Language Arts Teacher Resources
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Acquaint your class with informational text through a close reading. First, examine a couple of pages together, looking at text features and content. The whole class focuses on marking down a brief summary of each paragraph before breaking off into small groups. Pupils then read independently and discuss their findings as a group. This detailed plan includes a graphic organizer for determining the main idea. Unfortunately, you will need to find the text on your own.
Third graders continue to develop their reading fluency in preparation for their assessment in the tenth instructional activity of this unit. Young readers are provided with a short passage on Helen Keller, which they use while working in pairs reading and providing feedback on each other's fluency. During this practice time, the teacher selects kids to read the passage aloud in order to make audio recordings for their fluency assessment. A great opportunity is provided for documenting your class's growth as readers. If using this resource with upper graders, be sure to supplement a passage more appropriate to their reading level.
Young readers continue to strengthen their fluency skills with a text of their choosing. The teacher first engages the class with an audio recording or read-aloud of a short poem, modeling for children how to read fluently. Next it's game time, as the class plays charades or taboo in order to reinforce the fluency vocabulary phrasing, rate, punctuation, and expression. Students then choose a text and read it independently, making notes to assist them when reading the text aloud. Finally, learners pair up and practice their fluent reading, providing each other with constructive feedback. Adaptable to a wide range of ages, this is a great resource for developing the reading skills of your class.
Continue work with an informational text by following the procedures detailed here. The plan, part of a series, focuses on My Librarian is a Camel. Class members complete text-dependent questions and then prepare for and participate in a jigsaw-style discussion. Small groups discuss why it is difficult for people in the country they are reading about to access books. Then, using evidence from the text, they break off and have a brief debate with members from other groups. Close with a 3-2-1 exit ticket. Worksheets are included, but the text is not.
It's important that writers leave their readers with a strong and satisfying conclusion. Help your young writers develop the skills to compose a concluding sentence with the steps outlined here. After class members have had a chance to revise their final statements, provide some time for revision of details. Part of a unit, this plan is a continuation of several days of writing and revising. After reading about traveling libraries, pupils have been asked to write an informational paragraph as part of a project. Try the lesson out on its own or as part of the suggested unit.
Revision is an important part of the writing process. Focus on revising topic sentences and details with the plan described here. This is part of a unit, so pupils have already filled out a graphic organizer about traveling libraries that is part of a bookmark project. The lesson lays out a plan for modeling and revision that asks writers to put their outlines into paragraph form as they improve their writing. This is a strategy that could be used outside of this unit.
Supervise the final drafting of a well-organized paragraph by following the steps outlined in this plan. Using the included sample paragraph as a model, class members brainstorm criteria for quality work and then compose their paragraphs with teacher guidance. Come together at the end of class so that volunteers can read their drafts aloud, identifying one thing they did well, and one area for improvement. The lesson is part of a unit centered around traveling libraries; however, the strategies could be implemented for any number of other texts.
While this is considered optional within the unit it is designed for, pupils would benefit from the listed activities. Working on writing and revising a paragraph about librarians who travel to isolated areas, class members can add some interest to the beginning of their work. Read and analyze a few hooks before asking learners to write their own. After composition, writers can share with a partner and determine why their hooks are captivating.
Provide time to polish paragraphs in class. Pupils, who have been working on these informational pieces for several days now, will have a chance to check for spelling and grammar before publishing their work. Sure to be a rewarding final step, the publication of their work will make all of the revision and editing worth it. The plan calls for learners for write out their work carefully, but you could have them word process their final drafts to add an element of technology to the lesson. Youngsters might need guidance while correcting their spelling and grammar errors; consider providing a checklist or handout for reference.
Using everything they have learned about writing paragraphs over the past few lessons of the unit, class members compose an informative paragraph independently. This is an authentic assessment of their ability, since learners have already practiced writing a similar paragraph with teacher guidance. After they complete this task, allow some time for celebration! Class members can share the final drafts of their projects (bookmarks about the librarians they studied) with the class and other guests you invite to the classroom. Provide structure forpositive feedback. This is part of a larger unit; check out the other lessons to understand the build-up to this final assessment.
Encourage your young writers to thoughtfully plan and organize their work. First, model how this is done and vocalize your thought process as you work. Next, create a class list of strategies that they can use during independent writing time. Finally, allot some time for work. Pupils can use the provided graphic organizer to structure the paragraphs. The lesson is part of a unit about traveling libraries and access to books in rural areas. Take a look at the rest of the unit to get an idea of the process.The strategies could easily be applied to other texts.
For the final step of the performance task for this unit, class members will create an illustration to go with the paragraph on their bookmark. After looking at models, guide pupils toward recognizing the criteria for an effective illustration. They can then spend the remainder of the class drawing. Take the time to circulate and check that their illustrations add to their informational paragraphs. While this is part of a specific unit, the project idea and specific procedures could easily be adapted for other purposes.
Multimedia lesson plans are a way for students to explore language arts in a creative way.
Teach young readers how to compare two texts and select passages that exemplify a specific theme with Lesson 6 from Unit 3. Begin by modeling how an expert reader selects examples from a text, performing a think aloud on how Article 2 of the Universal Declaration of Human Rights (UDHR) applies to the character of Mama in Esperanza Rising. Then your class will work in groups to select passages related to their own selected article of the UDHR. Selected passages, UDHR articles, and an exit slip are all included in the resource.
Activities that build rapport and help students demonstrate their skills can be a great way to begin the school year.
Looking for a game that teaches students about how to use a thesaurus, and reinforces the concept of synonyms? Each player will have the opportunity to use their "tools" in this engaging lesson. They will use their thesauruses in order to find synonyms to the word on the board. Clues are given to see if he/she can guess what word is written on the board behind them. Tip: Great for a review.
This second lesson in a larger unit is perfect for the beginning of the year because it explicitly teaches 3rd graders how to use close reading skills by identifying unfamiliar words, figuring out the gist, and defining important vocabulary words. Learners work to use key details from the story Rain School to identify the main message, describe the characters and their actions in a story, and participate in an academic conversation with their peers through the use of repeated reading and sticky notes on pages to highlight information key terms. The detailed and specific teacher guide, materials list, vocabulary list, and supporting materials make this plan ready to use and an exemplary resource for 3rd grade classrooms.
Fourth graders who are studying life in colonial America engage in a lesson which has them create a "Help Wanted" ad that would have been written by a master craftsperson from back in the day. They utilize a graphic organizer that helps them organize their thoughts into three categories: the trade a person is wanted for, what the job involves, and the skills required of all applicants. Pupils work in groups to create the actual ads, and then present them to the class. The worksheet embedded in the plan is especially well-done. A fine lesson!
In this ninth lesson plan in a larger beginning-of-the-year unit, close reading skills are used independently to find the gist of the story That Book Woman. Rereading for important details is the targeted skill to unlock a deeper understanding of the story and create a richer learning experience. Learners end the activity with the a collaborative discussion of the insightful question, "NOW what do think the lesson plan of the story is?" Third grade classes will enjoy the diversity of the Appalachian dialect written into the story. Teachers will enjoy the explicit language of the lesson plan that is designed to bring out engaging classroom learning.
Explore proofreading and editing in careers by drafting a letter. 7th graders will read example letters people have written who work in different careers. They will edit one of the sample letters they have read based on the Occupational Outlook Handbook.