Students explore was to comprehend a story through summarization. They are introduced to a lesson by explaining that when we read there are a lot of extra, unnecessary, junk words. Students explore ways not pay to attention to the...

Learners practice visualizing as they read to aid comprehension. They then read a chapter in their history book and visualize what they read so that they can answer comprehension questions about the chapter.

Students remember that the main purpose of reading is to comprehend what they have read as they read a section in their history book with the expectation that they answer questions at the end. They answer comprehension questions using...

Fourth graders identify and practice a variety of prereading strategies to assess how to ask questions that a new reader might ask about the book, "One Day in the Woods." They skim the book, brainstorm the topic of the book and preview...

Fourth graders identify the characteristics of a good paragraph and find those characteristics in a good paragraph from the books, "One Day in the Woods," by Jean Craighead George and "Why Do Leaves Change Color," by Betsy Maestro.

Fourth graders participate in an observation hike in this lesson plan. They orally share observations from their hike, and develop a paragraph in a shared writing exercise. Finally, the write their paragraph about process writing in...

Fourth graders write a composition on what they think the world would be like without trees. They brainstorm ideas of what they think the world would be like treeless, and creative a story. A rubric is distributed to the students which...

Fourth graders engage in the reading of an ancient Chinese fairy tale. The goal of the lesson is for them to become creative in the use of writing. The story creates a context for student's writing and ideas for future drafts.

Fifth graders compare and contrast the Russian fairytale, Wee Little Havroshechka" with the Anglo-Saxon "Cinderella." In groups the discuss and then write their own versions of the Cinderella story. Students write about the differences...

Students recognize letter b in print and respective phoneme /b/ in spoken words, such as tongue twisters. Students then listen for phoneme in spoken words, and practice writing letter b.

Students engage in a emergent literacy lesson with the intention of improving reading comprehension. The goals of the lesson include recognizing both upper and lower case S, to create an awareness of the mouth movement and the phoneme...

Students practice letter recognition. They say tongue-twisters with the practiced sound. Students read a book about the sound. Using laminated picture cards, students pant when they see a word with the sound.

Pupils participate in an emergent literacy instructional activity based upon the skill of phonemic awareness. They recognize the grapheme p in text, hear the phoneme /p/ in spoken words, and write the upper and lower case form of p by my...

Students recognize the grapheme z in written words and the phoneme /z/ in spoken words. They gain this knowledge by listening and repeating the spoken phoneme /z/ as well as practicing writing the upper and lower case grapheme. Students...

Young scholars recognize the grapheme g in its upper and lower case form. They produce the corresponding sound for the letter g. Students go over what shape your mouth makes and how the back of your throat moves when making the sound for g.

First graders identify the short "I" sound in words by learning a visual and oral representation of the sound. They identify this sound in spoken words provided by the teacher after a word is modeled for them.

First graders participate in an emergent literacy lesson to gain skills essential for the beginning reader. They practice the phoneme of the day or letter "A". The sound and recognition of the letter is the focus of the lesson.

Students participate in a discussion covering the concept of phonemic awareness. They practice how letters make sounds that are combined to form written and spoken words. The teacher instructs the class by modeling the correct way to...

Students practice the phoneme /a/ through a series of activities. They Students listen to a decodable book, "Ants In A Can." They answer comprehension questions. Students identify visual representations of the grapheme "Aa."

Students engage in an emergent literacy instructional activity that focuses on phonemic awareness. The importance of the letter to sound relationship is stressed in the instructional activity. The letter "m" is the target phoneme for...

Students answer a series of question about different letter sounds. They verbally practice the sounds of each letter following set responses. They write the different letters and find words that start with that letter.

Students explore the sounds of the alphabet. They practice making the /s/ sound. Students repeat tongue twisters. They write words with the /s/ sound. Students read a book about sounds and their spellings.

Students explore phonemes in spoken words as well as their corresponding graphemes in written words. They practice the short vowels /i/ and /e/. Students perform activities to practice sounds. They identify pictures with a particular...

First graders engage in a lesson on phonemic awareness. They practice skills that are considered essential for good reading to occur. The skills of letter recognition and corresponding the letter to its phoneme are taught.