Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
- (1) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
- (2) discuss the author's purpose for writing text;
- (A) discuss how the use of text structure contributes to the author's purpose;
- (B) discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
- (C) discuss how the author uses words that help the reader visualize; and
- (D) listen to and experience first- and third-person texts.
- (E) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
- (3) plan a first draft by generating ideas for writing
such as by drawing and brainstorming;
- (A) develop drafts in oral, pictorial, or written form by:
- (B) organizing with structure; and
- (i) developing an idea with specific and relevant details;
- (ii) revise drafts by adding details in pictures or words;
- (C) edit drafts using standard English conventions, including:
- (D) complete sentences with subject-verb agreement;
- (i) past and present verb tense;
- (ii) singular, plural, common, and proper nouns;
- (iii) adjectives, including articles;
- (iv) punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and
- (v) adverbs that convey time;
- (vi) prepositions;
- (vii) pronouns, including subjective, objective, and possessive cases;
- (viii) capitalization for the beginning of sentences and the pronoun "I";
- (ix) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and
- (x) publish and share writing.
- (E) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
- (4) dictate or compose literary texts, including
personal narratives and poetry;
- (A) dictate or compose informational texts, including procedural texts; and
- (B) dictate or compose correspondence such as thank you notes or letters.
- (C) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- (5) generate questions for formal and informal inquiry
with adult assistance;
- (A) develop and follow a research plan with adult assistance;
- (B) identify and gather relevant sources and information to answer the questions with adult assistance;
- (C) demonstrate understanding of information gathered with adult assistance; and
- (D) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
- (E) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
- (F) follow, restate, and give oral instructions that involve a short, related sequence of actions;
- (G) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
- (H) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
- (I) develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
Would You Rather...? Question Cards
Would You Rather use this set of 31 question cards or eat a can of worms?
G.R.O.U.P.S - Group Work Expectations Poster
Encourage cooperative behavior during group work activities with a printable group work mnemonic poster.
I Spy - Oral Language Activity
Encourage the development of oral language with this fun "I Spy" activity.
Formal and Informal Greetings – Worksheet
A sorting worksheet where students distinguish the differences between formal and informal greetings.
Positional Language Activity – The Campground
An activity to use when teaching younger students about positional language.
Group Work Role Cards
Review and reinforce eight possible roles for group work with this set of 2-in-1 reusable posters and desk cards.
Sentence Connectives Posters - Lower Grades
A set of 8 educational posters for sentence connectives and conjunctions.
Getting-to-Know-You Activity - Make a Mask
Practice teamwork in the first week of school with this mask-making activity.
Student-Led Discussion Strategies Poster Pack
Describe student-led discussion strategies with this set of 8 posters.
This Is Me Task Cards
A fun, getting-to-know-you game to play in the first days of a new school year.
'I Can' Statements - Speaking and Listening (Lower Elementary)
A set of 13 'I can' statement cards focusing on speaking and listening for lower elementary.
Whole Body Listening Posters
A set of posters highlighting the characteristics of a good listener.
Thinking Hats for Effective Group Work
Thinking Hats based on Dr. Edward de Bono's teachings.
Simple, Compound and Complex Sentences Flashcards
Use this set of 16 colorful flashcards to introduce students to the attributes that make up simple, compound and complex sentences.
Groovy Greetings Song
A non-contact greeting song to use at the beginning of the day.
Weather-Themed How Are You Feeling? Poster and Flashcards
A visual resource to help students verbalize how they are feeling.
Mount Feeling - Feelings Poster and Flashcards
Mount Feeling poster and flashcards to help students vocalize how they are feeling using a visual aid.
Mold It! Task Cards
A set of 28 task cards to use with modeling clay.
Open and Closed Questions – Worksheet
A worksheet for students to demonstrate their knowledge of open and closed questions.
I Can Listen Poster
A poster to scaffold appropriate behavior for students when listening in class.
Who Am I? Icebreaker Game
Make day 1 a success with this fun icebreaker game.
Favored Firsts - Getting-to-Know-You Activity
A getting to know you activity to use at the beginning of the year or when working on team building.
Shopping Cart Matchup Activity
A speaking and listening activity to reinforce a variety of mathematical concepts.
Secret Threading Task Cards
Practice listening and speaking skills with this fun barrier activity.
True or False Listening Activity
A collection of 16 images in a PowerPoint to use as prompts for listening practice.
A set of 10 picture puzzles to use as a team-building activity.
Me and My Favorites Worksheet
Learn about your new students' favorites with this getting-to-know-you activity.
Sentence Conjunctions Posters – Lower Elementary
A set of 8 educational posters for sentence connectives and conjunctions.
Which One? – Listening Comprehension Exercise
An Interactive PowerPoint where students listen to a description and choose the matching image.
Move and Share Activity - Icebreaker Activity
Start the school year movin' and sharin' with this fun icebreaker activity.