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Tuesday, May 22, 2012
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Kindergarten Language Arts Curriculum

Overview and Rationale

 

The kindergarten language arts curriculum is designed to provide a developmentally appropriate introduction to books, writing and oral communication. The curriculum is rooted in the philosophy that children at this age develop key understandings about literacy that form the foundation for learning to read and write successfully in subsequent school years. The curriculum reflects current research in early childhood literacy education through its focus on developing oral language competence, concepts about books and print and opportunities to express thoughts in writing.

 

The curriculum is divided into three main categories: reading, writing and oral language. The reading component focuses on print concepts, sound/symbol relationships and comprehending text. Teachers use research based strategies such as read aloud, shared reading and interactive writing to develop these skills.

 

The writing component focuses on students developing the understanding that what they say and think can be written down and represented by printed symbols. Students write daily for a variety of purposes in the classroom, including writing about their own topics, responding to a book they have heard read, completing activities at a learning center or writing a note to a friend. Imbedded in the writing instruction is handwriting instruction. Students learn about correct pencil grip, formation of letters and spacing between words during instruction.

 

Oral language development supports the students’ developing literacy by forming the foundation upon which reading and writing are built. The components of the oral language component include phonemic awareness, speaking and listening. Phonemic awareness is the ability to hear sounds in language and has been shown to be an important precursor to reading development. Speaking requires students to formulate messages that are understood by others. This is important preparation for communicating through writing. Listening requires students to comprehend messages from others. These same comprehension skills can be adapted to reading comprehension.

 

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LANGUAGE ARTS LITERACY – Print Concepts

GRADE: Kindergarten

 

 

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.KA1

 

3.1.KA1

3.1.KA6

 

3.1.KA2

Students will be able to:

  • hold a book correctly.

  • turn pages appropriately.

  • identify front and back cover of a book.

  • identify what an author and illustrator does.

  • locate or identify title, author, and illustrator of a book.

  • distinguish print from pictures.

  • distinguish letters from words.

  • distinguish a letter from a number.

  • Read alouds

  • Author Studies –

~Eric Carle

~Dr. Seuss

~Donald Crews

~Tana Hoban

~Laura Numeroff

  • Independent reading

  • Big books –

~Shared reading

~Independent reading

  • Teacher modeling

  • Centers, games

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

3.1.KA5

 

3.1.KA3

 

3.1.KA4

 

3.1.KA5

Students will be able to:

  • recognize print represents spoken words.

  • recognize words are separated by space.

  • understand left to right directionality in print.

  • understand top to bottom directionality in print.

  • match oral words to printed words (point to printed word as one reads).

  • Read alouds

  • Group readings

  • Guided readings

  • Books on CDs

  • Listening center

  • Morning messages

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

3.1.KF3

 

3.1.KG1

 

3.1.KA6

Students will be able to:

  • match oral sounds to printed words.

  • explain meanings of common environmental signs and symbols.

  • read and/or explain their own drawings and writings.

  • identify simple punctuation (i.e., period, question mark).

  • Houghton Mifflin Reading – Level K

    • Phonics Library

    • Little Readers

    • Vocabulary Readers

  • Journal writings

  • Story retellings

  • Scott Foresman Reading Street – Grade K

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

LANGUAGE ARTS LITERACY – Sound/Symbol

GRADE: Kindergarten

 

 

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.KC2

 

 

3.1.KC3

 

 

3.1.KB4

Students will be able to:

  • identify upper case letters of the alphabet.

  • identify and name upper case and lower case letters of the alphabet.

  • match upper case and lower case pairs.

  • recognize their first name.

  • read his/her name.

  • recognize and recite common sounds of letters.

  • Houghton Mifflin Reading – Level K

    • Phonics Library

  • Learning centers

  • Language Arts Folder Centers – The Mailbox

  • Phenomenal Phonics – The Mailbox

  • Steck Vaughn Phonics – Kindergarten

  • Curious George Learns Phonics – Software

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

3.1.KC1

 

3.1.KD3

 

3.1.KE1

 

3.1.KB1

 

3.1.KB3

Students will be able to:

  • identify some sight words.

  • identify 15-25 sight words in and out of context.

  • begin to use sound symbol correspondence to sound out unknown words.

  • begin to decode regular one syllable and nonsense words.

  • Houghton Mifflin Reading – Level K

  • Scott Foresman Reading Streets – Kindergarten

  • Word walls

  • Dolch word activities

  • Houghton Mifflin – Level K – Books for Phonics Read Alouds

  • Houghton Mifflin – Level K – Reading

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

LANGUAGE ARTS LITERACY – Comprehension Strategies

GRADE: Kindergarten

 

 

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.KG5

 

3.1.KG6

 

3.1.KD1

Students will be able to:

  • make predictions based on illustrations or portions of the text (both fiction and non-fiction).

  • use story language in discussions or retelling.

  • retell information from a picture or text which was read aloud.

  • retell familiar stories using beginning, middle and ending.

  • use vocabulary from a story in discussion and retelling.

  • Houghton Mifflin Reading – Level K

    • Read Alouds

    • Big Books

    • Vocabulary Readers

  • Author studies

  • Teacher modeling

  • Class discussions

  • Choral reading

  • Interactive and shared writing

  • Story retelling

  • Rote playing activities

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

3.3.KE4

 

3.1.KD4

3.1.KG1

3.2.KD1

3.2.KD2

3.4.KB2

 

3.1.KF3

Students will be able to:

  • relate prior experiences to expand on text (both fiction and non-fiction).

  • produce artwork or writing to demonstrate comprehension of text.

  • produce artwork or written response that demonstrates comprehension of a story that has been orally read.

  • use picture clues to aid in understanding.

 

  • Guided reading

  • Tumblebooks website

  • Word wall activities

  • Collaborate class books

  • Graphic organizers

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

3.1.KE5

3.1.KE2

 

3.1.KE4

 

3.1.KG4

3.4.KA2

3.4.KB1

3.4.KB2

Students will be able to:

  • read familiar text from memory.

  • activate prior knowledge to anticipate what will be heard.

  • use prior knowledge to make sense of text.

  • discuss characters, events and settings of a story.

  • Scott Foresman Reading Street – Grade Kindergarten

  • Independent Leveled Readers

  • Decodable Readers

  • Emergent Reader Activities – Kindergarten – Grade 1

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

3.1.KG1

 

3.1.KG2

 

3.1.KG3

3.4.KB2

Students will be able to:

  • retell, re-enact, dramatize stories.

  • respond to simple questions about the contents of a book.

  • Beginning Reader Comprehension – Remedia

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

LANGUAGE ARTS LITERACY – Fluency

GRADE: Kindergarten

 

 

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.KD2

 

3.1.KD3

 

3.1.KG5

Students will be able to:

  • recognize when a simple text fails to make sense.

  • follow along in a book while listening to a story read aloud.

  • begin to read simple text with fluency.

  • Oral reading activities

  • Audio books/listening centers

  • Groups and peer partners

  • Houghton Mifflin – Level Kindergarten

    • Little Readers for Guided Reading

 

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

LANGUAGE ARTS LITERACY – Writing

GRADE: Kindergarten

 

 

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.2.KC4

 

3.2.KA5

 

3.2.KA1-7

3.2.KB1-2

3.2.KC1-5

3.2.KD1-2

 

3.2.KA3, 4, 6, 7

3.2.KB1-2

3.2.KC1, 3

3.2.KD1-2

Students will be able to:

  • use appropriate pencil grip.

  • write first name.

  • write first and last name.

  • write daily for a variety of purposes.

  • generate text to communicate ideas.

  • Journal writing

  • Morning message

  • Collaborative class writing

  • Handwriting Without Tears program

  • Shared writing

  • Graphic organizers

  •  

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

3.2.KA1-4

3.2.KB1

3.2.KB2

3.2.KD1

 

 

3.2.KB1

3.2.KC1

3.2.KC3

3.2.KC4

Students will be able to:

  • write graphemes that represent some spoken words.

  • begin to use correct spelling of some high frequency words.

  • begin to use left to right; top to bottom directionality and spacing between words when writing.

  • Instant Writing – Grade Kindergarten and Grade 1 – The Mailbox

  • Daily writing prompts

  • Whiteboards

  • Literacy for Little Learners – The Mailbox

  • Word families

  • Word Skills Fun- Kindergarten - The Mailbox

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

3.2.KA1-7

3.2.KB2

 

3.2.KA1-7

3.2.KB1

3.2.KC1-5

3.2.KD1, 2

 

3.2.KB1

 

3.2.KB2

Students will be able to:

  • write on assigned or self-selected topics including non-fiction text.

  • respond to literature through writing and drawing.

  • share written work samples with peers.

  • establish a collection of writing.

  • Writing prompts

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

LANGUAGE ARTS LITERACY – Oral Language – Phonological Awareness

GRADE: Kindergarten

 

 

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.KB2

3.3.KC2

3.3.KD1

3.4.KA3

 

3.1.KB5

 

3.1.KB3

3.1.KA3

Students will be able to:

  • participate in rhyming activities.

  • identify and/or supply a word that rhymes with a spoken word.

  • demonstrate the concept of words by dividing spoken sentences into individual words.

  • Scott Foresman – Phonics Songs and Rhymes Flip Chart

  • Houghton Mifflin Reading – Grade Kindergarten

  • Word cards

  • Picture cards

  • Group activities

  • Choral reading

  • Learning centers

  • Phonemic awareness activities – poems, stories and songs

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

3.1.KB2

 

3.1.KB1

3.1.KB3

 

3.1.KB1

3.1.KB3

 

3.1.KB3

Students will be able to:

  • begin to break multi-syllable words into individual syllables.

  • segment single syllable words into onset and rime.

  • segment phonemes of most one syllable words.

  • blend sounds orally to make words and syllables.

  •  

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

LANGUAGE ARTS LITERACY – Oral Language – Phonological Language

GRADE: Kindergarten

 

 

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.1.KB1

3.1.KB2

3.1.KB3

Students will be able to:

  • hear, say, and manipulate phonemes in spoken words.

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

LANGUAGE ARTS LITERACY – Oral Language – Speaking

GRADE: Kindergarten

 

 

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.3.KA2

3.3.KB1

3.3.KD2

 

3.3.KB2

 

3.3.KD2

Students will be able to:

  • listen and speak in informal conversation.

  • initiate conversations with peers and adults.

  • use words to form appropriate questions.

  • introduce themselves to peers and adults.

  • Class discussions

  • Whole group activities

  • Read alouds

  • Circle activities

  • Cooperative learning

  • Daily messages

  • Games

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

3.3.KA2

3.3.KB1

3.3.KD2

 

3.3.KB2

3.3.KF1

 

3.3.K3A

 

3.3.KA1-3

3.3.KC1

Students will be able to:

  • Answer questions in complete sentences.

  • Explain meaning of newly introduced words.

  • Respond to a variety of poems and stories through movement, art, music, and drama.

  • Retell a story aloud using main character and events.

  • Retelling stories

  • Role playing

  • Scott Foresman – Big Book, Retelling Cards

  • Sequencing cards/activities

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

3.3.KA1

3.3.KD2

 

3.1.KG3

3.1.KH2

Students will be able to:

  • clearly state a thought related to a topic or book being discussed.

  • identify favorite book and author.

  •  

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

 

LANGUAGE ARTS LITERACY – Oral Language – Listening

GRADE: Kindergarten

 

 

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

3.4.KA1

3.4.KA2

3.4.KA3

3.4.KB1

3.4.KB2

 

3.4.KA2

3.4.KB1

3.4.KB2

Students will be able to:

  • Listen attentively and respond appropriately in a variety of settings.

  • Listen to a variety of literacy forms, predictable text, pattern text, poems, rhymes, non-fictional text, etc.

  • Oral readings

  • Class discussions

  • Audio books

  • Small/large group activities

 

  • Kindergarten assessments

  • Teacher observations/anecdotal records

  • Small/large group discussions

  • Letter/sound checklists

  • Sight word assessment lists

  • Checklists for reading/writing strategies and skills

  • Concept of print assessments

  • Writing samples

  • Running records

  • Writing rubrics

  • Journals

  • Portfolios

  • Role plays/dramatic plays

  • Projects/posters

  • Quizzes/tests

Kindergarten Language Arts Resources

 

Textbooks:

• Houghton Mifflin Reading – Level K

• Scott Foresman – Reading Street

 

Teacher Resources:

• Fountas, Irene and Pennel, Gay Su

• Guided Reading

• Interactive Reading

• Sounds Abound Storybook Activities

• Getting Ready to Read: Center Activities for Phonemic Awareness Skills

 

Big Books:

  • Dan the Flying Man

  • To Town

  • Meanies

  • Meanies Come to School

  • Mrs. Wishy Washy

  • Wishy Washy Day

  • The Jigaree

  • Hairy Bear

 

Literature: Author Studies

  • Tana Hoban

    • Shapes, Shapes, Shapes

    • Colors Everywhere

    • I Read Signs

    • I Read Symbols

    • Larger Smaller

    • I Wonder

    • What is That?

    • Exactly the Opposite

    • White on Black

    • Black on White

  • Donald Crews

    • The Black Dots

    • Flying

    • School Bus

    • Truck

    • Freight Train

    • Sail Away

    • Harbor

    • Cloudy Day Sunny Day

    • How Many Snails?

 

  • Dr. Seuss

    • Cat in the Hat

    • The Cat in the Hat Comes Back

    • One Fish Two Fish Red Fish Blue Fish

    • Green Eggs and Ham

    • There’s a Wocket in My Pocket

    • Fox in Socks

    • Oh, The Places You’ll Go

    • The Sneetches and Other Fine Stories

    • Oh The Thinks You Can Think

    • Ten Apples Up On Top

    • Are You My Mother?

  • Eric Carle

    • My Apron

    • The Very Hungry Caterpillar

    • Panda Bear Panda Bear

    • Polar Bear Polar Bear

    • Brown Bear Brown Bear

    • Animals Animals

    • The Very Clumsy Click Beetle

    • The Grouchy Ladybug

    • The Very Quiet Cricket

    • A House for Hermit Crab

    • Little Cloud

    • The Very Lonely Firefly

    • Pancakes Pancakes

    • Today is Monday

    • The Very Busy Spider

    • Roosters Off to See the World

  • Gail Gibbons

    • The Reason for Seasons

    • The Post Office Boo: Mail and How it Moves

    • Monarch Butterfly

    • Applies

    • Halloween is…

    • Check It Out: A Book About the Library

    • New Road!

    • Tool Book

    • Tell Me, Tree: All About Trees for Kids

    • How a House is Built

    • Fire! Fire!

    • Weather Words and What They Mean

    • Recycle: A Handbook for Kids

 

  • Joy Cowley

    • Dan the Flying Man

    • To Town

    • Meanies

    • Meanies Come to School

    • Mrs. Wishy Washy

    • Wishy Washy Day

    • The Jigaree

    • Hairy Bear

    • Mrs. Wishy Washy’s Farm

    • Nicketty-Nacketty Noo-Noo-Noo

    • The Cooking Pot

  • Laura Numeroff

    • If You Give a Pig a Pancake

    • If You Give a Moose a Muffin

    • If You Give a Mouse a Cookie

    • If You Take A Mouse to the Movies

    • If You Take a Mouse to School

  • Mother Goose Nursery Rhymes

 

 

Writing Handbooks

• Handwriting Without Tears Workbooks

 

 

Assessments

• Grade level assignments

• DIBELS

• SRI

 

 

Websites, Data Bases Software

• Reading A – Z website www.readinga-z.com

• www.hubbardscupboard.org

• Tumblebooks website www.tumblebooks.com

• Reader Rabbit Software Program

• Jumpstart Kindergarten Software Program

• www.sterfall.com

• www.tarheelreader.com

• www.primarygames.com

 

Additional Resources

  • Allard, Harry – Miss Nelson is Missing!

  • Ames, Lee J. – Draw Draw Draw!

  • Anonymous – Fairy tales, folk tales, and nursery rhymes including Cinderella, The Gingerbread Man, Little Red Riding Hood, The Three Little Pigs, The Three Billy Goats Gruff, Goldilocks and the Three Bears, and Mother Goose Rhymes

  • Bemelmans, Ludwig – Madeline

  • Berenstain, Stan and Jan – The Berenstain Bears

  • Bridwell, Norman – Clifford, the Big Red Dog

  • Brown, Margaret W. – Goodnight Moon!

  • Carle, Eric – The Very Hungry Caterpillar

  • Mayer, Mercer – There’s a Nightmare in my Closet

  • McCloskey, Robert – Make Way for Ducklings

  • Piper, Watty – The Little Engine That Could

  • Potter, Beatrix – The Tale of Peter Rabbit

  • Rey, H.A. – Curious George

  • Sendak, Maurice – Where the Wild Things Are

  • Seuss, Dr. – The Cat in the Hat

  • Solblodkina, Sphyr – Caps for Sale

  • Waber, Bernard – Ira Sleeps Over

  • Zion, Gene – Harry the Dirty Dog

 

 

 

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