The NC Office of Early Learning strongly encourages incorporating play into the daily routine of each classroom.
Children grow and learn in all developmental domains through their engagement in centers; cognitive, physical, social, and emotional. Authentic learning and meaningful connections are made when a teacher intentionally weaves standards and supports development throughout children’s play. PlaytoLearn Planning Guides provide information on why each center is important to children's development, tips for setting up centers, sugessted materials, actions of an intentional teacher, and common connections children make to content. Prompts connected to kindergarten standards and NC ELI dimensions can be found on PlaytoLearn Center Posters which are also shared on #GoOpenNC. Although these resources are specifically written for kindergarten, teaching and learning strategies can be applied to many grade levels.

Students will add an s or es at the end of each word to form the plural.

In this lesson, students will use a weekly poem to explore meaning, sentence structure, rhyming words, sight words, vocabulary, and print concepts. After studying the poem, students are given a copy of the poem to illustrate and share their understanding. All of the poems explored are then compiled into a poetry portfolio for students to take home and share with their families. To further connect home to school, a family poetry project is suggested.

In this lesson, students practicing saying where things are using prepositions of location.

Students will gain an understanding of the terms "singular" and "plural." Students will investigate and learn spellings of words with 's' for plurals. Students will be able to read on sight high frequency and familiar words.

This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for Kindergarten ELA.

Students can view this educational musical video to learn about nouns and develop new ways to include then when speaking and writing.

This resource contains extensions, assessments/reflections, and five different session ideas to teach students how to: use prior knowledge to categorize words as parts of speech; use reading skills to create sentences with word cards; discover the required elements of a complete sentence by manipulating everyday words; share and learn new vocabulary; use descriptive words and phrases to complete complex sentences; and demonstrate reading comprehension through illustrations.

In this lesson, students explore initial letter capitalization, ending punctuation, and the concepts of subject and predicate. Students will work in pairs to create sentences. One student will create the subject part of a sentence while the other student will write the predicate part of the sentence.

Students will sort the words into singular or plural. They will match the singular with its plural and choose presents for Lucy.

In this lesson, students practice forming complete sentences by creating a slider that has holes for several missing words.

Students will learn prepositions in this interactive by moving the animals and discussing their positions in relation to each other.

Students will write their letters on dotted lines, practicing uppercase letters and lowercase letters in this interactive.

In this lesson, students will learn to identify letters and words by exploring one another's names and other words. Each student gets to be "Student of the Day," and the class will explore his or her name and life. Students will learn which letters are in their classmate's name, as well as the words for their friend's hobbies and favorite things. Students will be encouraged to draw and write messages to each other on a daily basis.

In this lesson, students will use their knowledge of letters and sounds to make an alphabet book that focuses on a specific letter. After the teacher models the given letter sound, each student, in turn, repeats the sound and names a word beginning with that letter sound. The teacher pronounces each word, encouraging students to tell the sounds they hear. The teacher writes the word on chart paper or the board, and then repeats these steps for each student. The sentence, "This is a _____.", is written on each page of the book. Each student draws the word they named beginning with the targeted letter and labels it on the line provided. The pages are then combined into a classroom book.

In this lesson, the teacher reveals the first letter of the name, having students whose name start with that letter stand. More letters are revealed and students sit down as their name is ruled out. Once the helper is selected, students read the helper's name, count the letters in the name, clap the syllables, spell the name aloud, add the name to the word wall, and make observations about it. Using magnetic letters, students can create words that rhyme with the helper's name. Many additional ideas for playing with the letters of students' names are also presented here.

In this lesson, students will learn how to write a question using a question word. This lesson is on page 12 and is part of the 'Informative Writing' unit.