Lessons and Worksheets
English/Language Arts:
Archive
BEGINNING READING
WORD ANALYSIS, FLULENCY
Reading in our environment.
Recognize and name all uppercase and lowercase letters of the alphabet.
How the alphabet got its order
Click on the flower with the missing letter shown in red.
Click on the matching uppercase letter.
Click on the kangaroo to match uppercase and lowercase letters
The instructions in this concentration-like activity are not decodable. Students may need assistance learning to play this game matching uppercase and lowercase letters.
Help the bears get into alphabetical order so that they can take a ride.
Phonemic Awareness
Match the initial consonant sounds. Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
An on-line activity for preschoolers that helps them explore alphabets through sounds. As your child speaks out the name of the animal, make her click on the alphabet that goes with its sound.
Find the picture that rhymes to make a pair. Identify and produce rhyming words in response to an oral prompt.
Decoding and Word Recognition
Students review the long vowel sounds of a, e, I, o, u.
Students review the letter y and its long e sound through song.
Isolate the sound of /aw/. Students learn the /aw/ sound and identify the sound in words.
Read the decodable story.
Concepts About Print (Kindergarten)
Distinguishing letters from words.
Video introduces the concept of reading from left to right.
Student will follow words from left to right and from top to bottom on the printed page.
Student will follow words from left to right and from top to bottom.
Student will follow words from left to right and from top to bottom on the printed page.
Recognizing that sentences in print are made up of separate words.
The following are suggestions for helping your learner understand that sentences in print are made up of separate words..
The following are suggestions for helping your learner understand that printed materials provide information.
Students will recognize and understand that when specific letters within a given word are changed, added, or removed, the sounds within that word are also changed, forming or creating a new word.
Student will identify the front cover, back cover, and title page of the e-book: When It Rains.
Students will locate the title, table of contents, name of author, and name of illustrator using the e-book
Write the root word for each of the words below. Then think of some other words that have the above prefixes. Write them down and explained what each word means.
READING COMPREHENSION STRATEGIES
Vocabulary and Concept Development
Apply knowledge of word origins, derivations, synonyms, antonyms, and idoms to determine the meaning of words and phrases.
Fill a tank with tropical fish using prefixes, roots, and suffixes.
Match pairs of homonyms
Try to identify the correct synonyms in a race against time.
Build and launch a rocket to the moon by identifying synonyms, antonyms, and homonyms.
Take a school field trip by unscrambling the synonyms.
Try to identify the correct antonym in a race against time.
Prefixes hold the key to building the castle and making it light up.
opposite meaningApply
Help Squanky get kids teeth by finding words with opposite meaning
Put these synonyms/antonyms back together again
Click on the correct response. There are 26 items total.
Try to complete the analogies in a race against time.
Structural Features of Informational Materials / Comprehension Skills
Comprehension and Analysis of Text / Comprehension Strategies
Using Pictures / Context to make Predictions - K
Browsing
Making Connections
Asking Questions
Wondering
Reading with Purpose
Evaluating New Information
Following Multiple-Step Instructions
READING COMPREHENSION SKILLS
STRUCTURAL FEATURES OF INFORMATIONAL TEXT
Learn to identify structural patterns such as compare and contrast to strengthen comprehension.
Use a Venn diagram to compare and contrast traveling to New York from Los Angeles by airplane as opposed to by train.
Learn to identify structural patterns such as cause and effectt to strengthen comprehension.
Rewrite each pair of sentences as one sentence showing the cause and effect relationship.
Learn to use traditional structures such as chronological order for conveying information.
COMPREHENSION AND ANALYSIS
Build corrals for cows by reading and answering questions.
LITERARY RESPONSE AND ANALYSIS
Structural Features of Literature
Narrative Analysis of Text
3.1 Distinguish fantasy from realistic text.
Things that are make-believe could never happen. Things that are real could.
3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.
3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.
3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).
3.5 Define figurative language (e.g., similarly, metaphor, hyperbole, personification) and identified its use in literary works.
WRITING STRATEGIES
Students read and respond to a wide variety of significant works of children's literature, distinguishing between the structural features of the text and the literary terms or elements.
Organization and Focus
1.1 LS Set a focus, an organizational structure, and a point of view based on purpose, audience, aim, and format requirements. 4
1.2 Create multiple paragraph compositions:(a) provided introductory paragraph, (b) established and support a central idea with a topic sentence at or near the beginning of the first paragraph, (c) include supporting paragraphs with simple facts, details, and explanations, (d) conclude with a paragraph that summarizes the points, (e) use correct intention 4
1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
Cause and Effect 1.3 - 4
Similarity and Difference 1.3 - 4
Posing and Answering a Question
Rewrite the sentences in the correct order.
Here are some examples of real writing created by real students! (If your pop-up blocker is on, try holding down either the Ctrl or Shift key while clicking on the link.)
Penmanship
Research and Technology
1.5 Quote or paraphrase information sources, citing them appropriately.
1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).
Evaluation and Revision
1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. (See "Write narratives")
WRITING APPLICATIONS
2.1 Write narratives: (a) relate ideas, observations, or recollections of an event or experience, (b) provide a context to enable the reader to imagine the world of the event or experience, (c) use concrete sensory details, and (d) provide insight into why the selected event or experience is memorable.
- 1.1 GreatSource.com: Writing a Narrative
This is a short online tutorial to learn strategies for writing stories, whether true or fictional (If your pop-up blocker is on, try holding down either the Ctrl or Shift key while clicking on the link.)
2.2 Write responses to literature: (a) demonstrate an understanding of the literary work, and (b) support judgments through references to both the text and prior knowledge.
2.3 Write information reports: (a) frame a central question about an issue or situation, (b) include facts and details for focus, and (c) draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).
2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
Help students master and retain grade-level skills in language mechanics and expression through targeted, daily practice.
Help students master and retain grade-level language skills through focused, daily practice with paragraphs that represents the types of text they encounter in their daily reading and writing activities across the curriculum.
Sentence Structure
Use your mouse to put the words in order so monkey can make it to his destination before sundown.
Unscrambled the sentences so that they make sense.
Choose a subject, a verb, and a sentence ending that makes sense.
Select the best words to complete the sentences and turn a polluted pond into a paradise.
Figure out if each group of words is a complete sentence or a sentence fragment.
A sentence is a group of words that forms a complete thought.
A subject is the person, place, thing, or idea that the sentence is about.
A complete subject is all the words that tell who or what is doing the action in the sentence.
The simple subject is the main word or words in the complete subject of a sentence.
In order for a sentence to make sense on its own, a sentence must have a subject and a predicate.
A predicate is the word or words that tell what the subject of the sentence is or does.
A complete predicate is all the words that tell what the subject of the sentence is or does.
A simple predicate is the main word or words in the complete predicate of a sentence. (The simple predicate is always a verb.)
A compound predicate is two or more predicates that have the same subject. They are joined by and, or, or but. Three or more predicates need commas to separate them.
Forming compound subjects.
Identify which group of words constitute sentences.
Click on the ending that makes a sentence, then click the OK button.
Recognize and identify dependent and independent clauses and phrases.
Drag eaach sentence part with its car to the correct lane.
A Project LA Activity
A simple sentence is a sentence that expresses one complete thought. A simple sentence contains only one independent clause.
A compound sentence is a sentence made up of two or more independent clauses connected by a comma and the conjunction and, or, or but.
A complex sentence is A sentence made up of an independent clause and at least one dependent clause.
Help the fox cross the park by clicking on the answer that tell what kind of sentence is shown.
Interestisng writers change the type and the length of their sentences.
Identifying statements, questions, commands, and exclamations.
Have some type of sentence extension activity here!
Handbook
The Eight Basic Parts of Speech
NOUNS
Project LA Activity
Look at the underlined noun. Then choose the correct answer to show more than one.
PRONOUNS
Following each sentence, write a pronoun that could substitute for the underlined word or words.
Win points by getting your personal pronouns right.
Type in the correct pronoun to fill in the blank.
Click on the correct pronoun to move through the reef.
Click and drag the correct answers to form a sentence.
adjectives
VERBS
Click on the verb to see it in action.
Choose the correct verb tenses
adverbs
prepositions
conjunctions
interjections
Grammar
Click on the correct response. There are 26 items total.
Click on the correct respose.
Drag the word to the proper box.
Select a topic.
Drag the words to complete the sentences
Build the sentences brick by brick.
Magic key activities: Sentences making sense.
Play this Jeapardy-like game for fun.
Punctuation
Capitalization
SPELLING
Fill a tank with tropical fish using your knowledge of irregular plurals.
Students will learn to identify and use contractions.
Build Sentences as quickly as you can using word bricks you see at the bottom of the screen.
Everything that is written has an aim, a purpose, and an audience.
Carefully read each of the topics below. Then write what the author's purpose might have been on the line that follows.
Mathematics:
NUMBER SENSE
1.0 Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers:
KINDERGARTEN
1.0 Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement):
1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other.
1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.
2.0 Students understand and describe simple additions and subtractions:
2.1 Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).
3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places:
3.1 Recognize when an estimate is reasonable.
1.1 Read and write whole numbers in the millions.
Watch this animated math lesson.Adding Roman numerals.Subtracting Roman numerals.Comparing Numbers
1.2 Order and compare whole numbers and decimals to two decimal places.
ASSESSMENT: Ordering and Compring Whole Numbers - Level 4Rounding
1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.
Watch this animated math lesson on rounding using a number line.1.4 Decide when a rounded solution is called for and explain why such a solution may be appropriate.
Students have direct instruction on how to estimate whole numbers and how it applies to the real world.
Students apply knowledge of estimating with whole numbers.
Fractions
1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).
1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 or .50; 7/4 = 1 3/4 = 1.75).
Write tenths and hundredths in decimal and fraction notationsDraw lines to match each fraction with its equivalent decimal1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
Negative Numbers
1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in "owing").
Number Line
1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.
2.0 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals:
Decimal Numbers
2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.
2.2 Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.
Rounding decimals to the nearest whole number.Rounding decimal numbers3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations:
Computing Numbers
3.1 Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multidigit numbers.
Subtract whole numbers through thousands using place-value models.
3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.
We don't multiply this way in "The States."3.3 Solve problems involving multiplication of multidigit numbers by two-digit numbers.
3.4 Solve problems involving division of multidigit numbers by one-digit numbers.
4.0 Students know how to factor small whole numbers:
Factoring
4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3).
4.2 Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers.
Click on the apples with prime numbers as they fall from the tree.ALGEBRA & FUNCTIONS
1.0 Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences:
KINDERGARTEN
Algebra and Functions
1.0 Students sort and classify objects:
1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red).
Variables
1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).
Watch this animated math lesson on finding the value of a variable.Order of Operations
1.2 Interpret and evaluate mathematical expressions that now use parentheses.
1.3 Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations.
Formulas
1.4 Use and interpret formulas (e.g., area = length x width or A = lw) to answer questions about quantities and their relationships.
1.5 Understand that an equation such as y = 3 x + 5 is a prescription for determining a second number when a first number is given.
2.0 Students know how to manipulate equations:
2.1 Know and understand that equals added to equals are equal.
2.2 Know and understand that equals multiplied by equals are equal.
MEASUREMENT & GEOMETRY
1.0 Students understand perimeter and area:
Perimeter and Area (Watch the video)KINDERGARTEN
Measurement and Geometry
1.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties:
Students use non-standard units to estimate and measure.
1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).
1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar).
1.3 Name the days of the week.
1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o'clock; bedtime is 8 o'clock at night).
2.0 Students identify common objects in their environment and describe the geometric features:
2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone).
2.2 Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners).
Area & Perimeter
1.1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m2), square kilometer (km2), square inch (in2), square yard (yd2), or square mile (mi2).
Finding the area of plane figures using grids and formulas.1.2 Recognize that rectangles that have the same area can have different perimeters.
1.3 Understand that rectangles that have the same perimeter can have different areas.
1.4 Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use those formulas to find the areas of more complex figures by dividing the figures into basic shapes.
2.0 Students use two-dimensional coordinate grids to represent points and graph lines and simple figures:
The Coordinate Grid
2.1 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3 x and connect them by using a straight line).
2.2 Understand that the length of a horizontal line segment equals the difference of the x- coordinates.
2.3 Understand that the length of a vertical line segment equals the difference of the y- coordinates.
3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems:
3.1 Identify lines that are parallel and perpendicular.
3.2 Identify the radius and diameter of a circle.
3.3 Identify congruent figures.
Symmetry
3.4 Identify figures that have bilateral and rotational symmetry.
Angles
3.5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90°, 180°, 270°, and 360° are associated, respectively, with 1/4, 1/2, 3/4, and full turns.
Using a protractor to measure angles.
Shapes
Identifying speres, cylindars, cones and cubes.
Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices.
Use nets to recognize the relationship between planes and solids.
Interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.
Click on the solid figure created when the net is folded.
Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their attributes.
Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid).
Rotate the building until you get the right side view (see the same shape)..
STATISTICS, DATA ANALYSIS, & PROBABILITY
1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings:
KINDERGARTEN
Statistics, Data Analysis, and Probability
1.0 Students collect information about objects and events in their environment:
1.1 Pose information questions; collect data; and record the results using objects, pictures, and picture graphs.
1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colors.
Representing Data
1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.
How to read a line graph.Circle graphs.1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.
Mean, median, and mode
1.3 Interpret one-and two-variable data graphs to answer questions about a situation.
PROBABILITY
2.0 Students make predictions for simple probability situations:
2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
Determining the probability of an event and showing it as a fraction.2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3 /4).
MATHEMATICAL REASONING
1.0 Students make decisions about how to approach problems:
KINDERGARTEN
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools and strategies, such as manipulatives or sketches, to model problems.
2.0 Students solve problems in reasonable ways and justify their reasoning:
2.1 Explain the reasoning used with concrete objects and/ or pictorial representations.
2.2 Make precise calculations and check the validity of the results in the context of the problem.
Solving Word Problems
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
