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Listening/Speaking
(1) Purposes - The student listens attentively and engages actively in various oral language experiences.
(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate
(B) respond appropriately and courteously to directions and questions
(C) participate in rhymes, songs, conversations, and discussions
Kididdle's Musical Mouseum - a place where you can find the lyrics to your favorite kids' songs, send out a request for a long lost song, or maybe help somebody else find the one they're looking for. If you know the title of the song you're looking for, the Alpha Index is the place to go.
Mother Goose Nursery Rhymes - an alphabetical index to a very large number of familiar texts to use for recitations.
Rebus Rhymes: Mother Goose and others - (from Enchanted Learning) - more familiar texts to use for recitations
Scout Songs - A compilation of songs that are popular at Tanah Keeta Scout Reservation and other camps around the country. It includes many types of songs. There are action songs to keep you moving, American standards to fill you with patriotism, and Boy Scout songs and Girl Scout Songs that have been sung by Scouts for generations.
Songs for Teaching - Creative teachers can use music to teach content across the curriculum. From physical movements, to mood enhancers to reading and science songs, this site is a pleasure to use!
Songs and poems for many theme areas in addition to fingerplays.
Stories Online - online reading resource links - uses Guided Reading levels as an indicator
Story Time - Five stories; Cinderella, Firebird, Arabian Nights, Rumplestiltskin, and Ranik the Elephant. There is an online version, or (if you download and install Microsoft Reader) you can hear the story read to your students.
(D) listen critically to interpret and evaluate
(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works
Hans Christian Andersen fairy tales - Andersen is recognized as a master of the use of informal language in his fairy tales. Choose chronological list to see stories to use with your class.
Little Animals Activity Center - (4-8 year olds) Audio stories from BBC with interactive participation. This is a British site and the language pronunciation and meanings may seem strange at times.
Reading Lounge -"Three children's books are animated online, with readings and/or introductions by a variety of players and Spike Lee. Students love to see their favorite Knicks players read aloud to them, and they can also read along with the narrator in the captioned version"
(F) identify the musical elements of literary language, including its rhymes, repeated sounds, or instances of onomatopoeia
Circus Builder - Gather up acts for a three-ring circus by finding matching vowel sounds. Select the word that has the same vowel sound as the given word. (rhyming words)
Magnetic Nursery Rhymes - Put the poem back together again. Identify the words and drag them to recreate the nursery rhyme. [concentration style quiz]
Memory Cards - Here's a memory card game with a twist - match pairs of rhyming words.
Rhymes - from Little Animals Activity Centre - Digby Mole's Word games (choose level 1, 2, or 3)
Rhyming Words - select a locdation and then click on the word that rhymes
Welcome to Alpine Ski Lodge - For each given word, you will be given a list of three words and asked to select the one with the same vowel sound as the letter pair (in red) in the given word. (rhyming words)
(2) Culture - The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.
(A) connect experiences and ideas with those of others through speaking and listening
(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures
(3) Audiences/Oral Grammar - The student speaks appropriately to different audiences for different purposes and occasions.
(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate
(B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions
(C) ask and answer relevant questions and make contributions in small or large group discussions
(D) present dramatic interpretations of experiences, stories, poems, or plays
(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense
(4) Communication - The student communicates clearly by putting thoughts and feelings into spoken words.
(A) use vocabulary to describe clearly ideas, feelings, and experiences
(B) clarify and support spoken messages using appropriate props, including objects, pictures, and charts
(C) retell a spoken message by summarizing or clarifying
(5) Word Identification - The student uses a variety of word identification strategies.
(A) decode by using all letter-sound correspondences within a word
(B) blend initial letter-sounds with common vowel spelling patterns to read words
Blends - Click on the blend that begins or ends the picture name
Consonant Blends & Digraphs - Have you ever needed a list of words and couldn't find it? Here are some groups of words to keep for handy reference. (bl- through wh-)
Even More Consonant Blends! - Use your dictionary to add 3 more words which begin with the same consonant blend as the example. (a worksheet to print)
Hangman Consonant Blend (Spelling List #3) - an interactive game from Quia (Note: hints are given so students are not just guessing blind.)
Spelling - Consonant Blends - If you make lists of words starting with these blends, you will get accustomed to hearing them and recognizing the patterns. (a worksheet to print)
Rooting Out Words - Help Remainder the Dog gather enough mushrooms to sell at the market by uncovering the roots of words. (three categories, several difficulty levels - from FunBrain)
Suffix-ly - [this link opens on a new page] use simple strategies to determine meaning and increase vocabulary for reading, including the use of suffixes. (Author - Lois Davis)
Using Prefixes - interactive lesson and quiz (this site has frequent technical difficulties)
Word Meaning - Select correct meaning of the word from context clues.
(E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning
It's All in the Context - lesson plan - students will match cards to demonstrate their knowledge of multiple word meanings and context clues
Multiple Meaning Words - Use context clues to determind meaning depending upon how they are used in a sentence. [click on a red dot]
Context Clues - Select a passage to read and answer the questions online. Graded online
(F) read both regular and irregular words automatically such as through multiple opportunities to read and reread
(6) Fluency - The student reads with fluency and understanding in texts at appropriate difficulty levels.
(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader)
(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; the "typical" third grader reads 80 wpm)
(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation)
(D) self-select independent-level reading such as by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty
(E) read silently for increasing periods of time
(7) Variety of Texts - The student reads widely for different purposes in varied sources.
(A) read classic and contemporary works
(B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources
(C) read to accomplish various purposes, both assigned and self-selected
(8) Vocabulary Development - The student develops an extensive vocabulary.
(A) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud
Hans Christian Andersen fairy tales - Andersen is recognized as a master of the use of informal language in his fairy tales. Choose chronological list to see stories to use with your class.
Little Animals Activity Center - (4-8 year olds) Audio stories from BBC with interactive participation. This is a British site and the language pronunciation and meanings may seem strange at times.
Reading Lounge -"Three children's books are animated online, with readings and/or introductions by a variety of players and Spike Lee. Students love to see their favorite Knicks players read aloud to them, and they can also read along with the narrator in the captioned version"
(C) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciations of words
(D) demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying, and identifying related words)
Antonyms - When you see the word that is a antonym of the given word, click on the button at the bottom right of the screen. Be quick! The choices for each antonym will only cycle through twice. (Warning: this is difficult)
Antonym Alley- Many worksheets to choose from, or could make this a whole class activity. PDF format
Multiple Meaning Words - Write or tell two sentences for each word below. Be sure to use the word as a noun in one sentence and as a verb in the other sentence. Click on a word to check your answers.
Copy Cat Jack is like the Simon game. The game starts off with one color and adds a new color when you repeat the order correctly. How good is your memory?
Listen and Follow Directions - (spatial concepts activity) This would make a good whole class activity and then a center activity.
(C) retell or act out the order of important events in stories
(D) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help
(E) draw and discuss visual images based on text descriptions
(G) identify similarities and differences across texts such as in topics, characters, and themes
(H) produce summaries of text selections
Get The Idea - [this page opens in a new window] read text to determine the main idea or essential message and identify relevant supporting details and facts (Author - Lois Davis)
(J) distinguish fact from opinion in various texts, including news stories and advertisements
(K) practice different kinds of questions and tasks, including test-like comprehension questions
Brainchild Test - (This quiz opens in a new page. Close the page when finished to return to this list.) 12 questions - Students should use the summary page after finishing this test to practice their areas of weakness.
(10) Literary Response - The student responds to various texts.
(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing, and through movement, music, art, and drama
Zoo Animal Poetry - Lesson plan introducing poetry format with animals.
(B) demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology
(C) support interpretations or conclusions with examples drawn from text
(D) connect ideas and themes across texts
(11) Text Structures/Literary Concepts - The student analyzes the characteristics of various types of texts.
(A) distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve
(B) distinguish fiction from nonfiction, including fact and fantasy
Fact or Opinion? - [this link opens on a new page] a series of questions to be used to practice this skill
(C) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts
(D) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants
(E) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts)
(F) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies
Compare and Contrast WebQuest - Mother Goose has been told that all of her fairytales and rhymes are too old. She is looking for boys and girls to help her rewrite a few of her old stories into newer or modern ones.
Crown & Thistle Inn - the home for traditional folk tales from around the world.
(G) compare communications in different forms, including contrasting a dramatic performance with a print version of the same story
(H) analyze characters, including their traits, feelings, relationships, and changes
(I) identify the importance of the setting to a story's meaning
(J) recognize the story problem(s) or plot
(12) Inquiry/Research - The student generates questions and conducts research using information from various sources.
(A) identify relevant questions for inquiry such as "What Native American tribes inhabit(ed) Texas?"
(B) use alphabetical order to locate information
Find a Word - Drag and drop each word onto the correct dictionary page. Use the guide words to help you organize the words alphabetically.
Looking Up a Word - drag each word into the right column in alphabetical order
Magnetic Nursery Rhymes - Put the poem back together again. Identify the words and drag them to recreate the nursery rhyme. Use this to practice spelling.
Sort It! This page selects a limited number of words from a spelling list and presents them in a random order for you to place back into alphabetical order
(C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices
Explore the parts of a book - Click on each of the pictures on this page to learn more about that part of the book.
After you finish exploring the parts of a book go to Who Am I to see how much you know!
Make Your Own Book - There are many fabulous books that you can make all by yourself. Let your imagination run wild with some simple, step-by-step instructions, with illustrations, to show you how to make some very creative and very fun books!
Make Your Own Book - (from Enchanted Learning) This activity teaches the student the structure of book and helps them organize their thoughts and writing.
(14) Purposes - The student writes for a variety of audiences and purposes and in various forms.
(A) write to record ideas and reflections
(B) write to discover, develop, and refine ideas
(C) write to communicate with a variety of audiences
(D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain
(15) Penmanship/Capitalization/Punctuation - The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly.
(A) gain more proficient control of all aspects of penmanship
(B) use capitalization and punctuation such as commas in a series, apostrophes in contractions such as can't and possessives such as Robin's, quotation marks, proper nouns, and abbreviations with increasing accuracy
Capitalization worksheets - Scroll down to the bottom of the page for free worksheets to print. Custom sheets can only be made by members.
Capitalization worksheet - Paste this into a word processor sheet and let the students correct the errors.
Capitalization Mixed Review - Scroll to the bottom of this page after clicking on the grade level for a free worksheet.
Power Proofreading - Choose 3rd grade then select Chucky Chuckles Comedy Show, Friday Night Schedule, Quiz Show Questions, Rules for Guests or any one of the practice exercises.
(16) Spelling - The student spells proficiently.
(A) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop)
Alien Scavenger Hunt: Letter Bugs - Use the mouse to click on letters that make up the word you hear. From Game Goo (learning that sticks)
Alien Scavenger Hunt: Space Trash - Use the mouse to click on letters that make up the word you hear. From Game Goo (learning that sticks)
Fearless Frieda - Use the keyboard to spell the words Frieda says. Three letter words on level one, four letter words on level 2. - From Game Goo (learning that sticks)
Fearless Frieda the Big Kahuna - Use the keyboard to spell the words Frieda says. Frieda starts with four letter words in this game. - From Game Goo (learning that sticks)
Look, Cover & Spell - This spelling site has 30 pre-built lists of words, but you can create your own list. Double-click any word on the list and type a word appropriate for your gra de level. Your student gets to see the word, then it is covered and they must type the correct spelling.
Spellaroo - click on the misspelled word in the sentences
Spell Check - TCAP format - select word that is spelled incorrectly
Spell It! This site selects a limited number of words from the list of available words and randomly removes letters from them for you to replace (3rd grade list available)
Spelling - put the letters in order to create the word that is said aloud
Spelling - Click on the misspelled word and then correct it.
(for different words and spelling activities, check here)
(B) spell multisyllabic words using regularly spelled phonogram patterns
(C) write with more proficient spelling of inflectional endings, including plurals and past tense and words that drop the final e when such endings as -ing, -ed, or -able are added
(D) write with more proficient use of orthographic patterns and rules such as oil/toy, match/speech, badge/cage, consonant doubling, dropping e, and changing y to i
(E) write with more proficient spelling of contractions, compounds, and homonyms such as hair-hare and bear-bare
Breaking Down Compound Words - In the following sentences, find the compound word and type it in as two separate words.
Compound Words - Match the two words that make up the compound words.
Compound Words - Match the two words that make up the compound words.
(F) write with accurate spelling of syllable constructions such as closed, open, consonant before -le, and syllable boundary patterns
(G) spell words ending in -tion and -sion such as station and procession
(H) use resources to find correct spellings, synonyms, or replacement words
(17) Grammar/Usage - The student composes meaningful texts applying knowledge of grammar and usage.
(A) use correct irregular plurals such as sheep
(B) use singular and plural forms of regular nouns and adjust verbs for agreement
Power Proofreading - Choose 3rd grade then select E-mail from Goldie, For Kids Bookstore or any one of the practice exercises.
(C) compose elaborated sentences in written texts and use the appropriate end punctuation
(D) compose sentences with interesting, elaborated subjects
(E) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number appropriate verb tenses, including to be, in final drafts
Power Proofreading - Choose 3rd grade then select Meet the Artists or any one of the practice exercises.
(18) Writing Processes - The student selects and uses writing processes for self-initiated and assigned writing.
(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts
(B) develop drafts
(C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images
(D) edit for appropriate grammar, spelling, punctuation, and features of polished writing
Power Proofreading - Choose 3rd grade then select any one of the practice exercises.
(E) use available technology for aspects of writing such as word processing, spell checking, and printing
(F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form, "publishing" them for audiences
(19) Evaluation - The student evaluates his/her own writing and the writing of others.
(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class
(B) respond constructively to others' writing
(C) determine how his/her own writing achieves its purposes
(D) use published pieces as models for writing
(E) review a collection of his/her own written work to monitor growth as a writer
(20) Inquiry/Research - The student uses writing as a tool for learning and research.
(A) write or dictate questions for investigating
(B) record his/her own knowledge of a topic in a variety of ways such as by drawing pictures, making lists, and showing connections among ideas
Story Pyramid - Create on-line a story pyramid by filling in the information on a given story and print it!
Study Dog - A free software program to be downloaded into your personal machine. A Full curriculum software reading program for pre-K through 2nd grade. For PC and Macintosh, this program comes in 3 levels of standards-based reading lessons that are fun for your child. Select the Basic Download. return to the top of the page
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