E4 is a series of 32 flexible vocabulary development lessons, each focusing on an everyday concept and brainstorming other words that describe the concept. Each activity can be used for a few minutes a day over the course of a week. The heart of each E4 vocabulary lesson is the word web, describing in detail various meanings of each word and showing other words with similar meanings, plus idioms, common phrases and a unique E4 feature called the Spanish Connection that shows English-Spanish cognates relating to each word. Each lesson also includes a morphology web that summarizes word changes such as inflected endings, prefixes, suffixes and compound words. There are two versions of the webs for each lesson, one filled-in and one with blank boxes. These can be projected using an interactive whiteboard or as overheads (they?re even simple enough to redraw on a blackboard), making possible a variety of flexible usage scenarios.

Students read two math-related books used in the lesson to give real-world contexts to the strategy of grouping objects to be counted. Students, then, explore their school and home environments to find and represent their own examples of sets. In the culminating activity, students create pages for a collaborative class book of sets.

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 resource contains a vocabulary map that can be used to help students understand new vocabulary by thinking about the meaning of words in various ways.

This cross-curricular lesson combines Social Studies and Language Arts to demonstrate how the study of an historical topic can be developed to make learning nonfiction more exciting, and also improve fluency and comprehension. This project about Benjamin Franklin includes a series of lessons in which the students: 1) read for information from multiple texts, 2) write a script for a Readers Theater play, 3) read for expression and fluency by using their script, 4) enhance their reading with visual arts, and 5) demonstrate dramatic interpretation through role-play. This approach engages students throughout in active participation and collaboration. Included are many supporting resources, such as a read-aloud rubric, an audition sheet, and ideas for student assessment and reflection.

Choose the correct Homophone that completes each sentence to decide which exercise to perform.

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 unit, students will begin their inquiry by comparing fiction and nonfiction books about animals, using a Venn diagram. They will list things they want to know about animals on a chart. As a class, students will vote on an animal to research. They will revise their question list, and then research the animal using prompts from an online graphic organizer. After several sessions of research, students will revisit their original questions and evaluate the information they have gathered. Finally, students will revise and edit their work and prepare to present their findings to an authentic audience.

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.

This is a sample lesson that can be applied to any book within a larger unit of instruction to help students learn new vocabulary words.

In this lesson, students engage in independent literacy centers to become proficient in completing activities about the stories they read. Although this lesson uses Seven Blind Mice as an example, the framework is adaptable to almost any text.

In this lesson, students will learn that building a snowman is one way to provide food for birds and animals during the winter. Students begin by listening to a book about snow. Students are then introduced to a K-W-L chart and discuss what they know about how animals find food in the winter. As students listen to Henrietta Bancroft's Animals in Winter, they listen for details about how some animals survive during the winter and record those details in the last column of the chart. To continue to build students' knowledge of the topic, they listen to additional fiction and nonfiction books and view a website about animals in winter. As a culminating activity, students use their charts to write and illustrate a story.

In this lesson, students choose their own reading material, respond to reading in a journal, and talk about their books daily in small groups. The teacher guides the work through structured prompts and by rotating participation with the groups. Students read at their individual levels, while heterogeneous grouping provides peer support. This lesson is a structured guideline for helping students learn to think about the books they read, and to ask questions about books shared by other students.

In this lesson, students count the days between Martin Luther King Jr. Day and Valentine’s Day and are challenged to complete 100 acts of kindness during that time. They brainstorm examples of kind acts they could do and discuss how to report acts of kindness they witness. They also select a service project to plan and complete together as a class. For the project’s duration, acts of kindness are tracked on a classroom chart. Students are encouraged to acknowledge kind acts by others through thank you notes, and families are encouraged to help report acts of kindness. The project culminates with a Valentine’s Day celebration.

In this lesson, students write to friends and family asking them to send postcards. This activity provides motivation for writing and reading and provides a wonderful opportunity to learn about maps as students discover where their family members and friends live.

ABCya! presents its fifth children's storybook for the classroom. It's called Marvin Makes Music, an original work by Michelle Tocci. The story is about a frog that is sad because he cannot sing like his friends, until one day when he gets a new musical instrument. This is a great storybook to share with kids using an interactive whiteboard.

*This storybook has narration! Students can click the speaker button to have the story read to them.

In this lesson, students create a name tag using information about themselves. Each student's name tag, while being similar, will visually represent personal information. These name tags will help the teacher learn students' names, but they will also help the students get to know each other and practice a visual, contemporary literacy when they interpret glyphs made by others. Students learn that communication is symbolic on a very fundamental level in this lesson.

In this lesson, the teacher will show a variety of activities related to note writing that can be incorporated into the classroom throughout the year to promote authentic writing among students. Model note writing in context by taking advantage of opportunities that come up in the classroom both to read actual notes and to think aloud while writing them. Read books featuring notes, discuss why the notes were written, and copy the notes for classroom display. Enlist families in the fun by asking students to collect notes from home to share with the class.

Students will be introduced to the Oral Vocabulary Words in Wonders Unit 5 Weeks 1 and 2 by interactively using their computers to follow along on Pear Deck.

Students will be introduced to the Oral Vocabulary Words in Wonders Unit 6 Weeks 1 and 2 by interactively using their computers to follow along on Pear Deck.