Interactive Homework Notebook Kindergarten

Homework
Kindergarten
Created by Shelley Gray

Copyright © Shelley Gray 2013
All rights reserved by the author.
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About this Resource
Philosophy
Do you struggle with the ever-present “homework issue?” To give homework or not to give homework? I
personally believe that kids should not have a lot of homework, especially in the younger grades. However,
children DO need lots of home practice with reading, writing and math. I have always found that many
parents simply don’t know how or what to reinforce at home, and we as teachers are often quick to say, “Read
for 15 minutes and practice your math facts,” when assigning homework. When parents are provided with
support, they will begin to feel more comfortable helping their children read, write and do math. That’s where
this resource comes in! The Interactive Homework Notebook is a notebook that children will create at home,
with the assistance of their parents (the level of assistance needed will vary based on age and skill level). The
activities are all hands-on and can be completed in about 10-15 minutes. Each activity will provide parents with
specific learning goals, instructions, and ideas for how they can help and support their child. Because
parents and children can work together on these activities, parents will become involved in their child’s learning
and gain a better understanding of how to provide assistance and support, and how to extend the learning past
the assignment. Children will be involved in engaging, hands-on activities that reinforce essential skills.
Options for Use

There are many ways that this Interactive Homework Notebook can be utilized! I don’t recommend sending
homework home every night, but you might choose specific days (for example, Monday and Thursday) to send
home a fun homework assignment that supports the skills currently being taught in your classroom. The
activities can also be used as extra practice for students who require it. Additionally, you as a classroom
teacher can choose to use any of these activities in your own classroom. Any one of the 110+ curriculum-related
activities included makes a great addition to any reading, writing or math–based interactive notebook!
Assessment
Whether or not you assess these activities is your own personal choice. Personally, I do not recommend
assessing every single homework assignment. You will be up to your ears in marking, and your time is better
spent planning engaging activities and interacting with your students. Instead, think of these homework
activities as extra practice and an opportunity for children and parents to work together to reinforce learned
skills. That being said, it is important to check to ensure completion. You will need to integrate this practice into
your classroom as you see fit, but there are a couple of options:
• Ask students to hand in their notebooks in the morning. Throughout the day take about 10 minutes to flip
through each notebook, place a sticker or checkmark on the page to show that you have seen it, and hand
notebooks back to students when the next homework assignment is given.
• Ask students to put their Homework Notebooks on their desks during morning work. Circulate the room,
doing a quick check of each child’s notebook. Children are responsible for putting the notebook away once it
has been checked.
• Have students join you in small-group format (similar to a guided reading group) to discuss the homework
assignment and share their work and ideas with others. Do a quick completion check during this time.
©Shelley Gray www.TeachingInTheEarlyYears.com
Storage and Logistics
Before beginning the Interactive Homework Notebook, it
is important to consider logistics. Where will the
notebooks be stored? How will they travel from school
to home with the activities? How will they be returned?
Personally I love the large zip-loc bags. Journals can be
placed into the zip-loc bag, along with the day’s
homework activity for safe traveling, as shown in the
picture to the right:

Layout
Each Interactive Homework Notebook assignment includes
simple instructions, learning goals and ways that parents
can help. This predictable layout will serve to not only help
parents during the activity, but also to provide ideas for
extending the learning past the assignment.
A limited variety of foldable templates are used in this

interactive homework journal so that the templates
become familiar to parents and students.
Recommended Glue and Notebook

To assemble this notebook, white glue is recommended rather than a glue stick. It just sticks
better! Additionally, try to use notebooks where the entire page is fastened into the bound area,
rather than the spiral style. This will result in fewer pages falling/being ripped out.

Section 1:
Notes and Instructions
In this section you will find notes and instructions for introducing your Interactive
Homework Notebook to students and their families. Please see below for
instructions, or simply use as you see fit!
Introductory Note (page 7): sign and send

this note home a couple of days before the
initial Interactive Homework Notebook
assignment. This will serve as a “heads-up”
so that parents can have necessary supplies
on hand.
Interactive Notebook Cover Page (page 6):

Have students decorate this page. Then glue
it to the cover or the first inside page of
each student’s Interactive Homework
Notebook.
Interactive Notebook Instructions and Parent

FAQ (pages 8 and 9): Paste these 2 notes
into front of Interactive Homework
Notebook as shown in picture to the left.

Interactive Notebook Cover Page
Have students decorate this page and paste it to the front cover or first
inside page of notebook (as shown on page 5).
My Interactive
Homework
Notebook
By: _______________

IMPORTANT: Interactive Homework Notebooks
Dear Parents and Guardians,
I know how hard you work to help your children practice their reading, writing and math at home. I also
know that it is sometimes hard to know what to practice and how to practice it. To help with this, our
classroom will be implementing Interactive Homework Notebooks this year! This will be a really exciting,
engaging way for your child to practice essential skills at home. Most of the activities can be completed in
10-15 minutes or less. By the end of the year, your child will have created an eye-catching and meaningful
notebook that you will want to keep as a scrapbook for years to come!
Some supplies that you will need to have on hand are: a bottle of white glue, crayons, pencil crayons and
scissors. Magazines/newspapers will be helpful for a few of the activities. That’s it!
Please be on the look-out for your child’s first Interactive Notebook homework assignment in the next couple
of days!
Sincerely,
IMPORTANT: Interactive Homework Notebooks
Dear Parents and Guardians,
classroom will be implementing Interactive Homework Notebooks this year! This will be a really exciting,
engaging way for your child to practice essential skills at home. Most of the activities can be completed in
10-15 minutes or less. By the end of the year, your child will have created an eye-catching and meaningful
notebook that you will want to keep as a scrapbook for years to come!
Some supplies that you will need to have on hand are: a bottle of white glue, crayons, pencil crayons and
scissors. Magazines/newspapers will be helpful for a few of the activities. That’s it!
Please be on the look-out for your child’s first Interactive Notebook homework assignment in the next couple
of days!
Sincerely,
Interactive Notebook Instructions
Paste this note into front of interactive notebook as shown on page 5.
Interactive Notebook Instructions {for parents}
The hands-on nature of these activities means that your child will be doing a lot of cutting, gluing
and folding. You child will love creating these interactive flap books! This will be great practice for
fine motor skills, and will provide an opportunity for you to assist and support your child! Each page
contains detailed instructions and ideas for parental support. The pictures below show how most of
the flap book styles look as a template, and how they look once created. Encourage your child to
use color to make their activities unique and interesting.

Parent FAQ
Paste this note into front of interactive notebook as shown on page 5.
Interactive Notebook FAQ {for parents}
classroom is implementing Interactive Homework Notebooks this year! This will be a really exciting, engaging
way for your child to practice skills at home. Most of the activities can be completed in 10-15 minutes or
less. By the end of the year, your child will have created an eye-catching, meaningful notebook that you will
want to keep as a scrapbook for years to come! Below are some questions that you may be wondering
about:
What is an Interactive Notebook?

Interactive essentially means that students are working with their hands (cutting, gluing, folding) in order
to enhance their learning experience. Research shows that hands-on learning is an effective way to learn,
reinforce, and process new information.
How can I help my child with his/her homework?

We are moving towards independence in our classroom, but it is a process. If you do decide that your child
needs help with the cutting and gluing, please ensure that you are only helping, not completing the
assignment for your child. For the written activities, we like your child to practice neat and accurate
printing as much as possible; however, for some of the activities that focus on skills such as re-telling a
story, you are free to help. Just look for the Parent Notes on each page for tips and instructions. For some
activities it may be necessary for you to help with spelling, etc. You can help AND encourage independence
at the same time by writing words on another piece of paper and having your child copy from there.
Please remember that we want your child to enjoy her homework, so use your best judgment when
assisting her to make it an enjoyable experience.
Do I need to have certain supplies on hand?

You will need to have a bottle of white glue, scissors, pencil crayons and crayons on hand at home. These
will be used in every interactive notebook activity. Newspapers, magazines, and flyers will also come in
handy for certain activities.
How can I make homework time a fun time for my child?

If you are excited about your child’s learning, chances are good that he will be excited too. Sit with him,
talk about the activity and provide help when necessary. Tell him what you like best about the work that he
did. Stay positive. Tell him things that you are noticing about how his work is improving. This will motivate
your child, and when a child is motivated, learning is fun!
Thank you for being an integral part of your child’s learning.
Sincerely,

Section 2:
Interactive Templates
In this section you will find all of the Interactive Homework Notebook templates.
These are organized by topic and can be sent home in any order. The table of
contents below shows where you will find particular skills and activities:
Template Table of Contents
All About Me! pages 11-15

Making Patterns page 16
Alphabet pages 17-43
Numbers pages 44-68
Addition/Subtraction pages 69-82
Shapes pages 83-85
Re-Telling/Reading Response pages 86-91
Colors pages 92-93
Sight Words pages 94-105
Focus on Writing pages 106-110
Newspaper/Magazine
Cut-and-Paste pages 111-120

Instructions: Cut out title and paste near top of page. Cut tree and paste onto notebook page. On each apple, write a
word that describes you. Paste the apples anywhere on the notebook page.
Goals for this activity: Brainstorm words that describe you. Write neatly in the space provided.
Parents can help by: Help your child think of words that describe her by linking them to her actions, for example, “You
like to help me bake cookies and you like to help your dad outside. What word could we use to describe that?” (helpful).
When finished, have your child read each apple to you.
Words That Describe Me
I am
I am
Words That Describe Me
I am

Instructions: Cut out title and paste near top of page. Cut out gumball machine and paste onto page. In each gumball,
write one thing about you. Paste the gumballs onto the page.
Goals for this activity: Brainstorm things about yourself. Write neatly in the space provided.
Parents can help by: Help your child think of things about himself by discussing what he likes to do, places that he has
gone, routines that he has, etc. If your child does not know how to spell some of the words, write them on another piece
of paper and have him copy. When finished, have him read each gumball to you.
All About Me!
I am
All About I like
Me!
I can
I always

Instructions: Cut out title and paste near top of page. Draw a picture of yourself in the oval. Cut out flap book and cut on the horizontal
dotted lines to create flaps. Paste the left side of the flap book into notebook. Beneath each flap, write a fact about yourself.
Goals for this activity: Understand the word “fact.” Draw a representation of oneself. Write fact sentences.
Parents can help by: Provide your child with a mirror during the self-portrait portion to help her draw a picture of herself. Help your child
brainstorm some facts about herself by asking questions: “What do you like to do? Where do you live? How old are you?” If she struggles
with writing the sentences, write them on another sheet of paper so that she can copy from it.
Self Portrait and Facts About Me

Draw a picture of yourself in the oval. Beneath each flap write a fact
about yourself.
FOLD
My Self-Portrait

Instructions: Cut out title and paste near top of page. Cut out each question flap. Paste top portion of each one into
notebook, creating a lift-up flap. Beneath each flap, write the answer to the question.
Goals for this activity: Understand that a question mark means that a question is being asked. Read questions. Write an
appropriate answer to each question.
Parents can help by: Help your child read each question. Point out the fact that they all end with a question mark. If your
child needs help writing the answers, write the words on another piece of paper and have him copy them. When finished,
have your child read each question, lift up the flap and read each answer.
FOLD
What is your How old are

name? you?
Answer each question beneath the flap.

Question and Answer
Where do Who do you
you live? live with?
Where do you When is your

like to go? birthday?

Instructions: Cut out title and paste near top of page. Cut out the flap. Decorate the treasure chest and glue top
portion of flap into notebook so that the treasure chest can be “lifted up.” Beneath the flap draw a few of your
favorite things or cut and paste pictures from magazines.
Goals for this activity: Think about your favorite things. Draw a representation of each or find a picture in a magazine.
Parents can help by: Ask your child to tell you about some of her favorite things. Examples include food, toys, stories,
books, places to visit, school subjects, etc.
My Treasure Chest
These are some of my favorite things!
FOLD

Instructions: Cut out title and paste near top of page. Cut out all pieces and use them to create a repeating pattern. Paste
pattern into notebook. You do not have to use all of the pieces.
Goals for this activity: Create a repeating pattern. Practice cutting circular shapes.
Parents can help by: Encourage your child to make a pattern that challenges her. For example, instead of pencil, star, pencil, star,
try pencil, pencil, strawberry, star, cupcake, pencil, pencil, strawberry, star, cupcake…. When finished, ask your child to describe
the pattern to you. Ask her, “What other patterns could you make with these pictures?”
Make a Pattern
Use the pictures to make a pattern in your notebook.

Instructions: Cut and paste the title near top of page. Cut out the pictures that begin with A and paste them
into notebook.
Goals for this activity: Recognize the “A” sound at the beginning of words. Cut in a straight line.
Parents can help by: Ask child to say each word out loud. Ask, “Does it begin with A?” Extend the learning by
discussing the other beginning sounds that you encounter. For example, “Balloon doesn’t begin with A. I wonder
what it begins with? What do you think?”
The Letter “A”

These words begin with “A”:

Instructions: Cut and paste the title near top of page. Cut out flap book and paste left side into notebook to create 3 flaps. On
top of each flap, write a word that begins with “B” on the line. Beneath each flap, draw a picture of that word.
Goals for this activity: Brainstorm words that begin with “B.” Represent words with drawings.
Parents can help by: If your child cannot think of any B words, help by looking around the house or in a book. For example, say
“There’s a picture. Does that begin with B? There’s a box. Does that begin with B?” Your child may need assistance with the
cutting and folding in this activity. When finished, ask your child to read each flap to you.
The Letter “B”

FOLD
I see a
Words That Begin With B
I see a
I see a

Instructions: Complete activity and paste it into notebook.
Goals for this activity: Recognize and write an uppercase and lowercase C. Use correct letter formation. Trace
and write “C” words on the lines provided.
Parents can help by: Encourage your child to use proper letter formation. Have your child read each word to
you after she traces and writes it. Extend the learning by discussing other words that begin with “C.”
The Letter “C”

I can trace and write the letter “C.”
Trace:
C C C C C C C
c c c c c c c c
Trace and write:
cat
car
chair
Draw a picture of something that begins with C.

Instructions: Cut and paste the title near top of the page. Cut out the words that begin with D and paste them
into notebook.
Goals for this activity: Recognize the “D” sound at the beginning of words. Cut in a straight line.
Parents can help by: Ask child to say each word out loud. Ask, “Does it begin with D?” Extend the learning by
discussing the other beginning sounds that you encounter. For example, “Pig doesn’t begin with D. I wonder what
it begins with? What do you think?”
The Letter “D”

These words begin with “D”:

top of each flap, write a word that begins with “E” on the line. Beneath each flap, draw a picture of that word.
Goals for this activity: Brainstorm words that begin with “E.” Represent words with drawings.
Parents can help by: If your child cannot think of any E words, help by looking around the house or in a book. For example, say
“There’s a picture. Does that begin with E? There’s an egg. Does that begin with E?” Your child may need assistance with the
The Letter “E”

FOLD
I see an
Words That Begin With E
I see an
I see an

Instructions: Complete the activity and paste it into notebook.
Goals for this activity: Recognize and write an uppercase and lowercase F. Use correct letter formation. Trace
and write “F” words on the lines provided.
you after he traces and writes it. Extend the learning by discussing other words that begin with “F.”
The Letter “F”

I can trace and write the letter “F.”
Trace:
F F F F F F F
f f f f f f f
Trace and write:
fan
four
feather
Draw a picture of something that begins with F.

Instructions: Cut and paste the title near top of page. Cut out the words that begin with G and paste them into
notebook.
Goals for this activity: Recognize the “G” sound at the beginning of words. Cut in a straight line.
Parents can help by: Ask child to say each word out loud. Ask, “Does it begin with G?” Extend the learning by
discussing the other beginning sounds that you encounter. For example, “Ice cream doesn’t begin with G. I
wonder what it begins with? What do you think?”
The Letter “G”

These words begin with “G”:

top of each flap, write a word that begins with “H” on the line. Beneath each flap, draw a picture of that word.
Goals for this activity: Brainstorm words that begin with “H.” Represent words with drawings.
Parents can help by: If your child cannot think of any H words, help by looking around the house or in a book. For example, say
“There’s a chair. Does that begin with H? There’s a hat. Does that begin with H?” Your child may need assistance with the cutting
and folding in this activity. When finished, ask your child to read each flap to you.
The Letter “H”

FOLD
I see a
Words That Begin With H
I see a
I see a

Goals for this activity: Recognize and write an uppercase and lowercase I. Use correct letter formation. Trace
and write “I” words on the lines provided.
you after she traces and writes it. Extend the learning by discussing other words that begin with “I.”
The Letter “I”

I can trace and write the letter “I.”
Trace:
I I I I I I I I
i i i i i i i i i
Trace and write:
ice
igloo
inch
Draw a picture of something that begins with I.

Instructions: Cut and paste the title near top of page. Cut out the words that begin with J and paste them
into notebook.
Goals for this activity: Recognize the “J” sound at the beginning of words. Cut in a straight line.
Parents can help by: Ask your child to say each word out loud. Ask, “Does it begin with J?” Extend the learning
by discussing the other beginning sounds that you encounter. For example, “Fish doesn’t begin with J. I wonder
The Letter “J”

These words begin with “J”:

top of each flap, write a word that begins with “K” on the line. Beneath each flap, draw a picture of that word.
Goals for this activity: Brainstorm words that begin with “K.” Represent words with drawings.
Parents can help by: If your child cannot think of any K words, help by looking around the house or in a book. For example, say
“There’s a chair. Does that begin with K? There’s the kitchen. Does that begin with K?” Your child may need assistance with the
The Letter “K”

FOLD
I see a
Words That Begin With K
I see a
I see a

Goals for this activity: Recognize and write an uppercase and lowercase L. Use correct letter formation. Trace
and write “L” words on the lines provided.
you after she traces and writes it. Extend the learning by discussing other words that begin with “L.”
The Letter “L”

I can trace and write the letter “L.”
Trace:
L L L L L L L
l l l l l l l l l
Trace and write:
lamp
lip
lava
Draw a picture of something that begins with L.

Instructions: Cut and paste the title near top of page. Cut out the words that begin with M and paste them into
notebook.
Goals for this activity: Recognize the “M” sound at the beginning of words. Cut in a straight line.
Parents can help by: Ask your child to say each word out loud. Ask, “Does it begin with M?” Extend the learning
by discussing the other beginning sounds that you encounter. For example, “Rainbow doesn’t begin with M. I
wonder what it begins with? What do you think?”
The Letter “M”

These words begin with “M”:

top of each flap, write a word that begins with “N” on the line. Beneath each flap, draw a picture of that word.
Goals for this activity: Brainstorm words that begin with “N.” Represent words with drawings.
Parents can help by: If your child cannot think of any N words, help by looking around the house. For example, say “There’s a chair.
Does that begin with N? There’s a newspaper. Does that begin with N?” Your child may need assistance with the cutting and
folding in this activity. When finished, ask your child to read each flap to you.
The Letter “N”

FOLD
I see a
Words That Begin With N
I see a
I see a

Goals for this activity: Recognize and write an uppercase and lowercase O. Use correct letter formation. Trace
and write “O” words on the lines provided.
you after she traces and writes it. Extend the learning by discussing other words that begin with “O.”
The Letter “O”

I can trace and write the letter “O.”
Trace:
O O O O O O O
o o o o o o o
Trace and write:
octopus
on
orange
Draw a picture of something that begins with O.

Instructions: Cut and paste the title near top of page. Cut out the words that begin with P and paste them into
notebook.
Goals for this activity: Recognize the “P” sound at the beginning of words. Cut in a straight line.
Parents can help by: Ask child to say each word out loud. Ask, “Does it begin with P?” Extend the learning by
discussing the other beginning sounds that you encounter. For example, “Rocket doesn’t begin with P. I wonder
The Letter “P”

These words begin with “P”:

top of each flap, write a word that begins with “Q” on the line. Beneath each flap, draw a picture of that word.
Goals for this activity: Brainstorm words that begin with “Q.” Represent words with drawings.
Parents can help by: If your child cannot think of any Q words, help by looking around the house or through a book. For example,
say “There’s a can. Does that begin with Q? There’s a quarter. Does that begin with Q?” Your child may need assistance with the
The Letter “Q”

FOLD
I see a
Words That Begin With Q
I see a
I see a

Instructions: Complete the activity and paste it into your notebook.
Goals for this activity: Recognize and write an uppercase and lowercase R. Use correct letter formation. Trace
and write “R” words on the lines provided.
you after she traces and writes it. Extend the learning by discussing other words that begin with “R.”
The Letter “R”

I can trace and write the letter “R.”
Trace:
R R R R R R R
r r r r r r rr
Trace and write:
red
rocket
ride
Draw a picture of something that begins with R.

Instructions: Cut and paste the title near top of page. Cut out the words that begin with S and paste into
notebook.
Goals for this activity: Recognize the “S” sound at the beginning of words. Cut in a straight line.
Parents can help by: Ask your child to say each word out loud. Ask, “Does it begin with S? Can you hear a sssss
or sh sound?” Extend the learning by discussing the other beginning sounds that you encounter. For example,
“Airplane doesn’t begin with S. I wonder what it begins with? What do you think?”
The Letter “S”

These words begin with “S”:

top of each flap, write a word that begins with “T” on the line. Beneath each flap, draw a picture of that word.
Goals for this activity: Brainstorm words that begin with “T.” Represent words with drawings.
Parents can help by: If your child cannot think of any T words, help by looking around the house or in a book. For example, say
“There’s a chair. Does that begin with T? There’s a toaster. Does that begin with T?” Your child may need assistance with the
The Letter “T”

FOLD
I see a
Words That Begin With T
I see a
I see a

Instructions: Complete the activity and paste it into your notebook.
Goals for this activity: Recognize and write an uppercase and lowercase U. Use correct letter formation. Trace
and write “U” words on the lines provided.
you after she traces and writes it. Extend the learning by discussing other words that begin with “U.”
The Letter “U”

I can trace and write the letter “U.”
Trace:
U U U U U U U
u u u u u u u
Trace and write:
up
under
umbrella
Draw a picture of something that begins with U.

Instructions: Cut and paste the title near top of page. Cut out the words that begin with V and paste them into
notebook.
Goals for this activity: Recognize the “V” sound at the beginning of words. Cut in a straight line.
Parents can help by: Ask child to say each word out loud. Ask, “Does it begin with V?” Extend the learning by
discussing the other beginning sounds that you encounter. For example, “Dice doesn’t begin with V. I wonder
The Letter “V”

These words begin with “V”:

top of each flap, write a word that begins with “W” on the line. Beneath each flap, draw a picture of that word.
Goals for this activity: Brainstorm words that begin with “W.” Represent words with drawings.
Parents can help by: If your child cannot think of any W words, help by looking around the house or in a book, for example
“There’s a chair. Does that begin with W? There’s a window. Does that begin with W?” Your child may need assistance with the
The Letter “W”

FOLD
I see a
Words That Begin With W
I see a
I see a

Instructions: Cut and paste the title near top of page. Complete the activity and paste it into your notebook.
Goals for this activity: Recognize and write an uppercase and lowercase X. Use correct letter formation. Trace
and write “X” words on the lines provided.
you after she traces and writes it. Extend the learning by discussing other words that have an x at the
beginning or the end.
The Letter “X”

I can trace and write the letter “X.”
Trace:
X X X X X X X
x x x x x x x x
Trace and write:
x-ray
box
fox
Draw a picture of something that begins or ends with X.

Instructions: Cut and paste the title near top of page. Cut out the words that begin with Y and paste them into
your notebook.
Goals for this activity: Recognize the “Y” sound at the beginning of words. Cut in a straight line.
Parents can help by: Ask your child to say each word out loud. Ask, “Does it begin with Y?” Extend the learning
by discussing the other beginning sounds that you encounter. For example, “Fan doesn’t begin with Y. I wonder
The Letter Y”
These words begin with “Y”:

top of each flap, write a word that begins with “Z” on the line. Beneath each flap, draw a picture of that word.
Goals for this activity: Brainstorm words that begin with “Z.” Represent words with drawings.
Parents can help by: If children cannot think of any Z words, help by looking around the house or through a book, for example
“There’s a chair. Does that begin with Z? There’s a zipper. Does that begin with Z?” Children may need assistance with the cutting
and folding in this activity. When finished, ask your child to read each flap to you.
The Letter “Z”

FOLD
I see a
Words That Begin With Z
I see a
I see a

Instructions: Cut and paste the title near top of page. Paste letters in alphabetical order.
Goals for this activity: Order letters from A to Z. Say each letter’s name.
Parents can help by: If your child is struggling with correct order, encourage him to say the letter sequence
out loud. “What comes after D? Let’s say it out loud – A, B, C, D…E!” When finished, have your child read the
entire alphabet. Extend the learning by pointing to a specific letter and asking your child what it is.
The Alphabet
Order the letters from A to Z.
I, J, K, L A, B, C, D
Q, R, S, T, U M, N, O, P
E, F, G, H V, W, X, Y, Z

Instructions: Cut and paste the title near top of page. Create flaps by pasting top strip of each flap piece into
notebook. Read sentence on each flap. Beneath each flap, draw a picture to accompany the sentence.
Goals for this activity: Recognize the number 1. Read the sentence on each flap. Represent each sentence with a
drawing.
Parents can help by: Point out the similar words on each flap (“Here is 1…”). Help child read the final word in each
sentence. Children may need assistance with the cutting and folding in this activity. When finished, ask your child to
read each flap to you and show you the picture.
The Number 1
FOLD
Here is 1 Here is 1 Here is 1

apple. ball. cup.
Here is 1 Here is 1 Here is 1

dog. egg. feather.

Instructions: Cut and paste the title near top of the page. Color gumball machine and paste on the page. In each
gumball, represent the number 2, for example: 2 items, 2 cents, an equation that equals 2, 2 symbols, etc. Paste
anywhere on notebook page.
Goals for this activity: Recognize and represent the number 2. Cut a circular shape.
Parents can help by: Help child read the words on the gumball machine, and then have him read the words to you
(encourage him to point to each word as he says it). Ask your child, “How could you show the number 2?”
The Number 2
I can
represent the
number 2.

Instructions: Cut and paste the title near top of page. Cut out each flap. Paste the top section of each one into notebook, creating
three lift-up flaps. Read the sentence on the top of each flap. Draw a picture beneath each flap to accompany the sentence.
Goals for this activity: Recognize and represent the number 3. Draw simple shapes. Read the sentence on each flap.
Parents can help by: Help your child read the words on each flap, and then have her read the sentence to you (encourage her to
point to each word as she reads). If your child does not know how to draw each shape, draw it on another piece of paper and
have her copy it. Extend the learning by trying to find each shape around your house or outdoors. (“Where can we find a circle in
our house?”)
The Number 3
FOLD
I can draw 3 circles.
I can draw 3 squares.
I can draw 3 triangles.

Instructions: Cut and paste the title near top of page. Shade in each number on the hundred chart that contains a 4. Read each
number. Paste the hundred chart into notebook.
Goals for this activity: Recognize the number 4. With assistance, read numbers between 1 and 100.
Parents can help by: Help child by covering hundred chart and exposing only one row of numbers at a time. Say, “Do you see a 4 in
this row?” Provide assistance reading numbers. If you tell your child a number, get him to repeat it to you. When finished shading,
point at random shaded numbers and ask your child to tell you what the number is. This can be a difficult task for young children,
so provide assistance when needed. Help him see patterns in the chart. For example, each 2-digit number that begins with a “2”
begins with “twenty-”
The Number 4
Shade in every number that has a 4 in it. Read the number.

Instructions: Cut and paste the title near top of page. Create flaps by pasting top strip of each flap piece into
notebook. Read sentence on each flap. Beneath each flap, draw a picture to accompany the sentence.
Goals for this activity: Recognize and represent the number 5. Read the sentence on each flap. Represent each
sentence with a drawing.
Parents can help by: Point out the similar words on each flap (“Here are 5”). Help child read the final word in each
sentence. Children may need assistance with the cutting and folding in this activity. When finished, ask your child to
read each flap to you and show you the picture.
The Number 5
FOLD
Here are 5 Here are 5 Here are 5

books. dots. cookies.
Here are 5 Here are 5 Here are 5

lines. shapes. clouds.

Instructions: Cut and paste the title near top of page. Count the number of items in each square. Paste the
ones that show 6 into notebook.
Goals for this activity: Count a group of items. Recognize “6.”
Parents can help by: Help child count a group of items by pointing while she counts. Encourage child to count in
rows rather than jumping all over the place.
The Number 6
These pictures show 6:

Instructions: Cut and paste the title near top of page. Color main apple and paste on the page. In each smaller
apple, represent the number 7, for example: 7 items, 7 cents, an equation that equals 7, the word “seven,” etc. Paste
them anywhere on notebook page.
Goals for this activity: Recognize and represent the number 7.
Parents can help by: Help child read the words on the apple, and then have him read the words to you. Ask your
child, “How could you show the number 7?”
The Number 7
I can
represent the
number 7.

Instructions: Cut and paste the title near top of page. Complete activity and paste into notebook.
Goals for this activity: Recognize and represent the number 8.
Parents can help by: Help your child read the instructions for each section. Extend the learning by finding “8” of
something in your home. Can you find 8 picture frames? 8 soup cans? 8 crayons?
The Number 8
Draw 8 dots on the ten frame: Write “eight” in the box:
How many times can you write the

Draw 8 spots on the ladybug:
number “8” in this box?
Draw 8 things:

Instructions: Cut and paste the title near top of page. Cut out each flap. Paste the top section of each one into
notebook, creating three flaps. Read the sentence on the top of each flap. Draw a picture beneath each flap to
accompany the sentence.
Goals for this activity: Recognize and represent the number 9. Draw pictures to represent each sentence. Read the
sentence on each flap.
Parents can help by: Help child read the words on each flap, and then have her read the sentence to you. Extend the
learning by finding 9 of something in your house, for example: 9 spoons, 9 toys or 9 toothpicks.
The Number 9
FOLD
I can draw 9 leaves.
I can draw 9 people.
I can write “nine.”

Instructions: Cut and paste the title near top of page. Count the number of items in each square. Paste the
ones that show 10 into your notebook.
Goals for this activity: Count a group of items. Recognize “10.”
rows rather than jumping all over the place.
The Number 10
These pictures show 10:

Instructions: Cut and paste the title near top of page. Place glue on top section of each flap and paste into
notebook, creating 6 lift-up flaps.
Goals for this activity: Count a group of items. Write numbers to 12.
Parents can help by: Help your child count a group of items by pointing while she counts. Encourage child to
count in rows rather than jumping all over the place. If she does not remember how to write the number, write
it on another page and have her look at it and copy it. When finished, have your child lift up each flap and say
each number to you. You may wish to make this activity more challenging by having your child write, “9 apples”
rather than only the number.
Count the Apples

Write the number under each flap.

Instructions: Cut and paste the title near top of page. Place glue on top section of each piece and paste into
Goals for this activity: Count a group of items. Write numbers to 14.
Parents can help by: Help your child count a group of items by pointing while he counts. Encourage child to count
in rows rather than jumping all over the place. If he does not remember how to write the number, write it on
another page and have him look at it and copy it. When finished, have your child lift up each flap and say each
number to you.
Count the Balloons

FOLD

Instructions: Cut and paste the title near top of page. Place glue on top section of each piece and paste into
notebook, creating 6 flaps.
Goals for this activity: Count a group of items. Read numbers. Write the number word.
rows rather than jumping all over the place. Help your child write each number word by writing it on another
piece of paper and having her copy it. When finished, have your child lift up each flap and read each number to
you.
Write the Number Words

Write the number word under each flap.
FOLD

Instructions: Cut and paste the title near top of page. Place glue on top section of each flap and paste into
Goals for this activity: Count a group of items in a ten frame. Write numbers to 20.
Parents can help by: Help child count a group of items by pointing while he counts. Help child recognize that a full
ten frame consists of 10 dots, and a half-full ten frame consists of 5 dots. When finished, have your child lift up
each flap and say the number to you.
Write the Number

FOLD

Instructions: Cut and paste the title near top of page. Cut out each rectangular flap and cut on dotted line to
create two flaps on each piece. Place glue on top section and paste into notebook to create lift-up flaps. Write
the number of items beneath each flap.
Goals for this activity: Count a group of items. Write numbers. Read each sentence.
Parents can help by: Help your child count a group of items by pointing while he counts. Help child read each
sentence and notice that the words “How many” appear on each flap. When finished, have child read sentence,
lift up the flap and read the number.
How Many?
FOLD
How many dots? How many stars?
How many fish? How many baseballs?

Instructions: Cut and paste the title near top of page. Cut out each rectangular flap and cut on dotted line to
create two flaps on each piece. Place glue on top section and paste into notebook to create lift-up flaps. Write
the number of items beneath each flap.
Goals for this activity: Count a group of items. Write numbers to 20. Read each sentence.
Parents can help by: Help child count a group of items by pointing while he counts. Help child read each sentence
and notice that the words “How many” appear on each flap. When finished, have child read sentence, lift up the
flap and read the number.
How Many?
FOLD
How many tally marks? How many cubes?
How many dots? How many cylinders?

Instructions: Cut and paste the title near top of page. Cut out flap book. Cut on each horizontal line to create 4 flaps.
Paste the left section into notebook. Read sentence on each flap. Paste the matching picture beneath each flap.
Goals for this activity: Read sentences. Count groups of items. Match pictures to sentences.
Parents can help by: Help child read each sentence. Encourage child to notice patterns such as “Here are” in each
sentence. When finished, have child read each sentence and show you the picture beneath the flap.
Read and Count

FOLD
Glue these pieces
beneath flaps.
Here is 1 tree.
Here are 2 owls.
Here are 3 cupcakes.
Here are 4 airplanes.

Instructions: Cut and paste the title near top of page. Cut out flap book. Cut on each horizontal line to create 4 flaps.
Paste the left section into notebook. Read sentence on each flap. Paste the matching picture beneath each flap.
Goals for this activity: Read sentences. Count groups of items. Match pictures to sentences.
Parents can help by: Help your child read each sentence. Encourage child to notice patterns such as “Here are” in each
sentence. When finished, have child read each sentence and show you the picture beneath the flap.
Read and Count

FOLD
Glue these pieces
beneath flaps.
Here are 10 lollipops.
Here are 6 monkeys.
Here are 4 ladders.
Here are 8 hats.

Instructions: Cut and paste the title near top of page. Cut out flap book. Cut on each horizontal line to create 4 flaps. Paste the left
section into notebook. Read sentence on each flap. Draw a picture beneath each flap to show the number. Drawings can be of
anything!
Goals for this activity: Read sentences and represent the number.
Parents can help by: Help child read each sentence. Encourage child to notice the repetition “I can show” in each sentence. Help child
count items as he draws them beneath each flap. When finished, have child read each sentence and show the picture beneath the
flap.
Read and Count

FOLD
I can show 5.
I can show 10.
I can show 15.
I can show 20.

Instructions: Paste chart into notebook. Then cut out dice and paste into the appropriate section.
Goals for this activity: Read category headings. Recognize dice patterns. Classify a number as less than or
greater than 5.
Parents can help by: Help child read each category heading. When finished, extend the learning by asking your
child, “What other numbers could fit into this category? Can you think of another number that is greater than
5?”
I Can Compare Numbers!

Numbers that are less Numbers that are
than 5 greater than 5

Instructions: Cut and paste the title near top of page. Paste number sequence in the correct order.
Goals for this activity: Read numbers. Order numbers from 1-20.
Parents can help by: If child is struggling with correct order, encourage her to count out loud. “What comes
after 16? Let’s count – 13, 14, 15, 16….17!” When finished, have your child read the entire number sequence. Extend
the learning by pointing to a specific number and asking your child what it is.
I Can Order Numbers!

Place the numbers in order from 1 to 20.
13, 14, 15, 16 9, 10, 11, 12
5, 6, 7, 8 17, 18, 19, 20
1, 2, 3, 4

Instructions: Cut out workspace and paste into notebook. Cut out circles and paste onto the appropriate space.
Goals for this activity: Recognize the numbers 4 and 5 represented in different ways. Read sentences.
Parents can help by: When complete, have your child read the sentences and each number representation. To
extend the learning, have your child brainstorm other ways that she can represent the numbers 4 and 5.
Number Sort
Paste each circle into the correct space.
I see 5.
four
I see 4.
five
Instructions: Cut out work space and paste into notebook. Cut out numbers and paste them into the appropriate
square on the work space.
Goals for this activity: Count to 20, starting at numbers other than 1.
Parents can help by: When the activity is complete, ask questions such as, “Which number comes after 3?” or
“Which number comes before 7?” Have your child use the number sequences to help find the answer.
Number Sequences
Paste each number square into the correct space.
1, 2, 3, ,5, 6, 7, ,
3, , , 6, 7
, 10, 11, 12, 13, 14, 15, 16,
8, 9, 10, 11, , ,
12 9 4 14 8
5 9 13 4 17
Instructions: Cut and paste the title near top of page. Match each number with the number word. Paste them beside one another.
Goals for this activity: Read numbers and number words. Match them correctly.
Parents can help by: Encourage your child to do one at a time. For example, take the 10. Ask, “Does this word say ten? No. Does
this word say ten?” If your child is unsure, talk about beginning and ending sounds. For example: “Ten starts with a ‘t’ sound. Which
letter makes the ‘t’ sound? Let’s find a word that begins with that letter!” When finished, ask child to read each number word
and say each number.
Number Names
10 seven
7 five
5 one
2 ten
1 nine
9 two
Instructions: Cut and paste the title near top of page. Cut out flap book and cut on horizontal lines to create flaps.
Paste left side of flap book into notebook. On the dotted-lined pieces, write each number 3-4 times. Paste each piece
beneath the appropriate flap.
Goals for this activity: Read number words. Write numbers. Match each number to its number word.
Parents can help by: Encourage correct number formation. Help child read the number words. When finished, have child
read each number word and lift the flap to reveal the numbers.
FOLD
Number Name Write and Paste
eight 4
9
four
5
seven
8
three 7
nine 3
Glue these rectangular
five pieces beneath flaps.

Instructions: Cut and paste title near top of page. Cut around flower outline. Cut on each dotted line. Paste the
middle of the flower into notebook. Each petal will be a flap. Add the numbers on each petal. Write the sum
beneath the petal.
Goals for this activity: Recognize dice patterns. Add the dots to make a sum (answer).
Parents can help by: Ask your child what each number die represents. Encourage your child to count up to add
the numbers. For example to add 5+2, start with 5 (1, 2, 3, 4, 5) then count up 2 more (6, 7).
Addition Flower
Add the numbers on each petal. Write the sum beneath the flap.
+
+ +
I can add +
+
numbers.
+
+
+

Instructions: Cut and paste title near top of page. Cut out flap book and cut on dotted lines to create 3 flaps.
Glue top section into notebook. Add the numbers on each flap. Beneath each flap, draw a picture to represent
the equation.
Goals for this activity: Represent an addition equation with pictures.
Parents can help by: Ask your child questions to help her understand: “How could you show that you have 3
things. Now how could you show that you are adding 2 more?” Extend the learning by asking your child to find
the answer to each equation after she has drawn the pictures.
Representing Addition with Pictures

Draw a picture under each flap to represent the equation.
FOLD
3+2 1+1 1+3

Instructions: Cut and paste title near top of page. Cut out all pieces. Read the equation and find the sum on a
ten frame. Paste the pieces beside one another in your notebook.
Goals for this activity: Find the answer to an addition equation. Represent each answer with a ten frame
picture.
Parents can help by: If your child needs help adding the numbers, have her draw pictures to represent each
equation. For example, 2+1 could be represented by drawing 2 dots, then adding one more dot to make 3. The
more visual, the better!
Cut-and-Paste Addition
Find the answer on a ten frame. Glue the matching pieces beside one another.
2+1=
3+0=
4+1=
3+1=
2+2=
Instructions: Cut and paste title near top of page. Cut out all of the mittens. Match an addition equation to its
sum (answer). Paste the pieces beside one another.
Goals for this activity: Solve addition equations. Read numbers.
Parents can help by: If your child has trouble with the addition, help him draw pictures to represent each
equation. For example, 3+2 could be represented by drawing 3 dots, and then adding 2 more. The more visual,
the better!
Addition Mittens
Match the mittens.
3+2= 4+3= 7
9+1= 10
2+2= 5 4

Instructions: Cut and paste title and addition problem near the top of the page. Cut, paste and read the
problem. Use the ice cream pictures to solve the problem. Glue them into the notebook. Cut out answer
rectangle, complete and glue into notebook.
Goals for this activity: Solve an addition problem using pictures.
Parents can help by: Help your child read the problem. Encourage him to manipulate the ice cream pieces to
make sense of the problem. Assist your child with the answer sentence, and then have him read it to you.
Solve the Addition Problem

Use the ice cream to solve the problem.
Sara is making an ice cream cone. She adds 1 scoop of ice
cream. Then she adds 2 more scoops. How many scoops of ice
cream are on her cone in all?
Altogether there are ___ scoops of ice cream on

Sara’s cone.

Instructions: Cut and paste title near top of page. Cut out flap book and cut on dotted lines to create 3 flaps.
Glue top section into notebook. Beneath each flap, draw a picture to represent the equation.
Goals for this activity: Represent a subtraction equation with pictures.
Parents can help by: Ask your child questions to help her understand: “How could you show that you have 4
things. Now how could you show that you are taking away 3 of them?” Extend the learning by asking your child
to find the answer to each equation after she has drawn the pictures.
Representing Subtraction with Pictures

Draw a picture under each flap to represent the equation.
FOLD
4-3 5-2 3-1

Instructions: Cut and paste title near top of page. Cut out all pieces. Read the equation and find the difference
(answer) on a ten frame. Paste the pieces beside one another in your notebook.
Goals for this activity: Find the answer to a subtraction equation. Represent each answer with a ten frame
picture.
Parents can help by: If your child needs help subtracting the numbers, have her draw pictures to represent
each equation. For example, 4-2 could be represented by drawing 4 dots, then crossing 2 of them out to make 2.
Cut-and-Paste Subtraction
Find the answer on a ten frame. Glue the matching pieces beside one another.
4-2=
5-1=
5-4=
2-1=
4-3=
Instructions: Cut and paste title near top of page. Cut out all of the mittens. Match a subtraction equation to
its difference (answer). Paste the pieces beside one another.
Goals for this activity: Solve subtraction equations. Correctly read numbers and equations.
Parents can help by: If your child has trouble with the subtraction, help him draw pictures to represent each
equation. For example, 10-2 could be represented by drawing 10 dots, crossing out 2 of them and counting the
remaining dots. The more visual, the better!
Subtraction Mittens
Match the mittens.
10-2 6-3 2
2-1 8
7-5 3 1

Instructions: Paste title/problem into your notebook. Read the problem and use the cookie pictures to solve the
it. Glue cookies and the answer rectangle into notebook.
Goals for this activity: Represent a subtraction problem with pictures. Solve the problem using the pictures.
Parents can help by: Help your child read the problem. Encourage her to manipulate the cookie pictures to make
sense of the problem. Assist your child with the answer sentence, and then have her read it to you.
Solve the Subtraction Problem

Use the cookies to solve the problem.
There are 5 cookies on the pan. Alex eats 2

of them. How many are left?
There are ___ cookies left.

Instructions: Cut out title and paste near top of page. Paste each rectangle into notebook. Write more or less
on each line.
Goals for this activity: Compare two quantities and classify them as more or less than the other. Understand
the meaning of “more” and “less.”
Parents can help by: Ask your child to count each quantity. If she has trouble knowing more or less, write the
numbers from 1-20 in a line on a piece of paper, and have her touch the numbers that are represented by each
picture. Numbers that are further along the line are more than numbers before it.
More or Less?
Write “more” or “less” on each line.
is _____ than
is _____ than
is _____ than
19 is _____ than 15
Instructions: Cut around flower outline. Cut on dotted lines to create flaps. Paste the center of the flower into
notebook. Each petal should lift up like a flap. Read the number on each petal. Beneath the petal, write how many
more are needed to make 10. For example, if there is a 2 on the petal, 8 more are needed to make 10, so the
number 8 is written beneath the petal.
Goals for this activity: Read and write numbers. Count to calculate the amount needed to make 10.
Parents can help by: If your child is struggling to figure out how many more are needed to make 10, use
something that she can manipulate, such as pennies or paperclips. For example, if there is a 6 on the flap, take
6 pennies. Then count additional pennies to get to 10. How many more were added? Make it as visual (and
hands-on) as possible.
Making Ten
4
6 2
How many
more do I
3 need to make
9
10?
7 1
5
Instructions: Cut out each ten frame. Find pairs that can be added to make 5, for example: 3 and 2. Glue them
beside one another in notebook.
Goals for this activity: Recognize number representations on a ten frame. Use different number combinations to
make 5.
Parents can help by: If your child is having trouble figuring out how many more are needed to make 5, use
pennies or paperclips for your child to manipulate. For example, if you have one penny, and need to make 5, add
4 more to the pile. Then have your child relate the pennies to the ten frame. Make it as visual (and hands-on) as
possible.
Making Five
Match 2 ten frames that you can add to make 5.

Instructions: Cut out each ten frame. Find pairs that can be added to make 10, for example: 6 and 4. Glue them
beside one another in your notebook.
Goals for this activity: Recognize number representations on a ten frame. Use different number combinations to
make 10.
Parents can help by: If your child is having trouble figuring out how many more are needed to make 10, use
pennies or paperclips for your child to manipulate. For example, if you have 3 pennies, and need to make 10, add
7 more to the pile. Then have your child relate the pennies to the ten frame. Make it as visual (and hands-on) as
possible.
Making Ten
Match 2 ten frames that can be added to make 10.

Instructions: Cut out flap book. Cut on horizontal lines to create flaps. Glue the left side into notebook. Read
each flap. Beneath each flap, draw a picture that represents the statement.
Goals for this activity: Recognize that the number 10 can be decomposed in different ways. Read sentences.
Parents can help by: Help your child read each sentence and understand that 10 can be made in different ways.
To extend the learning (after the activity), take 10 coins. Ask your child to divide them into two groups in as
many different ways as he can.
FOLD
Decomposing Ten
How many ways can you make ten? Draw pictures under each flap.
I can make 10 using 5 red dots

and 5 blue dots.
I can make 10 using 6 circles
and 4 squares.
I can make 10 using 9 black
lines and 1 green line.
I can make 10 using 3 purple
stars and 7 orange stars.
I can make 10 using 2 triangles
and 8 circles.
Instructions: Cut out flap book. Cut on horizontal lines to create flaps. Glue the left side into notebook. Cut out shapes. Read each
flap. Beneath each flap, glue the appropriate shape picture.
Goals for this activity: Recognize shapes. Read shape names.
Parents can help by: Help your child read each shape’s name. Encourage your child to notice the repetition in each sentence (“Here
is a”). When finished, have your child read each flap to you and show the shape beneath the flap. To extend the learning, go on a
shape hunt around the house. Try to find an example of each shape.
Two-Dimensional (Plane) Shapes

FOLD
Here is a square.
Here is a circle.
Here is a triangle.
Here is a rectangle.

Instructions: Cut out flap book. Cut on horizontal line to create 2 flaps. Glue the left side into notebook. Cut out shapes. Read
each flap. Beneath each flap, glue the appropriate shape pictures. Two shapes should be glued beneath each flap.
Goals for this activity: Classify shapes as 2-D or 3-D.
Parents can help by: Encourage your child to notice the repetition in each sentence (“These shapes are”). Explain that 2-D
shapes look flat and 3-D shapes look like they are popping out of the paper. When finished, have your child read each flap to
you and show the shapes beneath the flap. As an extension, ask your child where you might see the shapes in real life.
2-Dimensional or 3-Dimensional?
FOLD
These shapes are 2-

dimensional.
These shapes are 3-

dimensional.

Instructions: Cut out shapes. Use them to design a picture in your notebook. Not all shapes have to be used.
Goals for this activity: Recognize shapes and use them strategically and creatively to create a picture.
Parents can help by: Encourage creativity by asking questions such as, “I wonder what this shape could be used
for? What do you think?” or “This shape could be used for a sun. What else could we use it for?” When
finished, ask your child to tell you about her picture.
Make a Shape Picture

Create a picture in your notebook using any (or all) of the shapes below.

Instructions: Cut out title and paste near top of page. Cut out each circle. Paste the top portion of each one into notebook to
create 4 flaps. Have your child tell a memorable story from the past. Together, break it into 4 parts. Write one part of the story
beneath each flap. If the writing is too difficult for your child, you can help with this one. The re-telling is the focus of this
activity!
Goals for this activity: Re-tell a memorable experience.
Parents can help by: Help your child think of some memorable experiences and choose one to focus on. As mentioned above, the re-
telling is the focus here. If your child has trouble with the writing portion, you are free to help.
A Memorable Experience
Re-tell the events of a memorable experience.
FOLD
First Second
Then Lastly

Instructions: Cut out title and paste near top of page. Complete work space and paste top section into notebook to
create a flap.
Goals for this activity: Reflect on and talk about a funny story that happened to you. Represent it with a picture.
Parents can help by: Help your child remember a funny story that happened to him. Have him tell you about it and how he
felt when it happened. The focus of this activity is on the re-telling. If your child is struggling with the writing portion it
is okay to help him this time.
A Funny Story
FOLD
Something funny that happened to me was _________
______________________________________
______________________________________
When it happened, I was _____________________

______________________________________
______________________________________
I felt __________________________________
______________________________________
Lift the flap to see a picture!

Instructions: Cut out title and paste near top of page. Cut out each circle. Paste the top portion of each one into notebook to
create 4 flaps. Have your child re-tell a favorite story. Together, break it into 4 parts. Write one part of the story beneath each
flap. If the writing is too difficult for your child, you can help with this one. The re-telling is the focus of this activity!
Goals for this activity: Re-tell the events of a favorite story.
Parents can help by: Re-read a favorite story with your child and have your child tell you what happened. If your child struggles
with this, ask questions such as, “What is the first thing that happened? What happened after that? What else do you
remember?” As mentioned above, the re-telling is the focus here. If your child has trouble with the writing portion, you are free
to help.
A Story That I Like

Re-tell the events of a story that you like.
FOLD
First Second
Then Lastly

Instructions: Complete the work space, cut it out, and glue into notebook.
Goals for this activity: Think of a favorite character from a story. Complete the sentence and draw a picture to
represent the character.
Parents can help by: Re-read a favorite story with your child and ask her to tell you who the characters are. Ask, “Who
is your favorite character? Why do you like him/her? What does he/she like to do? What does he/she look like?”
A Character From a Story

I like the character ___________________ from the book
__________________________________________.
Here is a picture:

Instructions: Complete the work space, cut it out, and glue it into notebook.
Goals for this activity: Think of a favorite story. Complete the sentences and draw a picture to represent the best part.
Parents can help by: Re-read a favorite story with your child and ask him to tell you some of the events that happened.
Ask, “What was the best part? Why did you like it?”
The Best Part

A story that I like is: ____________________________
__________________________________________
The best part is when ___________________________
__________________________________________
Here is a picture:

Instructions: Cut out title and paste near top of page. Cut out flap book. Draw a picture from the story on the book pages (front of flap
book). Glue left side into notebook to create a lift-up flap. Cut out work space. Complete it and glue beneath the flap.
Goals for this activity: Find the title, author and illustrator of a book. Represent a book with a drawing. Use proper letter formation.
Parents can help by: Re-read a favorite story with your child. Look at the title page and ask your child questions such as, “Where could I find
the title? How about the name of the author?” Discuss with your child that the author writes the story, and the illustrator draws the
pictures. Extend the learning by asking him questions such as, “Would you rather be an author or an illustrator?”
A Good Book
FOLD Title: _____________________________________

_________________________________________
Complete this Author: ___________________________________

piece and glue it
beneath the flap.
Illustrator: _________________________________

Instructions: Read each color name and shade the crayon next to it. Cut out workspace and paste into notebook.
Goals for this activity: Recognize and read color names.
Parents can help by: Extend the learning by discussing the beginning sounds for each color. For example: “I notice that
‘blue’ starts with a ‘b’ sound. Do you see another color that begins with a ‘b’ sound? Which color begins with a ‘p’
sound?” As another extension, find something around the house or outside for each color.
Colors
Read the color name and shade the crayon.
yellow orange
blue pink
green white
red
My favorite color is
brown ________________
black
purple

Instructions: Cut around flower outline. Cut on dotted lines to create flaps. Paste the center of the flower into notebook.
Read the task on each petal and complete it beneath the petal.
Goals for this activity: Follow instructions. Recognize color names, numbers and simple shapes.
Parents can help by: Your child will need help reading the instructions on each petal. Point out words that are commonly
used in this activity such as “draw.”
Following Directions
Draw 1 yellow
Use brown to sun.
Draw 4 green
write your
stars.
age.
I can follow Draw 1 red

Draw a green
leaf. directions! square and 1
blue square.
Use black to
Draw 2 blue
write your
rectangles.
Draw a name.
purple circle.

Instructions: Complete the workspace by re-writing sight words and sentences on the lines. Cut out and paste into notebook.
Goals for this activity: Recognize and write sight words individually and in sentences. Use proper letter formation.
Parents can help by: Encourage proper letter formation. When finished, have your child read each word and sentence to you.
Discuss the question mark from Sentence #1. Together, brainstorm some other sentences that use question marks at the end.
Sight Word Practice
the
an
see
Do you see the book?
I see an apple.

Instructions: Cut out title and paste near top of page. Cut out each complete sentence strip and paste it into notebook.
Then cut out the words and re-create the sentence. Paste it below the sentence strip.
Goals for this activity: Read sentences. Match and order the words to create a sentence. Recognize that punctuation
marks (periods, question marks) signify the end of the sentence.
Parents can help by: Help child focus on one sentence at a time. When finished, have your child read each sentence to
you. Discuss the punctuation marks (period, question mark) and what they mean.
Cut-and-Paste Sentences
My dog likes to play.
dog play. My to likes
Do you have to go?
to go? have Do you
Look at me play!
play! Look me at
Instructions: Complete work space by re-writing the sentence 2 times and drawing a picture. Paste workspace into
notebook.
Goals for this activity: Read and write simple sentences. Practice correct letter formation. Represent the sentence with
a picture.
Parents can help by: Encourage proper letter formation. Ask your child to imagine seeing his house from a distance.
What does it look like? What are the little things that he notices about it? When finished, ask your child to read the
sentence to you (pointing to each word as he reads).
Write and Draw!

Write the sentence 2 times. Draw a picture.
I can see my house.
Draw a picture:

Instructions: Cut out title and paste near top of page. Cut out flap book. Fold on vertical dotted line. Glue bottom of flap
book into notebook. Cut on horizontal dotted line to create 2 flaps. Read the sentence on each flap and re-write it on the
lines. Beneath the flap, draw a picture to accompany the sentence.
Goals for this activity: Read sentence, re-write it using proper letter formation, and represent it with a picture.
Parents can help by: Your child will require some assistance with the flap book. Help your child read the sentence, if
needed. Encourage creativity by helping your child wonder about what the sentence is talking about. For example, for the
first sentence, “What did you find?” When finished, have your child read the sentence on each flap and show you his
picture.
Write and Draw

Re-write each sentence and draw a picture.
“Here it is!” I said.

Fold on this line.
Place glue on this side

and paste into
notebook.
She likes to go
outside.

Instructions: Complete the workspace by re-writing sight words and sentences on the lines. Cut out and paste into notebook.
Parents can help by: Encourage proper letter formation. When finished, have your child read each word and sentence to you.
Discuss the exclamation mark from Sentence #2, and how it means that the sentence is being exclaimed. Show your child how your
voice changes when you read a sentence with a period versus an exclamation mark. Together, brainstorm some other sentences
that use exclamation marks at the end.
Sight Word Practice
went
we
there
We went up there.
There is a tiger!

Instructions: Cut out title and paste near top of page. Cut out each complete sentence strip and paste it into notebook. Then cut
out the words and create the sentence again. Paste it below the sentence strip.
Goals for this activity: Read sentences. Match and order the words to create a sentence. Recognize that punctuation marks
(period, question mark, exclamation mark) signify the end of the sentence.
Parents can help by: Help child focus on one sentence at a time. When finished, have your child read each sentence to you (pointing
to each word as she reads). Discuss the punctuation marks (period, question mark, exclamation mark) and what they mean.
Do you have my pencil?
my have pencil? Do you
You can go up there.
You go can there. up
Come over here!
here! over Come

notebook.
Goals for this activity: Read and write sentences. Practice correct letter formation. Represent the sentence with a
picture.
Parents can help by: Encourage proper letter formation. Ask your child to imagine being in a tent. What does it look like?
What other things are in the tent? When finished, have your child read the sentence to you, pointing to each word as he
reads.
Write and Draw!

I am in the tent.
Draw a picture:

Instructions: Cut out title and paste near top of page. Cut out flap book. Fold on vertical dotted line. Glue bottom of flap book into
notebook. Cut on horizontal dotted line to create 2 flaps. Read the sentence on each flap and re-write it on the lines. Beneath the
flap, draw a picture to accompany the sentence.
Parents can help by: Your child will require some assistance with the flap book. Help your child read the sentence, if needed.
Encourage creativity by helping your child wonder about what the sentence is talking about. For example, for the second sentence,
“What do you think this sentence is talking about? What are some big, yellow things that you can think of?” When finished, have
your child read the sentence on each flap (pointing to each word as he reads) and show you his picture.
Write and Draw!
Where is my green
jacket?
Fold on this line.

and paste into
notebook.
It is big and yellow!

Instructions: Complete the workspace by re-writing the words and sentences on the lines provided. Cut out and paste
into notebook.
Parents can help by: Encourage proper letter formation. When finished, have your child read each word and sentence to
you. Discuss the quotation marks from Sentence #2. Explain that quotation marks are used to show that someone is
talking. To extend the learning, brainstorm some other sentences that could use quotation marks.
Sight Word Practice
said
do
like
I do not like apples.
“Be quick!” she said.

Instructions: Cut out title and paste near top of page. Cut out each complete sentence strip and paste it into notebook.
Then cut out the words and re-create the sentence. Paste it below the sentence strip.
Goals for this activity: Read sentences. Match and order the words to create a sentence. Recognize that punctuation
marks (periods, question marks) signify the end of the sentence.
Parents can help by: Help child focus on one sentence at a time. When finished, have your child read each sentence to you
(pointing to each word as she reads). Discuss the punctuation marks (period, question mark) and what they mean.
We went there for lunch.
there went We lunch. for
It is at the school.
is It at school. the
Where are we going?
going? Where are we

notebook.
Goals for this activity: Read and write sentences. Practice correct letter formation. Represent the sentence with a
picture.
Parents can help by: Encourage proper letter formation. Ask your child to imagine playing outside with her toys. Which
toys is she playing with? What does it look like outside? What is the weather like? When finished, have your child read
the sentence to you, pointing to each word as she reads.
Write and Draw!

I like to play outside with my toys.
Draw a picture:

Instructions: Cut out title and paste near top of page. Cut out flap book. Fold on vertical dotted line. Glue bottom of flap book into
notebook. Cut on horizontal dotted line to create 2 flaps. Read the sentence on each flap and re-write it on the lines. Beneath the
flap, draw a picture to accompany the sentence.
Parents can help by: Your child will require some assistance with the flap book. Help your child read the sentence, if needed.
Encourage creativity by helping your child wonder about what the sentence is talking about. For example, for the first sentence,
“Where is a hot and sunny place? What does it look like?” When finished, have your child read the sentence on each flap (pointing
to each word as he reads) and show you his picture.
Write and Draw!
It is a hot, sunny
day today.
Fold on this line.

and paste into
notebook.
Can I please have a
cookie?

Instructions: Cut out title and paste near top of page. Cut around outside of flap book. In the center, write the name
of a special person and draw a picture of him/her. On each triangle, write a word to describe the special person. Fold
each triangle down and paste the center of the flap book into notebook.
Goals for this activity: Brainstorm describing words. Draw a representation of a special person.
Parents can help by: Help your child brainstorm some facts about the special person. If he struggles with writing the
words, write them on another sheet of paper so that he can copy from it.
A Special Person
Write a word to describe the special
person on the inside of each flap.
Then fold each flap down.
FOLD
__________ is
a special person.
A picture:

Instructions: Cut out title and paste near top of page. Cut out flap book and color the picture. Cut on each horizontal dotted line
to create 3 flaps. Paste left side of flap book into notebook. Read the top of each flap. Beneath each flap, write the details.
Goals for this activity: Think about the characteristics of apples. Read the words on each flap. Use and write descriptive words.
Parents can help by: Place a real apple in front of your child. Have her think about descriptive language to describe how it looks,
feels and tastes. Help your child write the words by writing them on another piece of paper and having her copy them.
All About Apples

How do apples look, feel and taste?
FOLD
Apples look…
Apples taste…
Apples feel…
Instructions: Cut out title and paste near top of page. Cut out flap book. Cut on each horizontal dotted line to create 3 flaps.
Paste left side of flap book into notebook. Read the top of each flap. Beneath each flap, write the details.
Goals for this activity: Use creativity and imagination. Read the words on each flap. Use and write descriptive language.
Parents can help by: Help your child imagine what it is like in outer space. Think about what you might see and do there. Help her
make connections between this assignment and books she has read about outer space or shows she has watched. When finished,
have your child read each sentence to you, pointing to each word as she reads.
All About Outer Space

How does outer space look, sound and feel?
FOLD
In outer space it looks…
In outer space it
sounds…
In outer space it feels…

Goals for this activity: Use creativity and imagination. Read the words on each flap. Use and write descriptive words.
Parents can help by: Help your child imagine and remember what it is like in the rain. Help him make connections to this activity by
talking about an experience in the rain. When finished, have your child read each sentence to you, pointing to each word as he
reads.
All About Rain

How does rain look and feel? What does it make?
FOLD
Rain feels…
Rain sounds…
Rain makes…
Goals for this activity: Use creativity and imagination. Read the words on each flap. Use and write descriptive words.
Parents can help by: Help your child use creativity and imagination by talking about one time when he had ice cream. Better yet,
get out some real ice cream and use it as inspiration! When finished, have him read each sentence to you, pointing to each word as
he reads.
All About Ice Cream

How does ice cream taste and feel? What does it remind you of?
FOLD
Ice cream tastes…
Ice cream
feels…
When I think of ice cream

I think of…
Instructions: Cut out title and paste near top of
page. Draw or find magazine/newspaper pictures
“A” Words that fit the description.
Goals for this activity: Recognize A words.
Find pictures of things that begin
Parents can help by: Help your child recognize the A
with A. Paste them onto the page. sound, for example, “Does alligator start with A?
Let’s see – A-lligator, A-lligator…what do you think?”





“B” Words that fit the description.
Goals for this activity: Recognize B words.
Parents can help by: Help your child recognize the B
with B. Paste them onto the page. sound, for example, “Does ball start with B? Let’s
see – B-all…B-all…what do you think?”





“M” Words that fit the description.
Goals for this activity: Recognize M words.
Parents can help by: Help your child recognize the M
with M. Paste them onto the page. sound, for example, “Does marker start with M?
Let’s see – M-arker…M-arker…what do you think?”





Instructions: Cut out title and paste near top of page.
Draw or find magazine/newspaper pictures that fit the
“S” Words description.
Goals for this activity: Recognize S words.
Parents can help by: Help your child recognize the S
with S. Paste them onto the page. sound, for example, “Does sandwich start with S? Let’s
see – S-andwich…S-andwich…what do you think?”





“T” Words that fit the description.
Goals for this activity: Recognize T words.
Parents can help by: Help your child recognize the T
with T. Paste them onto the page. sound, for example, “Does truck start with T? Let’s
see – T-ruck…T-ruck…what do you think?”





Things That Are Cold description.
Goals for this activity: Find items that belong in a category.
Find pictures of things that are cold.
Parents can help by: Extend learning by asking your child to
Paste them onto the page. tell you details about a couple of the items. What letter
does the item start with? Where has your child seen it?





Things That Are Outside description.

Find pictures of things that are Parents can help by: Extend learning by asking your child to
outside. Paste them onto the page. tell you details about a couple of the items. What letter








Goals for this activity: Goals for this activity: Find items
Find pictures of things that are that belong in a category.
outside. Paste them onto the page. Parents can help by: Extend learning by asking your child to
tell you details about a couple of the items. What letter

Things That I Like description.
Find pictures of things that you like. Parents can help by: Extend learning by asking your child to
does the item start with? Where has he seen it?





Things That Are Green description.
Goals for this activity: Categorize items based on color.
green. Paste them onto the page. tell you details about a couple of the items. What letter
does the item start with? Where has she seen it before?





Things That Are Small description.
Goals for this activity: Categorize items based on size.
small. Paste them onto the page. tell you details about a couple of the items. What letter
Which item is the smallest?



Thank-you!
Thank-you for your purchase! If you have questions,
concerns or general comments, please feel free to
contact me through my blog:
www.TeachingInTheEarlyYears.com
or my Facebook page:
https://www.facebook.com/teachingresourcesbyshelleygray
Have a wonderful day!
Shelley
Graphics and Fonts copyrighted by:
Ashley Hughes, Krista Wallden {Creative Clips}, Graphics From the
Pond, The 3AM Teacher, Scrappin Doodles, Erin Cobb, Teaching
Superpower and Kimberly Geswein Fonts
Copyright Shelley Gray 2013

All rights reserved by the author.

Interactive Homework Notebook Kindergarten

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Interactive Homework Notebook Kindergarten

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Homework

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A limited variety of foldable templates are used in this

Recommended Glue and Notebook

©Shelley Gray www.TeachingInTheEarlyYears.com

Introductory Note (page 7): sign and send

Interactive Notebook Cover Page (page 6):

Interactive Notebook Instructions and Parent

©Shelley Gray www.TeachingInTheEarlyYears.com

©Shelley Gray www.TeachingInTheEarlyYears.com

Dear Parents and Guardians,

IMPORTANT: Interactive Homework Notebooks

Dear Parents and Guardians,

©Shelley Gray www.TeachingInTheEarlyYears.com

Interactive Notebook FAQ {for parents}

What is an Interactive Notebook?

How can I help my child with his/her homework?

Do I need to have certain supplies on hand?

How can I make homework time a fun time for my child?

Thank you for being an integral part of your child’s learning.

©Shelley Gray www.TeachingInTheEarlyYears.com

Template Table of Contents

All About Me! pages 11-15

©Shelley Gray www.TeachingInTheEarlyYears.com

Words That Describe Me

©Shelley Gray www.TeachingInTheEarlyYears.com

All About Me!

All About I like

©Shelley Gray www.TeachingInTheEarlyYears.com

Self Portrait and Facts About Me

©Shelley Gray www.TeachingInTheEarlyYears.com

What is your How old are

Answer each question beneath the flap.

Where do you When is your

©Shelley Gray www.TeachingInTheEarlyYears.com

©Shelley Gray www.TeachingInTheEarlyYears.com

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “A”

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “B”

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “C”

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “D”

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “E”

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “F”

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “G”

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “H”

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The Letter “I”

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The Letter “J”

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “K”

©Shelley Gray www.TeachingInTheEarlyYears.com

The Letter “L”

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The Letter “M”

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