In this form of Bingo, instead of using chips to mark off numbers on a playing card students use recognizable signs, logos, and labels as part of a game that promotes literacy learning. By playing this form of Bingo, emerging readers in kindergarten and first grade are encouraged to practice their reading skills using a variety of environmental print materials.

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.

Book Buddies is a program which pairs up a child from a primary class and a child from an intermediate class. In this lesson, students create a personalized biography for their reading buddy as a great way to break the ice when Book Buddies meet for the first time. Students brainstorm questions they can ask to get to know their Book Buddy. Then they use the questions to interview their Book Buddies. They write a biography of their new friend and publish it using an online tool.

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

This lesson will work to prepare students mentally for the coding exercises that they will encounter over the length of this course. In small teams, students will use physical activity to program their classmates to step carefully from place to place until a goal is achieved.

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 will read 'Stand Tall, Molly Lou Melon', 'Odd Velvet', 'Hooray for Wodney Wat', and several other books. The students will study the characters feelings and compare the characters. Students will have activities that involve emotions and feelings.

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.

In this lesson, using a story which has been written collaboratively, students engage in a whole-group revising process by having each student add a sentence at a time. The teacher leads this shared-revising activity to help students consider story content. Students begin by reading their collaborative story and then discuss ways of making changes. Then, after revisions have been made, they reread the story as a group. Finally, students come to a consensus on a title for their story.

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.

If you’ve taken time to glance at the Kindergarten “Myself and Others” book, or its sequel First Grade “Families and Schools”, you’ll know that the authors of those books envisioned them being “big books” which were meant to be experienced with the teacher projecting the materials on a big screen. This book begins the transition from “big book” to an individualized tool. It doesn’t mean that the book is meant to be read without teacher interaction, but this resource was designed to be in the hands of students in conjunction with daily classroom instruction.

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.

Students will actively engage in the Connections Pear Deck activity with partners or small groups of 3 students. Texts referenced are from Unit 4 of Wonders. Students will make individual and text connections throughout this activity.

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.

For this lesson, students participate in group discussions about learning, identify and agree on classroom goals and needs, and refer to established goals on a long-term basis in variety of ongoing classroom events and activities.

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.

This is for students who are learning to identify numbers from 1 to 100. We have 15 different numbers, one on each card. You can’t see them but this time they are in order from the lowest number to the highest number. The numbers range from 1 to 100. Can you find number 52

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. 

In these activities students will understand seasons and the changes they bring. Students will learn a song about seasons and months of the year, draw and write in their science journals about the seasons to illustrate their understanding.

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.