This parent guide supports parents in helping their child at home with 1st Grade ELA content.

These resources accompany our Rethink 1st Grade ELA course. They include 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 unit is aligned to the NC Standards for 1st Grade ELA. 

In this lesson, students will be challenged to think on their feet, as they rely on multiple partners to give them words to describe a noun in a creative, non-repetitive way.

This teacher's curriculum guide presents strategies for engaging readers after reading the book. It also provides extension strategies to further students’ understanding.

Students will listen to Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle to learn color and animal names from the text. Students will  complete a sentence frame with teacher support/facilitation, then create their own personal story booklet of the text to reinforce concepts taught and learned. Students will engage in activities such as choral reading of the text and practice independently reading the text aloud to a family member at home for additional independent practice. 

Students will read aloud the book Joseph Had a Little Overcoat by Simm Taback and will determine relationships among story events by using conjunctions such as the word because to signal and explain simple relationships. The students will discuss the events in the story using a story sequencing activity and will identify conjunctions in the text used in the sequence. The lesson is then extended to teach the students the creative thinking process of SCAMPERing, which will be used to further the study of conjunctions. This divergent thinking process will result in a product that has been changed from its initial state to something new and improved, different and unique. Student partners will illustrate their final product(s) and will explain their “scamperation” orally using conjunctions in their speech. An optional follow-up assignment is explained at the end. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy. 

The students are going to have their own chance to participate in a continuous story. One student starts the story and is given a certain amount of time for telling it. Another student will continue the story and each student will have a chance to add to it. The teacher will use ePals and submit their idea to find another classroom to collaborate together in the story. The students will learn about each other's cultures and lives through the storytelling.

Students will retell and summarize a story by using math vocabulary, equations, and pictures.

As a way to support teachers with English Language Arts (ELA) instruction during the pandemic, the NCDPI ELA team created choice boards featuring standards-aligned ELA activities.The intended purpose of these choice boards is to provide a way for students to continue standards-based learning while schools are closed. Each activity can be adapted and modified to be completed with or without the use of digital tools. Many activities can also be repeated with different texts. These standards-based activities are meant to be a low-stress approach to reinforcing and enriching the skills learned during the 2019-2020 school year. The choice boards are to be used flexibly by teachers, parents, and students in order to meet the unique needs of each learner.Exploration activities are provided for a more self-directed or guided approach to independent learning for students. These activities and sites should be used as a way to explore concepts, topics, skills, and social and emotional competencies that interest the learner. 

Three activities to build background and interest in the topic and to activate any prior knowledge students have about cultures. This lesson was developed by Julie Glaser 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 helps students recognize the perspective of others, explores the negative aspects of not having shoes, and reviews the concepts of needs and wants. It is also where the shoe collection project is introduced to the class.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.

In this lesson, students will explore with Google Earth in order to find where the Asian Continent is located. Students will read about food around the world and focus their attention in some Asian countries. 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.

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.

K-2 students will learn basic technology terms with a scavenger hunt and games!

Rationale - Many students today come to school not knowing how to handle their emotions and conflicts. Through this project, students will gain knowledge and the tools they need throughout the school year.

Overview - Students explored different emotions through stories, videos, and experiences. They learned about rules and their importance for safety. Students learned about calming techniques such as: breathing, going to a safe place, and expressing emotions appropriately. Students designed and implemented a safe place in the classroom by making posters, sensory bottles, stress balls, and breathing pinwheels.

In this lesson, students will read 'The Important Book' and write an opinion piece on an object from the book.

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.

Use Epic to guide students to learn what a biography is, and have them find information about a specific person.

This resource contains extensions, assessments/reflections, and five different session ideas to teach students how to: use prior knowledge to categorize words as parts of speech; use reading skills to create sentences with word cards; discover the required elements of a complete sentence by manipulating everyday words; share and learn new vocabulary; use descriptive words and phrases to complete complex sentences; and demonstrate reading comprehension through illustrations.