Students learn to sing the song, "A-Hunting We Will Go" with the original verses and learn to sing several new verses that support rhyming concepts. They then brainstorm pairs of rhyming words to create their own verses for the song. As a follow up activity, students can create original verses using other simple rhyming songs as a framework.
Many Kindergarten students come up with "action words" or verbs easily after demonstrating actions. Many of these emergent readers know more words thatn they use in daily writing/reading/sharing.
This lesson is easy to use in small groups and encourages them to broaden their vocabulary in a fun format, a personal Action ABC book. They can access and practice these new (and old) verbs easily and have unique collections they have designed!
This three-session lesson focuses on characterization. Students determine how a character's traits reveal particular character traits, using a list of adjectives as a guide. Then, they write descriptions of those characters. Characters from Harry Potter and the Sorcerer's Stone are used for modeling.
This lesson provides students with opportunities to read closely and have deeper thinking with text. Students will read Amelia Bedelia by Peggy Parrish. They will discuss with others text-dependent questions to better understand the character. With further readings they will be able to Amelia Bedelia's chacter traits and the reactions Mr. and Mrs. Roger have to the same events. They will generate a trading card for Amelia Bedelia at the conclusion of the lesson.
Students write an analysis essay to identify and explain the rhetorical strategies utilized in a famous speech that make it an effective argument.
This lesson describes how to use selected fiction and nonfiction literature and careful questioning techniques to help students identify factual information about animals. Children first identify possible factual information from works of fiction which are read aloud, then they listen to read-alouds of nonfiction texts to identify and confirm factual information. This information is then recorded on charts and graphic organizers. Finally, students use the Internet to gather additional information about the animal and then share their findings with the class. The lesson can be used as presented to find information about ants or can be easily adapted to focus on any animal of interest to students. Resources are included for ants, black bears, fish, frogs and toads, penguins, and polar bears.
This lesson uses familiar words from The Gingerbread Man to help early readers learn letterâ€“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. To further reinforce letter-sound correspondence, students play an online interactive Picture Match game.
This sorting activity addresses critical-thinking skills, observation and categorization processes, and reading comprehension and writing skills, while at the same time providing teachers with a vast array of diagnostics through observation of student interaction and conversation. Students work as a class to sort books, first according to their covers and then according to their topics. They explore whether books could be included in multiple categories and whether some groups could be broken down further. Next, students work with a partner to sort twelve books. They orally explain their sorting criteria, and then record in writing what categories they used and why. Students may also compare and contrast two books using an online Venn diagram.
The lesson and activities teach students to recognize and explore bias and media stereotyping and be able to identify and analyze propaganda techniques in magazine and//or TV advertising.
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Students are able to bring their favorite popular culture characters into the classroom in this engaging lesson, which focuses on Sue Williams' pattern book I Went Walking. Students listen to a reading of the story and identify the language patterns that they hear. After identifying a language pattern, students practice substituting different subjects into the sentence. In subsequent sessions, students bring in their favorite pop culture character, in the form of a stuffed animal or toy, and the teacher takes digital photographs of the characters in various locations around the school during a class walk. Once the photographs have been stored on a computer, students participate in a shared writing session to create their digital storybook, which follows the pattern of the book they read at the start of the lesson.
In this lesson, students will engage in an interactive activity that will enhance their understanding of story structure and story elements. After the teacher models the process of developing a plot, students work in cooperative groups to create semi-impromptu skits. Paper bags containing five unique props are distributed to each group; these props provide the impetus for the development of creative skits. Students then use online tools to outline the story elements in their skits. The lesson also promotes listening skills and critical thinking as students view other groups' performances and determine the conflict and resolution of each.
In order to fully comprehend reading materials, students need to understand the cause-and-effect relationships that appear in a variety of fiction and nonfiction texts. In this lesson, students learn cause-and-effect relationships through the sharing of a variety of Laura Joffe Numeroff picture books in a Reader's Workshop format. Using online tools or a printed template, students create an original comic strip via the writing prompt, "If you take a (third) grader to." Students use various kinds of art to illustrate their strip and publish and present their completed piece to peers in a read-aloud format.
Do worms live underground? Are they good diggers? Can they really read and write? As students read Doreen Cronin's Diary of a Worm in this lesson, they learn to separate the facts from the fictional details. Students begin the lesson by brainstorming what they know about worms. They then begin examining the book in layers. Four read-aloud sessions engage students by focusing attention on different features of the text in each session. In a whole-group setting, students explore the illustrations, fictional details, nonfiction details, and captions and speech bubbles. In this way, students are given concrete strategies that they can use to help differentiate narrative and informational elements in other books they read.
Beginning readers will love to see what happens when the dragon, Crispin Blaze, learns that he can't breathe fire like other dragons. Â By listening to all of the different things that Crispin breathes out, children can use beginning sounds to help organize the items by their first letter. Â Readers will also love thinking of the beginning sounds of additional items that Crispin could breathe with this silly story. Â This activity will also help beginning writers with their writing and spelling skills by having students write the words for the items that he breathes out in ABC order. There is a computer generated alphabet organizer activity as well as a small group letter sound activity included with this lesson.Â
In this series of lessons, students read newspaper articles obtained from newspaper websites. Students then identify journalism's "5 Ws and 1 H" (who, what, when, where, why, and how) and complete a template with the corresponding information they have found in the article. Finally, students use their notes to write a 20-word summary called a GIST. Once students have mastered writing a GIST using newspaper articles, the strategy is then applied to content area texts to support comprehension and summarizing skills.
After scaffolding and modeling of the GIST summarizing strategies, students practice getting the GIST of a piece of text, and then write a brief summary of the text.
Integrating mathematics and literacy allows students to develop an understanding of the place of mathematics in their world. 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 lesson provides opportunities to engage students using many different learning modalities.
After discussing the importance of descriptive language, as well as speaking and listening skills, students practice describing a series of objects. They then take turns reaching into a bag to describe a hidden object, using only their sense of touch. After five clues are given, the other students try to guess what is in the bag, based on the descriptive language used by their classmates. Finally, after the hidden object is guessed or revealed, students discuss additional ways to describe the object. Students can continue to play the game independently, using an online interactive, or with their parents outside of class.
This online tool gives teens the background information they need to take a closer look at a favorite epic hero (such as Simba or Batman) or to create a hero of their own using an interactive graphic organizer for the Hero's Journey.
Paraphrasing helps students make connections with prior knowledge, demonstrate comprehension, and remember what they have read. Through careful explanation and thorough modeling by the teacher in this lesson, students learn to use paraphrasing to monitor their comprehension and acquire new information. They also realize that if they cannot paraphrase after reading, they need to go back and reread to clarify information. In pairs, students engage in guided practice so that they can learn to use the strategy independently. Students will need prompting and encouragement to use this strategy after the initial instruction is completed. The lesson can be extended to help students prepare to write reports about particular topics.
Using Dr. Seuss's The Cat in the Hat, students learn a simplified method of analyzing a literary work through psychoanalytical criticism. Students identify plot and theme, and then identify characters from the story with their psychological personalities (Id, Ego, and Superego). Students then develop an argument supporting the character identification. Finally, using explicit textual evidence, students write an analytical essay supporting their position.
Students practice analyzing word meanings by learning root words and affixes. They use the Internet to define root words, prefixes, and suffixes. Next, they get in groups to design a Make-A-Word card game using a prefix, root word, and suffix. Students reflect on their learning by analyzing the game and the importance of knowing prefixes, root words, and suffixes.
This lesson provides an introduction to the language and poetics of the epic poem Beowulf. Although this lesson assumes students will read Beowulf in translation, it introduces students to the poemâ€™s original Old English and explains the relationship between Old, Middle, and Modern English. Students are introduced to the five characters in the Old English alphabet that are no longer used in Modern English. As a class, they translate a short, simple phrase from Old English, and then listen to a passage from the poem being read in Old English. Next, students are introduced to some poetic devices important to Beowulf. They learn about alliteration by reading an excerpt from W. H. Audenâ€™s modern English poem â€œThe Age of Anxiety,â€ then listen for alliteration in the Old English version of a passage from Beowulf. Finally, students explore the poetic functions of kennings, compounds, and formulas in Beowulf.
Through the use of nonfiction, students are encouraged and challenged to learn more about favorite animals and to document their findings with graphic organizers. Students begin their inquiry by comparing fiction and nonfiction books about animals, using a Venn diagram. They list things they want to know about animals on a chart. As a class, students vote on an animal to research. They revise their question list, and then research the animal using prompts from an online graphic organizer. After several sessions of research, students revisit their original questions and evaluate the information they have gathered. Finally, students revise and edit their work and prepare to present their findings to an authentic audience.
Junie B., as she insists on being called, is an opinionated, lively, character in Barbara Park's series of books, and she is sure to delight primary students. In this unit, the teacher reads aloud selections from Junie B., First Grader (at last!). Students discuss the text with a partner and then individually compose sentences about key events from the story. Each student also creates and adds items to a mystery box, or a box that holds items or pictures referenced in the story. After students have listened to the entire story, they use their mystery boxes to retell the story to a classmate. As a culminating activity, students use the mystery boxes and the sentences they composed to make a related stapleless book about the story.
This lesson uses the book Click, Clack, Moo: Cows That Type by Doreen Cronin to teach students word identification strategies. Through shared readings, teachers and students read and reread text from the book with fluency and expression. With repeated teacher modeling and guided practice, students learn to identify rimes or word families and apply their knowledge to the decoding of new words.
Students are introduced to the literary device of onomatopoeia and explore how the technique adds to a writerâ€™s message. Students brainstorm a list of onomatopoeic words and then find examples of the technique in Edgar Allan Poeâ€™s poem, â€œThe Bells.â€ Once they find examples, students reflect on how the onomatopoeic words add to the poem and the writerâ€™s message. They then apply their knowledge of the technique by choosing sound words in response to sounds they hear in an online tool. Following the lesson, students can look for additional examples of the literary device in their reading or look for places to add onomatopoeia to their writing.
The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive (opinion/argument) essay or debate. Students begin by determining their goal. They then identify three reasons to support their argument, and three facts or examples to support each reason. The map graphic in the upper right-hand corner allows students to move around the map, instead of having to work in a linear fashion. The finished map can be saved, e-mailed, or printed. The students can then take this map and transform it into a written persuasive piece.
In this lesson, the teacher explains the difference between thin (factual) and thick (inferential) questions and then models how to compose question webs by thinking aloud while reading. Students observe how to gather information about the topic and add it to question webs in the form of answers or additional questions. Students practice composing thin and thick questions and monitor their comprehension by using question webs in small-group reading. This practice extends knowledge of the topic and engages readers in active comprehension.
This resource is used to help students connect with literature through music. Students are able to connect with children's books and music to make meaningful connections. Students use technology to create their own songs to interpret their comprehension of books.
This lesson examines how oral reading of poetry may be useful in supporting fluency for sixth- through eighth-grade students. Central to this lesson is the idea that students require practice and repetition to master decoding skills for fluency and comprehension in oral reading. After discussing with the teacher in very explicit terms what readers mean by "reading with expression," students work with partners in selecting a poem from the Internet for oral reading. Working together, students come to appreciate how authors craft their writing to be read and how readers bring meaning to a text, which enables them to read with expression. Once partners have agreed on how their poem should be read, they collaborate on a performance of the poem: an oral reading accompanied by a PowerPoint slide show. As an audience, students come to appreciate the art in interpreting a poemâ€”how a careful reading of language and meaning is something beautiful in itself.
Students are able to make meaninful connections to vocabulary words by using word endings by creating their own word books to form new books.
The Trading Card tool gives students an alternative way to demonstrate their literacy knowledge and skill when writing about popular culture texts or real world examples. This interactive allows students to create their own trading card about a real or fictional person, place, object, event, or abstract concept.
Per the author, learning new vocabulary words is important for all readers, and an important part of the learning process is finding the definitions. This lesson teaches students how to track unfamiliar words as they read, link these words to their background knowledge, create new sentences for their words, and finally develop a project that displays their new vocabulary. This lesson could be adapted for ELL students or students in grades 6 to 8.
Students analyze how poetry differs from prose in structure, form, purpose, and language. This lesson begins with a quick-write and a general discussion of the essential question What is poetry? Students are then reminded that different texts require different responses from readers, and to illustrate the differences they explore a poem and a prose selection on the same topic. Students discuss the two texts in cooperative groups, using a list of guiding questions. Each group then develops a list of descriptive statements about poetry, and the groups share their statements during a whole-class discussion that reconsiders the original question.
OVERVIEW: This lesson shares with students the power of language and its control over audience. Students will analyze how stylistic devices can alter tone and emotions through a study of Truman Capoteâ€™s In Cold Blood and â€œA Christmas Memory.â€ Through comparison, students will note how Capote alters his style for different reader responses in his fiction and nonfiction. Students will have a stronger grasp of how close analysis can enable them to manipulate syntax, diction, and tone to achieve different effects on specific audiences for different purposes in their own writing. FROM THEORY TO PRACTICE: Through a careful analysis of In Cold Blood and â€œA Christmas Memory,â€ students can recognize how authorial choices produce different reactions. Once readers contemplate Capoteâ€™s purpose in composing both texts, writers can practice altering language to experience the â€œconditions under which people learn to do new things with languageâ€ (NCTE Beliefs about the Teaching of Writing). Through noting Capoteâ€™s talent for rhetorical manipulation and purpose for doing so, students can demonstrate the understanding of writing for audience and purpose. More importantly, observing Capoteâ€™s success can instruct our students on how to improve their writing.
Your students will apply their knowledge of letters and letter sounds as they play games and interact with letters online, using what they see and learn to create their own ABC book.