Students will listen to a close reading of The 3 Little Pigs over the course of 3 days.  (Many versions are accessible via NC Kids Digital Library.  Teacher discretion as to the story version.  Personal copy or online versions can be used.) After each read aloud, students will have the opportunity to engage in The Engineering Design Process to create a new dwelling using materials of varying physical properties.  Students will write to tell about their new dwelling design using sentence frames and an anchor chart for support.  Finally, students will present their new dwellings and read their informational writing to reflect their knowledge of physical properties.  Student informational writing should reflect physical properties such as size, color, shape, texture, weight and flexibility per the NC Kindergarten Science Standards.

Students will review the text content by viewing Drag and Drop slides in Nearpod. This activity focuses on feeling words that appeal to their senses. Students will view various text phrases and images to determine which feeling word is shown through text evidence. Students will drag the correct feeling word to the slide as they complete the task. The activity is completed with a Time to Climb quiz focused on appealing to senses. Kindergarten Wonders Unit 8 is used for this lesson. 

Students discuss literature on shadows. Teachers use questioning techniques to probe prior knowledge. Students begin to explore scientific concepts and develop and test hypotheses. After studying shadows, recording observations of shadows, and hearing poetry about shadows, students create their own poetic response incorporating their knowledge.

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.

In this lesson, students complete two prewriting activities, one on brainstorming ideas using story maps, and one on creating beginnings of stories. They then work on two collaborative-writing activities in which they draft an "oversized" story on chart paper. Each student works individually to read what has been written before, adds the "next sentence," and passes the developing story on to another student. The story is passed from student to student until the story is complete. In a later lesson Collaborative Stories 2: Revising, the story is revised by the groups.

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.

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.

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 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 use a popular children's song that contains several high-frequency vocabulary words to assist in recognizing, reading, writing, and using the words in several contexts. Students sing the song repeatedly, while following along with a picture book that contains the lyrics and illustrations. They are then encouraged to participate in several hands-on activities to reinforce learning of the vocabulary words.

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 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.

We are excited to present read-alouds, book trailers, book talks and activities for the 2022 North Carolina Children's Book Award Nominees. These lesson plans are provided by NCCBA committee members for librarians and teachers to use. Children may vote for their favorite title if they have read at least 5 of the 12 nominees. Voting begins in March and ends in April. Go to the NCCBA Blogspot to submit your student's votes!It's also time to start nominating books for the 2022-2023 North Carolina Children's Book Awards!  Nominations are submitted by the children of North Carolina in grades K-6th.  Teachers and librarians may help children enter their nominations, but no teacher or librarian should enter their own favorites.  That's what makes this award so special - the books are nominated by kids and voted on by kids to determine the top two books of the year!  Go to the NCCBA Blogspot to start nominating!Kids may nominate more than one favorite. 

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.

In this lesson, students become familiar with the short /u/ sound as they listen to Taro Yashima’s Caldecott Honor-winning book, Umbrella. Prereading activities build vocabulary and comprehension skills, a read-aloud introduces students to the sounds of the story, and concluding exercises allow students to apply their understanding of phonic elements in other contexts.

In this lesson, a combination of children's literature, learning centers, and activities focus on learning about the letter m. Students will learn about phonics by participating in an integrated array of activities, including reading, writing, mathematics, music, art, and technology.

In this lesson, students will read Chrysanthemum to introduce the topic of names. Students make Name Bingo cards by writing the name of each classmate in a different square of a blank Bingo board. Next, students brainstorm personal questions designed to get to know one another. To play the game, the teacher randomly calls out a name, and students cover that name on their board with a marker. In this twist of the traditional bingo game, after each name is chosen, the student responds by answering one of the questions designed to help students learn more about one another.