This is a visual communication board that allows students who are verbal or non-verbal to communicate how they are feeling when they are sick. Ask the student the question and have them touch or speak a response to communicate how they are feeling. 

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. 

This activity revisits Happy Maps. This time, student will be solving bigger, longer puzzles with their code, leading them to see utility in structures that let them write longer code in an easier way.

This is the Core 40 vocabulary board that was created by the AAC team in BCPS. It pairs an image with a term for 40 of the most commonly used words in the English Language. 

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.  

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 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.

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.

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.

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 Planning Guides 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. Prompts connected to kindergarten standards and NC ELI dimensions can be found on PlaytoLearn Center Posters which are also shared on #GoOpenNC. Although these resources are specifically written for kindergarten, teaching and learning strategies can be applied to many grade levels.

This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for Kindergarten ELA.

Bobby didn’t so much mind the idea of sharing his toy car. He was more bothered by his sister Jean did not asking before she took. Because Jean was miffed at Bobby’s refusal to share his toy, she had not thought about how her own behavior caused him to be upset. Included: Three different formats of the story, including PDF, eBook and side-by-side. Our social stories are free in support of the social emotional education of children.

No, Deenie, No is a story about a young girl who misbehaves, which prompts the response “No, Deenie, no.” Then one day Deenie realizes she doesn’t like hearing the word “no.” But she must decide what to do in order to hear “yes!”

This teacher's curriculum guide presents strategies for engaging readers before, during, and after reading the book. It also provides extension strategies to further students’ understanding through analysis of verbs and narrative writing tasks.

Students will help Tina collect bugs for her nature project. In order to help Tina students must listen and follow her directions in this interactivity game.

This is a first grade science unit on weather.  Students will observe, measure, describe and record aspects of weather such as temperature, air, wind and clouds. They will also practice using various weather tools, and look for patterns in weather over a year-long span.