This lesson uses music and art in a vocabulary study of unfamiliar words from the song "America the Beautiful," increasing students' vocabulary while also increasing their knowledge of U.S. geography. A discussion to activate students' prior knowledge about sights and scenery throughout the United States is followed by a read-aloud and introduction to the song "America the Beautiful," which is then sung in each session of the lesson.

This lesson describes how to use selected fiction and nonfiction literature and careful questioning techniques to help students identify factual information about animals. Children, first, identify possible factual information from works of fiction which are read aloud, then they listen to read-alouds of nonfiction texts to identify and confirm factual information. This information is then recorded on charts and graphic organizers. Finally, students use the Internet to gather additional information about the animal and then share their findings with the class.

Students are prompted to use comparisons to discuss what they see as they picture walk through books about the ocean. They identify what these comparisons have in common to arrive at an informal name and definition of simile. They then create illustrations showing these comparisons. Next, students picture walk through two additional picture books about the ocean and comment about what they see. They are introduced to metaphor by rewording some of their comments into metaphors. They continue to note metaphors as the books are read aloud, and then name and define this new type of comparison. They again draw pictures to illustrate some of these metaphors. Students discuss why writers use these types of comparisons, then work to revise existing writing to incorporate figurative language through guided practice or independent work. Finally, students use templates to create a book on the ocean that features similes and metaphors.

 Students will participate in small groups to ask (generate) & answer questions about a text. Students can respond to a fiction or nonfiction text using the available resources. Students will listen and respond to peer answers to further explain or discuss the given “mat card”. Students will program their BeeBot to go to the location. 

Students begin by accessing prior knowledge through an initial writing activity. Ensuing discussions, read-alouds, and the creation of a picture dictionary "take students to the moon," while further building their vocabulary. Students use an online Alphabet Organizer to complete a final writing activity, which they compare to the writing they did during the first session.

Students will work in small groups to plan and create a Makey Makey project showing the life cycle of a butterfly. Students will ask and answer questions about key details of the butterfly life cycle. Students will use verbs when giving information about key details.

In this lesson, students explore the different purposes readers have and how to determine what their purpose for reading is. Students also learn how to evaluate whether a book is at the right reading level and length for their abilities.

Students and the teacher produce a class book through a group-writing activity, focusing on a basic before-during-after sequence of events. After discussing what they know about pumpkins, the class carves a jack-o-lantern, pausing at each step to chart their observations on before, during, and after charts. The class then uses their sentences from the chart to write the sequence of events for carving the pumpkin. Finally, the class publishes their work, using one of several publishing options.

This lesson plan features an example of a cumulative literary experience or “literature unit” structured around a text set made up of conceptually-related fiction and nonfiction for reading aloud and for independent reading.

Beginning with a comparative study of selected, illustrated retellings of the traditional folktale “Little Red Riding Hood,” including versions from several different cultures, this literature unit continues with a study of modern revisions of this well-known tale. After students have an opportunity to explore similarities and differences among the retellings and revisions, they are introduced to fiction and nonfiction texts featuring wolves in order to provide them with a different perspective of the “villain” in the "Little Red Riding Hood" tales. The unit culminates in a class-written version of the folktale.

In this lesson, students will use KWL charts and interactive writing as key components of organizing information. As a class, students list what they know about insects, prompted by examining pictures in an insect book. Students them pose questions they have about insects, again using picture books as a visual prompt. Students then search for answers to the questions they have posed, using Websites, read-alouds, and easy readers. Periodic reviews of gathered information become the backdrop to ongoing inquiry, discussion, reporting, and confirming information. The lesson culminates with the publishing of a collaborative question and answer book which reports on information about the chosen topic, with each student contributing one page to the book.

Students explore a variety of nonfiction books and compare them to fiction. Students also learn about different categories of nonfiction writing and practice identifying books that fall into these categories. They record their thinking and new learning and discuss them as a class.

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.

In this lesson, students will read 'My Circle of Seasons' by Gerda Muller. Students will be broken up into groups and assigned a season. Students will make a quilt and will write a cinquain about their season.

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 birthdays around the world by using text to explore different celebrations and traditions in the world in which we live. The students will listen and learn about the diversity of people, food, games and traditions globally. This lesson was developed by Leslie Montgomery 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.

In this lesson students work together to plant a garden and study its growth using the inquiry process of questioning and exploring. As they research and study, students record their observations in a field journal, to be shared with others.

Students will ask & answer questions with an Informational Text in Unit 4, during week 1. Students will generate questions via flipgrid responses as well as peer interactions. Students will also answer teacher developed questions via flipgrid too.  

This parent guide supports parents in helping their child at home with the Kindergarten English Language Arts content.Within the folder you will access Parent Guide PDFs in FIVE Languages: Arabic, English, Hindi, Spanish, and Vietnamese to help on-going communication with caregivers. 

This resource accompanies our Rethink Kindergarten ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.  

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.