D. Develop new vocabulary for listening, speaking, reading and writing through word study

1. categorize/classify pictures and words: colors, numbers, thematic study words
2. identify and supply: compound words (SAT 10), antonyms, synonyms, homonyms, contractions (SAT 10)
3. recognize and apply inflectional endings (s, ed, ing)

Learning about Maps and Colors
Using Harold and the Purple Crayon, students will learn how to interpret map symbols and identify the specific colors used for each.

Skyfires, Rainbows, and Color Words
Students listen to the story Skyfire by Frank Asch.  The students make their own skyfires and apply their knowledge of color words.

Making Singluar Nouns Plural
This lesson involves the use of the Structural Analysis element of the Inflectional Ending "-s" to make singular nouns plural.

More Vivid Word Choices - Said Is Dead
The students will expand their vocabulary and learn synonyms for overused word by using the story Chicken Little by Stephen Kellogg.

Contractions:  The students will complete various activities and sing songs to recognize contractions.

Word Walls That Work:  Six terrific tips for designing practical, efficient, and memorable word walls.

What's the Word?:  At this website students will look at pictures and click on the word that matches the picture.

Crazy Bus!  A matching game where players match their pictures to descriptions drawn from a deck of description cards.

Gamequarium:  An outstanding website loaded with language arts games galore.

The Ant Hill:  Scroll down and click on The Ant Hill.  This is an animated story that uses directional words.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify symbols and signs within classroom; D: Identify and speak about symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment.
E/B: Listen selectively for sight words and main ideas; D: Listen for specific purposes to identify sight words and main ideas; E: Listen for specific purposes to identify sight words, main ideas, and supporting details.
E/B: Identify and express beginning and ending sounds in one-syllable words.
E/B: Distinguish between capital and lowercase letters; D: Recognize and identify capital and lowercase letters; E: Recognize, identify, and produce capital and lowercase letters.
E/B: Follow sequence of words from left to right.
E/B: Identify first sound within a spoken word; D: Identify first and last sounds within a word when spoken; E: Identify first and last sounds within a word when spoken.
E/B: Read some high-frequency words, including own name; D: Sort some high-frequency words by category; E: Sort and classify most high-frequency words by category.
E/B: Relate individual letters or groups of letters to a coordinating sound; D: Blend two to four phonemes into recognizable words.
E/B: Recognize punctuation at the conclusion of statements.
E/B: Use appropriate capitalization with proper names and places.
D: Listen and produce some rhyming patterns in language; E: Listen and produce rhyming patterns in language with little error.
E: Use more complex words and sentences to communicate needs and express ideas in a wider variety of social and academic settings.
E: Blend vowel-consonant sounds orally to make words or syllables.
E: Distinguish between individual sounds and syllables.
E: Count the number of syllables within a word or group of words.

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