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.
- Career and Technical Education
- English Language Arts
- Information and Technology Literacy
- Social Studies
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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.