car, her niece helps out by taking small jobs in the neighborhood. Together, they save up and get a car big enough for the whole family.
Discuss the Book
1. WRITE
Imagine you are Tío Andres, and you said “Don’t be ridiculous” when Tía Isa told you her plan to get a car. Now Isa has her car and you owe her an apology! Write a short message to Isa telling her you’re sorry and you’re proud of her.
2. POLL
What do you think is the best thing about Tía Isa’s car?
● The shiny green color that matches the ocean from Tía Isa’s childhood
● The wings on the back like the gulls (birds) from Tía Isa’s childhood
● It’s as wide as the porch of Tía Isa’s old house
● A lot of family members can fit on the seats
Why? What kind of vehicle would you like to save up for? Would it be a car—or a train or a dump truck? What would it look like, and why?
3. CREATE
Think about the last illustration in the book, where the family has driven Tía Isa’s car to the beach and is having a wonderful time together. What is your version of a perfect day? What would you be doing? Who would be there? Draw a picture, then write a sentence to explain your drawing.
4. DISCUSS
Tía Isa says, “Sometimes it’s hard to wait for good things to happen.” What is she talking about? Can you think of a time you felt this way? What can you do when you’re having a hard time waiting?
Save a copy of the prompts via Google Docs.
Family Communications
Copy and paste these messages to communicate with families in English and Spanish. You’ll find messages to:
- Kick off the program
- Introduce each book
- Provide literacy strategies for the home
Introduce the program and inform families of books and communications coming home.
Excite families with messages that introduce each book and encourage book discussion at home.
Build families’ skills with literacy strategies and encourage engagement with questions that elicit two-way conversations about reading.
Additional Family Resources
Interested in viewing additional family materials? Here are digital copies of the print materials families received with the book packs.
Student Journal
Family Guide
Family Site
If you’d like, you may review the Family site in English and Spanish.
Username: mybooks
Password: reader
Exploring With STEM Pack
The Exploring With STEM book pack features characters who develop life skills through STEM situations. Use these resources to help students engage their curiosity, set goals, and build growth-mindset and life skills.
Classroom Conversations
Family Communications
Classroom Conversations
Use these prompts to build connections to books, energize the classroom community, and learn more about your students. Students will tap into creativity while activating writing, speaking, and listening skills.
Clara and Clem In Outer Space
A robot built from blocks and imagination launches Clara and Clem into space. Their robot dips, flips, and dives among the stars. Watch out for hungry space monsters!
Discuss the Book
1. POLL
If you were along on Clara and Clem’s adventure and were allowed to snap one picture as a souvenir, which picture would you take?
● Earth from outer space
● A selfie with the robot
● The space monster
● Clara rescuing Clem
Why?
2. DISCUSS
Clara gives the robot commands like, “Robot, fly!”, "Robot, flip!”, and “Robot, go!” If you had a robot friend who was happy to help, what would you ask it to do? Why?
3. CREATE
Clara and Clem build a robot out of block shapes. Using block shapes, design and draw your own robot or spaceship. In your drawing, try to include a rectangle, circle, half-circle, and square.
4. WRITE
If you built a robot, like Clara and Clem, where would you go and what would you do? Fold a piece of paper in half, then open it back up again to create four pages. Write a mini story by adding a sentence or a few words on each page. Draw pictures to help explain your ideas.
Save a copy of the prompts via Google Docs.
Why Are You Doing That?
Manuel digs the corn, Doña Ana feeds the chickens, Ramon milks the cow and Maria flattens the dough. Chepito wants to know why!
Discuss the Book
1. DISCUSS
Chepito has lots and lots of questions! What can you do if you have a question? What if you ask a question and no one seems to know the answer—what else can you try? (Examples: look in a book, do an experiment.) Is there something you wonder about? How might you find an answer?
2. CREATE
Maria is making tortillas for lunch. Try making tortillas using play dough! First, roll the dough into balls, then use your hands to slap and flatten the dough into circle shapes like Maria does. What other yummy foods could you make for a pretend lunch using play dough?
3. WRITE
Chepito brings his little sister Rosita a banana. She loves bananas! What do you love? Write down your answer and three clues. For example, bananas:
1. fruit
2. yellow
3. grow on trees
Then work with a classmate to give clues and guess each other’s answers!
4. POLL
Which of Chepito’s family chores would you be most interested in helping with? Why?
● Feeding the chickens
● Husking the corn
● Growing beans
● Making tortillas
Which chores or tasks do you help with at your home?
Save a copy of the prompts via Google Docs.
I Want to Be a Veterinarian
It’s true that veterinarians take care of pets like cats and dogs…but who takes care of undersea creatures, animals on a farm, or the ones in the wild? It turns out veterinary science is filled with ways to learn about, teach about, and help out all kinds of different animals!
Discuss the Book
1. WRITE
The character in the story says “I wish I could be a vet.” What do you wish for when you grow up? Write a journal entry and add a picture to help show your ideas.
2. CREATE
Draw and cut sea life shapes like starfish and fish from cardstock. Then use classroom craft supplies and recycled materials to decorate and create interesting textures. Examples: corrugated cardboard fins, yarn tentacles, crinkly tin foil scales, rough crumpled-paper coral. As a class, arrange your sea life in a (waterless) touch tank Inspired by the one in the book! Take turns gently and carefully exploring the textures on each of the creations.
3. DISCUSS
The veterinarians at the wildlife rescue center help birds that are hurt and sick. They treat and care for the birds until they are well again. One of the veterinarians says that releasing the birds back into the wild is the best part of his job (page 20). Why might the veterinarian feel excited and happy? Nervous? Sad? Have you ever felt more than one feeling at the same time? Or even a bunch of feelings all at once?
4. POLL
If you could join in on one of the book’s activities in real life, which would you choose?
● Milking a cow on a farm
● Releasing birds back into the wild
● Touching a starfish at the aquarium
● Visiting with a vet at the animal hospital
Why?
Save a copy of the prompts via Google Docs.
The Ugly Vegetables
Question: Why would you want a garden filled with ugly vegetables when you could have one filled with colorful poppies, peonies, and petunias instead? Answer: Ugly Vegetable Soup, of course!
Discuss the Book
1. CREATE
Make a veggie-patch match game.
1. Cut a piece of paper into four cards.
2. Choose a vegetable to draw on two of the cards.
3. Write the name of the vegetable below both drawings.
4. Choose a different vegetable to draw on the other two cards.
5. Write the name of the second vegetable below both drawings.
Now it’s time to play! Get together with three classmates. Mix your vegetable cards together and place them face down in your play space. Take turns trying to uncover a veggie-patch match!
2. DISCUSS
The character in the story uses words like ugly, stinky, and icky to describe the vegetables in the garden. Why should we be careful about using words like these? Can you think of kinder or friendlier words to describe a vegetable, even if you don’t love how it looks or tastes? Examples: crunchy, colorful, nutritious (healthy).
3. WRITE
The character in the story says her Mom’s soup is so good that it dances in her mouth and laughs all the way down to her stomach! Work together as a class to think up a list of other fun, silly, or exciting action words (like wiggle, twirl, play). Then try using some of the action words in a sentence to describe a food or snack you love to see, smell, and taste! Examples: Pickles tickle my tongue; salsa twirls in my mouth!
4. POLL
The vegetables in the story might look wrinkled and lumpy, but they turn out to be super-duper delicious! Which imperfect (not quite perfect) vegetable would you be most excited to try? Least excited to try? Why?
● Lopsided lettuce
● Squiggly squash
● Bumpy bok choy
● Twisty tomato
Save a copy of the prompts via Google Docs.
Cece Loves Science
Cece and her best friend Isaac are curious: Will Einstein the dog eat vegetables? It’s going to take a lot of observation, experimentation, and perseverance to find out!
Discuss the Book
1. POLL
If you were in Cece and Isaac’s class, which area of science would you pick for your project?
● The study of rocks and comets (geology)
● The study of living things (biology)
● The study of insects (entomology)
● A different area of science
What science question might you be interested in exploring? Talk about it with your classmates!
2. CREATE
Cece has a supercool science lab in her treehouse. It has desks, bookshelves, plants, star maps, rocks, test tubes, a microscope, gears, and lots of paper for doodling ideas. Draw your dream science lab!
3. DISCUSS
In the middle of the book, Cece feels really disappointed with her experiment and wonders if she’s a good scientist after all. If you were Cece’s classmate or friend, how would you help her feel better and help her keep trying? What advice would you give her?
4. WRITE
Imagine you have a blender like Cece’s that can crush fruits, vegetables, and beans into one drink. Try writing a smoothie recipe of your own. Make a list of ingredients and their measurements. For example: To make Orange Surprise, blend 3 carrots, half a mango, and 1 orange slice. Describe how you expect your smoothie to taste.
Save a copy of the prompts via Google Docs.
Family Communications
Copy and paste these messages to communicate with families in English and Spanish. You’ll find messages to:
- Kick off the program
- Introduce each book
- Provide literacy strategies for the home
Introduce the program and inform families of books and communications coming home.
Excite families with messages that introduce each book and encourage book discussion at home.
Build families’ skills with literacy strategies and encourage engagement with questions that elicit two-way conversations about reading.
Additional Family Resources
Interested in viewing additional family materials? Here are digital copies of the print materials families received with the book packs.
Student Journal
Family Guide
Family Site
If you’d like, you may review the Family site in English and Spanish.
Username: mybooks
Password: reader
Administrator Resources
My Books Every Day is a books-to-home literacy program with ready-to-go reading resources to support students, families, and the classroom.
Background
Students build reading identities with:
- Books for home
- Activities that help develop life skills, confidence, and problem-solving
Families strengthen reading at home with:
- Story-centered questions to spark book talks
- A digital site with literacy tips and encouragement
Teachers support independent reading with:
- Literacy messages to send home
- Discussion questions to build book connections and classroom community
Grade 1 Booklist
K-5 Booklist
Surveys
Use these survey templates to gather meaningful feedback on the program from educators and families.
