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 K 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.
The Cot in the Living Room
When other parents are working the night shift, Mami welcomes their children into the family’s living room to spend the night. How come those kids get the chance to sleep on the cot in the living room? It’s not fair!
Discuss the Book
1. POLL
If you were one of the children visiting in this story, where would you want to sleep?
● The cot in the living room
● The cot in the girls’ bedroom
● In my own home
Why?
2. DISCUSS
What did the main character think was unfair in the beginning and middle of the book? What did she think was unfair at the end of the book? What happened to make her change her mind about what was unfair? Can you think of a time you changed your mind about something?
3. LANGUAGE
The main character wishes she could sleep on the cot in the living room. What is something you wish? Finish the sentence, I wish I could , and then draw a picture to show your wish.
4. CREATE
Fold a piece of paper in half and in half again to make four squares. In each square, draw something that could make you feel better when you’re not at home (like a stuffed animal or favorite book).
Save a copy of the prompts via Google Docs.
The Littlest Graduate
The kids at Rainbow Village are having a blast setting up for their graduation party, but Noah’s feeling nervous. Moving up to a big kid school means there are lots of changes ahead. What if he’s not ready?
Discuss the Book
1. CREATE
Noah used to need help to wash his hands, but not anymore. What are some of the things you’ve learned to do in your classroom or at home? For example: tie my shoes. Draw a picture of yourself doing something you didn’t used to be able to do!
2. DISCUSS
The chairs are too big for Noah to move by himself. Stella and Noah work as a team to lift them. What are some other jobs in the classroom that are easier or more fun to do as a team? What about at home?
3. POLL
Imagine you are in Noah’s class, and it’s time to get ready for the graduation party! Which job would you most like to help with?
● Make cards
● Set up chairs
● Put up decorations
● Put out snacks
Why?
4. LANGUAGE
Noah is feeling lots of big feelings all at once. Try making a card for a classmate who could be feeling worried, sad, or excited. Which words and pictures could you add?
Save a copy of the prompts via Google Docs.
I’m Happy-Sad Today
Big feelings can be tough enough, let alone feeling two at the same time! Maybe you’re feeling happy-sad? Or nervous-excited! Or scared-brave? It’s A-OK to feel that way!
Discuss the Book
1. POLL
Which things make you hap-cited (happy & excited at the same time) at recess?
● Jump rope
● Swings
● A game of tag
● I have a different idea!
2. LANGUAGE
Make a feelings book! Fold a piece of paper in half so it opens like a book. On the cover, draw a glad face, a sad face, and a mad face. On each page, try writing one of these words: glad, sad, and mad. Which things make you feel glad, sad, and mad? Add pictures or other words to the page to help show your ideas.
3. DISCUSS
The character in the book feels frustrated when she can’t cut a circle with her scissors. She doesn’t want help. She feels determined to keep trying. What does it mean to feel frustrated? Determined? Have you felt frustrated when doing something tricky? What happens when you feel determined and keep trying?
4. CREATE
Cut a circle from construction paper and glue a popsicle stick to the bottom. Think of two feelings you’ve felt at the same time, like happy and calm, sad and frustrated, nervous and excited. Draw a face to go with your feelings on each side of your construction paper. Then twirl your popsicle stick back and forth in your hands to show how it feels to feel two feelings at once!
Save a copy of the prompts via Google Docs.
The Little Butterfly that Could
Butterfly is embarking on a long and difficult migration over land and sea. There are still 200 miles to go when Butterfly gets lost! Don’t give up now, Butterfly! Keep flying, keep trying!
Discuss the Book
1. DISCUSS
Butterfly used to be a caterpillar. How did Butterfly become a butterfly? Have you ever seen a caterpillar before? A butterfly? Which colors or patterns did it have? How did it move?
2. CREATE
What?! There’s a couch and a refrigerator in Whale’s stomach? That’s ridiculous! What’s the silliest thing you can imagine inside of someone’s tummy? Draw a picture!
3. LANGUAGE
Butterfly has 200 miles to travel! That’s a long way to go. Try measuring different distances in your classroom. Count how many hops from the window to the bookshelf, how many butterfly flaps from your desk to the door or how many tippy-toes from the front of the classroom to the back. Write down the numbers you count.
4. POLL
Butterfly and Whale cheer Butterfly on with kind words. Which of the cheers is your favorite? Let’s take a vote!
● “Keep trying, keep flying!”
● “Believe you can.”
● “Don’t give up! Keep trying.”
● “There’s NOTHING I can’t do when I believe in myself.”
Can you think of another cheer for Butterfly? Now make a cheer for yourself!
Save a copy of the prompts via Google Docs.
Ruby Finds a Worry
What should you do when you find a worry? You can try to ignore it. But what if it follows you? And grows bigger and bigger? Ruby knows!
Discuss the Book
1. CREATE
The person who made the book imagines what a worry looks like. To him, worry is a yellow, scribbly cloud, with eyes and a big, dark eyebrow. Choose a feeling like happy, sad, frustrated, or calm. What do you imagine it looks like? Draw a picture.
2. LANGUAGE
Work together as a class to write a list of as many different feelings as you can think of. Which feelings have you felt before?
3. DISCUSS
Worries don’t really look like a big cloud. We can’t actually see a worry. But sometimes there are clues that a person is worried. Why do you think Ruby can see the worry of the boy on the bench at the park (pg. 23)? Which clues is Ruby using to guess how the boy is feeling?
4. POLL
When Ruby talked about her worry, she felt better. Would you want to try talking about a worry you have?
● Yes
● Maybe
● No
Why or why not? Now, let’s make a class list of different types of people in our school, homes, and neighborhood we can talk to (teacher, doctor, school counselor, parent, grandparent, etc.).
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.
Meesha Makes Friends
Meesha isn’t great at making friends, so she uses her art skills to make them by hand instead. But when a boy named Josh helps Meesha find the courage to share her handmade friends with other kids, Meesha finds herself with a bunch of real friends.
Discuss the Book
1. DISCUSS
What was good about the new friends Meesha made out of paint and cereal boxes? (Easy to be around, could take them wherever she went, she felt comfortable with them.) What was not so good? (Couldn’t play tennis, soccer, or catch.) Do you think it would be helpful to have different kinds of friends? Do you have any non-people friends?
2. LANGUAGE
Meesha loves drawing pictures! Now it’s your turn. Fold a paper in half to make a book. Pick a letter and write it big on the cover. On the rest of the pages, draw pictures of things that start with that letter.
3. POLL
What’s your favorite moment in the book?
● When Meesha makes pictures out of numbers and sounds
● When Meesha builds friends using arts and crafts
● When Josh finds Meesha under the stairs and asks to see what she’s making
● When the kids at the party get excited about Meesha’s art
Why? Have you ever had any experiences like the ones in the book?
4. CREATE
Imagine creating a friend from cereal boxes, milk cartons, and other things from around the house. Draw a picture of what this friend would look like. Don’t forget to give them a name!
Save a copy of the prompts via Google Docs.
A Beach Tail
At the beach, Gregory draws a lion in the sand. He adds a looong tail as he explores the shore, getting farther and farther away from Dad. When he can’t see Dad anymore, Gregory follows the tail back to where he started and finds him.
Discuss the Book
1. LANGUAGE
Gregory writes his nickname in the sand. If you were writing your nickname in the sand, what would you write? It could be a nickname that people already call you, or a nickname you’d like people to use! Ask for help writing it down.
2. POLL
Gregory finds many cool things on the beach! Which would you most like to find, and why?
● purple jellyfish
● sandcastle
● horseshoe crab
● tiny ghost crab
Why? What would you do with your beach find?
3. DISCUSS
What do you think Gregory tells his Dad about his adventure? What might Gregory tell Dad about what he saw and felt? How might Gregory describe how long he made Sandy’s tail?
4. CREATE
Toward the end of the book, there is a drawing of Dad on the dolphin towel under the blue umbrella, smiling and waving. Draw a picture of your favorite person in a place that is special to both of you. (You can put yourself in the picture, too, if you’d like!)
Save a copy of the prompts via Google Docs.
Z is for Moose
Moose is so excited to be in Zebra’s alphabet show that he gets confused about exactly where he fits in and can’t wait his turn. When the show gets to “M is for Mouse”—not Moose!—Moose has a big temper tantrum. Then Zebra fits him in at the end, in “Z is for Zebra’s friend.”
Discuss the Book
1. LANGUAGE
Make your own alphabet book! On a piece of paper, write down all the letters you know. Ask for help if you need it, or look around the room—is the alphabet posted somewhere? If it is, copy the letters you see. Try to think of a word that starts with each letter to draw next to it!
2. POLL
Which moment in the book do you think is the funniest?
● When Moose first goes on stage, for the letter “D”
● When Moose climbs onto Ice Cream
● When Moose draws moose horns on Ring and Snake
● When small Zebra tries to protect big Whale
Why? What other parts of the book did you like?
3. CREATE
When Moose gets mad, he squashes Pie, and Pie splatters all over Queen (and scares Owl)! What happens when you get mad? Draw a picture showing what you look like and what you do when you feel mad.
4. DISCUSS
Why does Moose have hurt feelings in this story? Is there something Zebra could have done so that Moose’s feelings didn’t get hurt? How does Zebra make Moose feel better by the end?
Save a copy of the prompts via Google Docs.
Soup Day
On a snowy day, a girl and her mom go to the market and pick out ingredients for soup. At home, they chop the vegetables into different shapes, then play together while the soup cooks. When the girl’s dad comes home, they all sit down together to eat the delicious soup.
Discuss the Book
1. DISCUSS
The girl in the story noticed the vegetables were chopped into shapes like circles and squares. Look around the classroom. What looks like a circle? Square? Triangle? Rectangle? What is the same about all the squares? What is the same about all the rectangles? What does a square have in common with a rectangle (what things are the same)? What is different between a square and rectangle? What do you notice about other shapes?
2. CREATE
Do you have a favorite soup? Draw a picture of a soup you would like to eat. What color is it? What kinds of vegetables, noodles, or meats are floating in it? What are you eating the soup out of?
3. POLL
What is your favorite thing to do on a special day at home?
● Read books
● Build with blocks
● Make food with family
● Another activity
Why? Who would you like to do your favorite things with and why?
4. LANGUAGE
Do you remember what word the girl spells with her alphabet pasta? “Yum”! What do you like to say when something tastes good? What can you say when you don’t like the way something tastes? Pair up with a classmate. Take turns giving each other a pretend bowl of soup. Practice saying something when you like the soup and something when you don’t like the soup. Either way, be kind! You can say things like, “No, thank you. I like other kinds of tastes.” or “I’m not in the mood for this soup right now. Thank you for sharing!”
Save a copy of the prompts via Google Docs.
A Sled for Gabo
As shy Gabo watches kids from his new school playing in the snow, he wishes he had a sled. When Gabo receives a tray as a gift, a new friend, Isa, shows him how to sled down the hill on it.
Discuss the Book
1. LANGUAGE
A lot of people help Gabo have a great day. Who helps you during your day? Make a list of people. Draw pictures of their faces. Try to write down their names, or the first letter of their names.
2. POLL
If you were playing outside in the snow, what would you rather do?
● Sled down a hill
● Make a snowperson
● Have a snowball fight
● Build a snow fort
Why? Which activities can be fun to do alone, and which can be fun to do with friends?
3. CREATE
At the end of the book, Gabo shares his special treat—called turrón—with Isa. Draw a picture of yourself sharing your favorite treat with someone you like. It could be a friend, a family member, or even a pet!
4. DISCUSS
Gabo is shy and it’s a little hard for him to make friends. When do you feel shy? How do you act when you are feeling shy? Is there something you do to stop feeling shy?
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
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
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 Animals Would Not Sleep
What’s all that ruckus? The stuffed animals are having trouble settling in for the night, no matter how Marco sorts them! Not to worry, Marco knows how to think outside the box…and basket.
Discuss the Book
1. POLL
If you could move like one of the animals in Marco’s story, which would you choose?
● Slither like a snake
● Fly like a lady bug
● Swim like a stingray
● Leap like a frog
Why did you choose that animal movement? Try acting out your pick at playtime!
2. LANGUAGE
When the animals get sorted, Zebra misses his friend Giraffe. Make a card from Zebra to Giraffe. Try using words and phrases like To, From, Hello, and “I miss you.” Decorate your card with zebra stripes and giraffe spots.
3. DISCUSS
Marco’s having trouble getting all of the animals sorted because they won’t cooperate. What does it mean to cooperate? What are some of the ways we cooperate together in the classroom? What are some good things to try if you’re having trouble cooperating with a friend or classmate?
4. CREATE
Marco tries sorting his animals by size. Use modeling clay to create animals of different sizes: small, medium, and large (or draw them and cut them out). Then, work together with your classmates to sort your animals in new ways!
Save a copy of the prompts via Google Docs.
Goodbye Summer, Hello Autumn
Say so long to the season’s late blooming flowers, the frolicking animals, and the warm summer sun. There’s a chill in the air and autumn is on its way.
Discuss the Book
1. DISCUSS
The butterflies and walking stick say they are doing their best to blend in. What does that mean? Why might they like to stay a little bit hidden? Can you think of other animals who are especially good at blending in with their surroundings?
2. CREATE
Draw leaves on colored paper. Cut out the leaves and punch a hole through each leaf. Tie string through your leaves and wave them around. Pretend they are falling and flying in the autumn wind! Use a big breath to make your leaves rustle, or trail your leaves through the air as you run and twirl.
3. LANGUAGE
There are so many kinds of weather inside the book! From wind, to thunder, to drizzle! How many kinds of weather can you find or remember from the book? Build a list together as a class. Which kinds of weather are missing from your list? Add as many as you can think of!
4. POLL
Which is your favorite season? Why?
● Spring
● Summer
● Autumn (Fall)
● Winter
Which activities or occasions are most fun in each of the seasons? Talk with your classmates!
Save a copy of the prompts via Google Docs.
Ty’s Travels: Lab Magic
Ty’s too little to visit the science lab at the museum. Not to worry! He and his brother create a lab of their own at home where they mix, pour, wonder, and discover!
Discuss the Book
1. DISCUSS
Ty is so excited to visit the museum, he jumps out of bed and runs to wake up his brother. Have you ever been so excited for something you could hardly wait to start the day? Tell us about it!
2. POLL
Which museum activity would you visit first?
● Science lab
● Butterflies
● Fossils
● Boats
Why? What would you want to do there?
3. CREATE
What would you look like in goggles and a lab coat? Draw a picture of yourself as a scientist. Now add what you are learning about as a scientist. Examples: bugs, weather, medicine…
4. LANGUAGE
What experiment would you want to try in Ty and Corey’s lab? Tell a partner. Try using words like first, next, and last to explain what you want to do. Example: First, I would fill the cup with water. Next, I would…
Save a copy of the prompts via Google Docs.
Lia & Luís: Who Has More?
Uh oh! A snacktime rivalry arises. Who has more food to snack on? We’ll need a bit of math and some creative thinking to find out how the sibling’s snacks measure up!
Discuss the Book
1. DISCUSS
Luís says his tower is taller. He says he has more snacks than Lia. Luís is bragging. What is bragging? Why doesn’t Lia like it? How does bragging make others feel? What can Luís do instead of bragging?
2. LANGUAGE
Brainstorm a list of opposite words together as a class. Examples: more and less, long and short, heavy and light. Fold a piece of paper in half. Pick a pair of opposite words. Draw a picture of the first word on the left side of your paper. Draw a picture of the second word on the right side of your paper. Try to write each word above your drawing, or work with an adult.
3. POLL
If you and your friend had cookies, how would you figure out who had more?
● Stack the cookies to see how tall
● Weigh the cookies to see how heavy
● Count the cookies to see how many
Why would you pick that way to measure the snacks?
4. CREATE
Decorate a paper plate to look like a yummy pizza, a delicious cake or your favorite piece of fruit! Cut your creation into slices then gather with a few classmates for a pretend picnic. Decide how to divide food at your picnic in a way that feels fair.
Save a copy of the prompts via Google Docs.
Could You Ever Waddle With Penguins!?
What would happen if you woke up in Antarctica surrounded by a pack of penguins!? Would you slide, glide, dive, and waddle just like they do?
Discuss the Book
1. CREATE
Adélie penguins love to eat fish, squid, jellyfish, and krill (which look like tiny shrimp). Make a meal for a penguin! Decorate a paper plate using markers and collage paper. Which yummy seafood will you serve up? Draw it on the plate!
2. DISCUSS
Adélie penguins are predators (they hunt fish, squid, and jellyfish) and also prey (they are hunted by orcas and seals). What is a predator? What is prey? What do the penguins like to eat? Who do the penguins need to watch out for? Do you know of any other animals who are predators, prey, or both?
3. LANGUAGE
Adélie penguins squawk. Which other animal sounds can you think of? Write a list together as a class. Try sounding out the sounds! Can you make a rhythm or a song using the animal sounds?
4. POLL
Which penguin power would you be most excited to have?
● Tobogganing (sliding) on your tummy
● Super-speedy swimming
● Diving deep in the water
● Jumping sky-high
Why? What special things would you do with your penguin power?
Save a copy of the prompts via Google Docs.
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 K Booklist
K-5 Booklist
Surveys
Use these survey templates to gather meaningful feedback on the program from educators and families.
