Students go on a hunt to find a word for each letter of the alphabet from a free online picture dictionary.

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 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.

Seesaw is a web-based and application platform where students can post pictures from the classroom, annotate, speak their mind, and create electronic portfolios that connect school and home. Parents are able to see student work as soon as it is posted.
In this activity, students will take a common problem and use the design process to come up with a solution.

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 complete research about an animal of their choice using the San Diego Zoo Kids Zoo website. The students will create a SlideShow Presentation to share with the class teaching about their animal. The class will use given “clues” based on research to guess the student's animal.

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 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.

This is a lesson plan about ocean animals that integrates writing informative texts and technology.

In this lesson, students become familiar with the short /u/ sound as they listen to Taro Yashima’s Caldecott Honor-winning book, Umbrella. Prereading activities build vocabulary and comprehension skills, a read-aloud introduces students to the sounds of the story, and concluding exercises allow students to apply their understanding of phonic elements in other contexts.

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

The Stapleless Book is designed to allow users to create with ease an eight-page book simply by folding and cutting. No tape or staples are required. Students and teachers alike can use the Stapleless Book for taking notes while reading, making picture books, collecting facts, or creating vocabulary booklets. Students can choose from seven different layouts for the pages of their books

In this lesson, students will use their knowledge of letters and sounds to make an alphabet book that focuses on a specific letter. After the teacher models the given letter sound, each student, in turn, repeats the sound and names a word beginning with that letter sound. The teacher pronounces each word, encouraging students to tell the sounds they hear. The teacher writes the word on chart paper or the board, and then repeats these steps for each student. The sentence, "This is a _____.", is written on each page of the book. Each student draws the word they named beginning with the targeted letter and labels it on the line provided. The pages are then combined into a classroom book.

In this lesson, beginning writers use electronic communication as a tool for literacy learning. E-mail is well-suited to teaching audience awareness—recognizing what readers need to know to understand a reply message and using the reply function as a way to contextualize a reply and help readers make sense of it. Although the lesson states K-2 for appropriate grades, it can be used for grades 3-5.

In this activity, students will create a piece of writing and read it to their audience on SeeSaw.