This is a document to obtain data. List the antecedent to the behavior that is presented. Then the behavior that occurred. Lastly, write the consequence that was given for the behavior. Outline the time and setting that the behavior took place. Then document a hypothesized explanation of why the behavior was displayed.
This is a social story that talks about when it is appropriate to hug and touch and when it is not. This is a great resource to read and discuss with students who struggle with this issue at school and at home. This is a printable and editable powerpoint that can be modified for your needs.
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.
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.
In this online activity, students will have the opportunity to learn how to use events in Play Lab and to apply all of the coding skills they've learned to create an animated game. It's time to get creative and make a story in the Play Lab!
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.
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.
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.
This is a resource about putting hands in pants and why it is not okay. It talks about what might happen and how we sould react when it does. This is a downloadable resource that you can change and edit to your students individual needs.
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 Speaking and Listening.
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 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.
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.
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