Students are prompted to use comparisons to discuss what they see as they picture walk through books about the ocean. They identify what these comparisons have in common to arrive at an informal name and definition of simile. They then create illustrations showing these comparisons. Next, students picture walk through two additional picture books about the ocean and comment about what they see. They are introduced to metaphor by rewording some of their comments into metaphors. They continue to note metaphors as the books are read aloud, and then name and define this new type of comparison. They again draw pictures to illustrate some of these metaphors. Students discuss why writers use these types of comparisons, then work to revise existing writing to incorporate figurative language through guided practice or independent work. Finally, students use templates to create a book on the ocean that features similes and metaphors.
Returning to loops, students learn to draw images by looping simple sequences of instructions. In the previous plugged lesson, loops were used to traverse a maze and collect treasure. Here, loops are creating patterns. At the end of this stage, students will be given the opportunity to create their own images using loops.
Students and the teacher produce a class book through a group-writing activity, focusing on a basic before-during-after sequence of events. After discussing what they know about pumpkins, the class carves a jack-o-lantern, pausing at each step to chart their observations on before, during, and after charts. The class then uses their sentences from the chart to write the sequence of events for carving the pumpkin. Finally, the class publishes their work, using one of several publishing options.
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.
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.
- English Language Arts
- Material Type:
- Unit of Study
- International Reading Association/National Council of Teachers of English/ReadWriteThink
- Joy F. Moss
- Date Added:
In this lesson, students first write a message to their families explaining what they have learned about a topic. Next, they write a message comparing what they know to new information that they are just learning. Finally, they write a message saying how they feel about something they encountered in class, such as a favorite character in a book.
Getting children to use their imaginations when writing a story can sometimes be difficult. Drawing, however, can create a bridge between the ideas in a child's head and the blank piece of paper on the desk. In this lesson, students use factual information gathered from the Internet as the basis for creating a nonfiction story. Story elements, including setting, characters, problem, solution, and endings, are then used as a structure for assembling students' ideas into a fiction story.
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 Writing.
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.
- Date Added:
In this lesson, students will listen to and discuss a short story. They will exhibit understanding of the story by completing worksheets. Then they will participate in writing a class story.
- English Language Arts
- Material Type:
- Lesson Plan
- Geophysical Institute, University of Alaska Fairbanks
- Date Added:
In this lesson, inspired by the book 'It Begins with an A', this minilesson invites kindergartners to combine their experiences with familiar objects and descriptive writing by making a class book. First, during a reading of It Begins with an A, students discuss descriptive works, number words, size words, and other words that describe objects in the book. Next, students practice by giving three clues that describe familiar objects named by the teacher. Students are encouraged to develop more specific and descriptive clues. Then, each student thinks of an object and draws it on the back of a sheet of paper. On the front of the paper, they write three clues that describe the object. Finally, the completed pages are combined to create a book that can be shared with family members and peers before adding it to their classroom library.
In this lesson, students use a timeline to break a larger topic into several events or moments; then, each student selects an event to write about from the timeline. Students first work with a whole-class topic, then apply this strategy to self-selected topics. Students share their writing and respond constructively to one another's efforts. Finally, teacher–student conferences help students incorporate feedback and work on specific weaknesses.