In this activity, students will be given a small suitcase with a stuffed animal inside to be taken home for 2 days. Students will work with their parents to document the adventures of the bear while at their home by creating a journal entry. After all students have completed their journal entries, they will be combined into a class book.

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.

For this lesson, students read the wordless picture book, Pancakes for Breakfast by Tomie dePaola telling the story themselves as they read the pictures. Next, they draw a picture of a person doing something, and tell the story of their picture. Working at their own pace, they continue the story by drawing pictures showing the problem and solution. When all the pictures are complete, students put them in order and write or dictate the story that goes with them. Finally, students create an accordion book from their drawings and text.

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. 

Students will retell a single event of how they get to school by coding the Bee Bot to move the correct path.

The "I Grow" activities in this lesson will help students understand the abstract concept of time passing. Students will listen as the book When I Was Little by Jamie Lee Curtis is read aloud. They will then write and illustrate a book about themselves using a predictable pattern of text such as, "When I was little, I ____________. Now I ____________."

Students listen to A Pocket for Corduroy and three other Corduroy stories and discuss the characters and plots. A letter to parents introduces a follow-up writing activity, in which a stuffed classroom "Corduroy" goes home with a different student each night. With parents' help, students write and illustrate a two- to three-sentence adventure story about Corduroy's stay with them, and share their stories with the class.

This parent guide supports parents in helping their child at home with the Kindergarten English Language Arts content.

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 resource supports English language development for English Language Learners. Students can read the classic fable online or as a printable PDF file. Accompanying audio can be used to support comprehension and build fluency.

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.

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 use the Toontastic 3D app to draw, animate and narrate a single event in order of which it occurred. This is a great extension after students write a narrative to bring it to life in a 3D cartoon format.

Students will recall information from experiences to write ideas about an event or several loosely linked events in the order in which they occurred by using pictures and words to express ideas.

The kindergarten students will develop their writing skills, over time, using pictures (representing themselves, others, and scenery) and letters (strings of letters, phonetically spelled words and/or words) that match in meaning.  Students will be expected to verbally share their writing with others.  They may "read" from their paper or "read" from memory.  This Author's Celebration is the first of many to come throughout the school year.  The focus for this Author's Celebration is that the story is about one topic.

Students will draw pictures to help them tell a story and then go back and write about the illustrations to turn it into a personal narrative.

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.

In this lesson, students listen as the book Madeline is read aloud. Students use the text and illustrations to understand the story. They will also identify the rhyming words used in the book. After reading the book, students will make their own rhyming book and illustrate it.