Students will listen to Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle and use color vocabulary to help them recall the story. They will be able to complete a sentence frame using color vocabulary to show their comprehension of the book. Remix- Michelle Hubbard adds collaboration with music, art, movement, and SLMC ideas to cross over subject matter.
Transdisciplinary Theme: How We Express Ourselves: An Inquiry into the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Students will investigate how color communicates and inspires. This is a transdisciplinary IB unit that integrates literacy, math, science, and social studies.
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 lesson, students learn what goods and services are. They listen to the story Dr. Seuss's ABC: An Amazing Alphabet Book! They listen to the story again and identify letters and goods and services from the book that begin with those letters. They learn a song about goods and services, identify goods and services they use, and identify the first letter of their first or last names and draw a good or a service that starts with that letter. The extension activities provide opportunities for role-play and counting.
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.
For this lesson, students read the wordless picture book, Pancakes for Breakfast by Tomie dePaola telling the story themselves as they read the pictures. Next, they draw a picture of a person doing something, and tell the story of their picture. Working at their own pace, they continue the story by drawing pictures showing the problem and solution. When all the pictures are complete, students put them in order and write or dictate the story that goes with them. Finally, students create an accordion book from their drawings and text.
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.
- English Language Arts
- Material Type:
- Unit of Study
- International Reading Association/National Council of Teachers of English/ReadWriteThink
- Violeta L. Katsikis
- Date Added:
Students hear one or more versions of The Gingerbread Man fairy tale. Students will then use illustrations from the text or those provided to sequence and retell the story. By using different versions, students compare the adventures of characters in familiar stories.
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 practice describing a series of objects. They then take turns reaching into a bag to describe a hidden object, using only their sense of touch. After five clues are given, the other students try to guess what is in the bag, based on the descripive language used by their classmates. Finally, after the hidden object is guessed or revealed, students discuss additional ways to describe the object.
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.
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.
This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for Kindergarten ELA in Fiction Literature.
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.
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.
This document provides a description of what each standard means a student will know, understand and be able to do. The "unpacking" of the standards done in this document is an effort to answer a simple question, "What does this standard mean that a student must know and be able to do?" and to ensure the description is helpful, specific and comprehensive for educators.
- Date Added:
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 Center Posters provide information about common areas of development supported during play centers along with prompts connected to kindergarten standards and NC ELI dimensions.
PlaytoLearn Planning Guides (also shared on #GoOpenNC) 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. Although these resources are specifically written for kindergarten, teaching and learning strategies can be applied to many grade levels.