Students are involved in an interactive read-aloud of A My Name is Alice by Jane Bayers, during which they identify and examine the characteristics of alphabet books. Students then engage in shared writing to create a class alphabet book. After completing the class book, they work in small groups using technology to write their own alphabet books. These books are later shared with an audience, giving an authentic purpose to the writing experience.
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In this lesson, students read Pink and Say by Patricia Polacco to identify words that are unfamiliar to them. Working collaboratively in small groups, they discuss the meaning of these new words, using context clues from the text, prior knowledge, and both print and online resources. Students then apply their knowledge of the new vocabulary to further their understanding of the text.
Students read rebus versions of nursery rhymes online and identify the main character in each rhyme. Then, during a shared reading of the Big Book The Enormous Watermelon, they locate the nursery rhyme characters within the story.
In this form of Bingo, instead of using chips to mark off numbers on a playing card students use recognizable signs, logos, and labels as part of a game that promotes literacy learning. By playing this form of Bingo, emerging readers in kindergarten and first grade are encouraged to practice their reading skills using a variety of environmental print materials.
In this lesson, students select American authors to research, create timelines and biopoems, and then collaborate on teams to design and perform a panel presentation in which they role-play as their authors. The final project requires each student to synthesize information about his or her author in an essay.
Students begin by accessing prior knowledge through an initial writing activity. Ensuing discussions, read-alouds, and the creation of a picture dictionary "take students to the moon," while further building their vocabulary. Students use an online Alphabet Organizer to complete a final writing activity, which they compare to the writing they did during the first session.
Students engage in games and chants to recognize the same sounds in different words. Students match objects with the same beginning or ending sound, identify whether a given sound occurs at the beginning or ending of a word, and connect phonemes with graphemes.
Students discuss literature on shadows. Teachers use questioning techniques to probe prior knowledge. Students begin to explore scientific concepts and develop and test hypotheses. After studying shadows, recording observations of shadows, and hearing poetry about shadows, students create their own poetic response incorporating their knowledge.
This lesson uses two books, Charlie Needs a Cloak by Tomie dePaola and A Symphony for the Sheep by C.M. Millen, to provide early exposure to economic concepts while encouraging reading comprehension. Prereading and postreading discussions and activities promote vocabulary building and analytical thinking. Students gain knowledge of the economic terms "natural resource" and "producer" as they make text-to-world connections.
Students engage with the text by talking back to characters in Cinderella, dramatizing events in Bubba the Cowboy Prince, inserting themselves into the story of Little Red Riding Hood, and critiquing and controlling story elements in Little Red Cowboy Hat. After comparing and contrasting Little Red Riding Hood and Little Red Cowboy Hat, students plan and create an original fractured tale.
This lesson guides students in writing descriptions of 100th day bottles they create at home. Students will write clues about their bottles for a guessing game, practice descriptive writing, and create a class book. Several pieces of literature appropriate for use with this lesson are suggested.
Students explore a variety of nonfiction books and compare them to fiction. Students also learn about different categories of nonfiction writing and practice identifying books that fall into these categories. They record their thinking and new learning and discuss them as a class.
The teacher reads aloud Thank You, Mr. Falker. There is a follow-up whole-group instruction that provides a basis for improved higher-level reading comprehension. The teacher works with the whole class to model making predictions and personal connections, envisioning character change, and understanding the themes of the book. Response journals can also be used to further student connections to the characters and themes in the book.
In this lesson students, will learn economic vocabulary by writing or drawing about chosen economics words. They will display understanding of economic vocabulary through a poster presentation and extend economic vocabulary learning by using the words in the creation of their own text.
In this lesson, students explore books and magazines for words that have the "ig" rime, in addition to brainstorming their own words. Furthermore, assessment is included as students incorporate learned words in context and isolation.
This lesson uses familiar words from The Gingerbread Man to help early readers learn letter–sound correspondence. Students begin with a teacher-conducted shared reading of the story. As students listen, they read the words in the refrain along with the teacher. After the third hearing of the story, students choose their favorite words from the story and identify the sounds that the letters make in the words. Students conclude the lesson by using the newly learned words in an online story of their own creation.
In this lesson, students are introduced to the idea of shapes through a read-aloud session with an appropriate book. They then use models to learn the names of shapes, work together and individually to locate shapes in their real-world environment, practice spelling out the names of shapes they locate, and reflect in writing on the process.
This cross-curricular lesson combines Social Studies and Language Arts to demonstrate how the study of an historical topic can be developed to make learning nonfiction more exciting, and also improve fluency and comprehension. This project about Benjamin Franklin includes a series of lessons in which the students: 1) read for information from multiple texts, 2) write a script for a Readers Theater play, 3) read for expression and fluency by using their script, 4) enhance their reading with visual arts, and 5) demonstrate dramatic interpretation through role-play. This approach engages students throughout in active participation and collaboration. Included are many supporting resources, such as a read-aloud rubric, an audition sheet, and ideas for student assessment and reflection.
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 lesson teaches students to select personalized vocabulary words based on their interests and aspects of their everyday lives. Students work in groups to discuss and create their own vocabulary word lists and research their meanings. They create a "My World of Words Journal" with definitions and proper usage information and participate in an interactive journal share to receive feedback from their classmates.