Students will read a description, examples, and explanations of transition words. Students will then read sentences and a word bank in order to write to complete sentences using transition words and phrases. This resource supports English language development for English language learners.
Students will read paragraphs and write to explain what will likely happen next. This resource supports English language development for English language learners.
Students will read a prompt and probing questions in order to write to respond to the prompt. Students will then draw a picture to accompany their writing. This resource supports English language development for English language learners.
The NC Kids' Exploration Journals are a fun educational tool to help youth explore their communities and natural surroundings! Each journal contains: 18 multidisciplinary activities with guided prompts, 6 lined journal pages for recording observations and reflections, and 4 blank pages for individual creativity.
The digital versions of the journal are designed to be printed out for students either as individual activities or in its entirety so that they can explore their school yard, local park, or own backyard. Though designed for 1st - 5th-graders, older audiences may enjoy them too! They are also available in both English and Spanish languages.
While supplies last, hard copies of the journals are currently available for free to teachers by contacting karen.ipock@ncdcr.gov.
Students will learn about America's first gold rush, which took place in North Carolina in the early 1800s. They will then utilize their understanding of the gold rush and its affect on North Carolina by completing a creative writing assignment.
Students will use Google Slides to publish a writing piece by typing their story, adding images to their slides, and creating links for readers to navigate their published book. This activity may take more than one class period.
This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 4th Grade English Language Arts.
This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 4th Grade English Language Arts.
Students researching the formation of each type of rock and use the evidence from knowledge of the rock cycle to write a story about a pet rock. The story will include the rock changing from magma to each type of rock including igneous, sedimentary, and metamorphic. Students will present their pet rock story to the class.
What are the elements of narrative writing? How do authors describe people and places in their writing? From exposure to this lesson, students will gain a clear understanding of setting, characters, problem/solution, and plot. Each day students listen to a read-aloud of a story and are guided by discussions related to the focus story element for the lesson. After working collaboratively, students engage in independent activities such as completing a character map; a setting illustration; a problem/solution chart; a beginning, middle, and ending activity; and a story map. Activities can be modified for early readers by allowing them to work with partners.
In this lesson, students will be able to plan, develop, and document dialogue as a stage skit by coding with Scratch and Makey-Makey to record and produce their actual work.
A teachers guide for five Jack Henry books by Jack Gantos (Jack Adrift, Jack on the Tracks, Heads or Tails, Jack's New Power, Jack's Black Book), including an activity to complete throughout reading, discussion questions for each book as well as questions to draw connections between themes, and ways to connect themes and key subjects in the books to other areas of education.
In this lesson, students write theme poems using their content knowledge and sensory awareness of a familiar object. Students first learn about the characteristics and format of a theme poem. They then engage in an online interactive activity in which they select a graphic of a familiar object (e.g., the sun, a heart, a balloon), build a word bank of content area and sensory words related to the object, and write poems within the shape of the object. Finished poems are printed and displayed in class.
In this activity, students write an informational piece of writing and read it to their audience on SeeSaw.
In this lesson, students get to flex their writing muscles as they use a variety of writing genres to create a zine of their own: letter writing, persuasive writing, narrative, acrostic poetry, comic writing, and biography/autobiography. Students choose a prominent figure from popular culture as the focus for a multigenre zine and then plan the project using the Facts–Questions–Interpretations method. Students then write in each of the listed genres about their chosen subjects, using a variety of ReadWriteThink.org tools. Finally, students design covers for their projects, and the teacher binds all the printed documents into individual zines.