Students engage with the text by talking back to characters in Cinderella, dramatizing events in Bubba the Cowboy Prince, inserting themselves into the story of Little Red Riding Hood, and critiquing and controlling story elements in Little Red Cowboy Hat. After comparing and contrasting Little Red Riding Hood and Little Red Cowboy Hat, students plan and create an original fractured tale.

In this multiple activity lesson, students will read and watch the video, "The Crayon Box That Talked". Students will discuss the book with a series of questions, graph their favorite colors, perform a Reader's Theater, rhyme words, and explore the story with several other activities.

In this lesson, students listen to a story containing letters and newspaper articles describing a dog's experience at obedience school as he tries to convince his owner that he does not belong there.

In this lesson, students will learn that there are rules to be followed or jobs to be done in the classroom. Students will also learn how to listen and speak to others.

In this leson, students begin exploring sounds through a read-aloud of Dr. Seuss's, Mr. Brown Can MOO! Can You? They then play with the sounds in their classroom, creating words that capture what they hear. Next, they explore sounds from selected websites and record what they hear on a chart, using spelling strategies to help them. Finally, students create original cinquain poems using sound words.

Students will read books about families and make text-to-self, text-to-text, and text-to-world connections using those books. Students gain a deeper understanding of a text when they make authentic connections. Beginning with a read-aloud of Donald Crews' "Bigmama's", the instructor introduces and models the strategy of making connections. Read-alouds of "The Snowy Day" by Ezra Jack Keats and "The Relatives Came" by Cynthia Rylant are followed by activities that help students learn to apply each type of text connection when responding to texts. After sharing and discussing connections in a Think-Pair-Share activity, students plan and write a piece describing a personal connection to one of the texts.

In this lesson, students listen to an illustrated narrative story aloud and use literacy skills to understand the central message of the story.

Getting children to use their imaginations when writing a story can sometimes be difficult. Drawing, however, can create a bridge between the ideas in a child's head and the blank piece of paper on the desk. In this lesson, students use factual information gathered from the Internet as the basis for creating a nonfiction story. Story elements, including setting, characters, problem, solution, and endings, are then used as a structure for assembling students' ideas into a fiction story.

This lesson allows students to investigate the world by taking the students to another country in a book about 2 girls that only have one pair of shoes, and includes information about countries working together and sharing natural resources in a show of global interdependence in the manufacturing of athletic shoes.This lesson was developed by James Agner as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This lesson has been designed to be delivered in literacy rotation centers. In order to have a successful experience it is suggested to have a teacher and a teacher assistant to support the reading and writing center. The lesson is designed for a Spanish Immersion setting so many of the resources and lesson components will be in Spanish. This lesson was developed by Paola Contreras-Ramirez as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Project Summary
We have been learning all about different “gingerbread” in this unit. In many of the book the poor gingerbread was tricked by the fox. In this story we have learned that the Gingerbread Girl outfoxed the fox.
Driving Questions / Scenario (what are we trying to solve or improve?)

How will you outfox the fox?

By creating something that floats how would your team outfox the fox?
Literacy Connection
The Gingerbread Girl
*along with references of The Gingerbread Man, The Gingerbread Boy, The Gingerbread Baby, The Gingerbread Cowboy, The Cajun Gingerbread Man
Subject(s)

Literacy
Science
STEM
Standard(s) Addressed

Literacy
Science
ISTE

In this lesson, students are introduced to the idea of shapes through a read-aloud session with an appropriate book. They then use models to learn the names of shapes, work together and individually to locate shapes in their real-world environment, practice spelling out the names of shapes they locate, and reflect in writing on the process.

In this lesson, students take turns taking home a book bag that includes a stuffed toy, a book to read with their families, art supplies, a topic to discuss, and a journal to complete as a family. The students then return the bag the following day and share their entries with the class. After every student has taken the bag home, the journal is bound into a book for the classroom library. The goal is to invite parents to join their children in these literacy activities.

In this lesson, shared reading, guided reading, and small, cooperative-group instruction are used in a first-grade classroom to informally assess students' ability to demonstrate awareness of rhyme or other visual similarities in words. Students practice matching rhyming words using picture cards and apply phonological awareness—hearing rhyme—to analogy-based phonics (i.e., an ability to decode unknown words by identifying words with similar visual structure). Students use online resources to increase phonological awareness through rhyme.

For this online interactive, students read the story and answer the questions by typing their response in the box. This activity increases students' reading fluency, comprehension, and analytical skills.

In this lesson, students will be able to clearly identify and understand the importance of authority figures and articulate their role in our lives.

In this lesson, students will read Laura Joffe Numeroff's 'If You Give a Mouse a Cookie' to combine word-skill work with prediction and sequencing practice. Students learn about cause-effect relationships during a shared reading of the book and then complete a cloze exercise that uses context and initial consonant clues. Students then create story circles that display the events of the story and use these circles to retell the story to a peer. Finally, the students compose their own stories featuring themselves in the role of the mouse.

In this lesson, students will read part of a story and use details in the text, personal experience, and prior knowledge to predict the way the story will end. To support their predictions, the class discusses the plot elements of the book to the stopping point as well as experiences they have had with other books in the genre and in their own lives. Students individually create illustrations of the story’s ending that reflect their predictions and share these illustrations with the class before the entire book is read again. After the entire book has been read, students compare their endings to the ending in the original story.

Students listen to A Pocket for Corduroy and three other Corduroy stories and discuss the characters and plots. A letter to parents introduces a follow-up writing activity, in which a stuffed classroom "Corduroy" goes home with a different student each night. With parents' help, students write and illustrate a two- to three-sentence adventure story about Corduroy's stay with them, and share their stories with the class.