English/Language Arts Activities Archive

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January 2005

Snow Stories

Use story dictation to write down children's stories about snow. In story dictation, an adult writes down a child's words as the child talks. Don't worry about correct grammar. And don't worry if the "story" is only a few words. A young child's story may be as simple as, "Snow. Jump in it."

Read the children's stories aloud at story time. Act the stories out. Post the stories on a bulletin board. And be sure to share the stories with parents and family members.

The technique of story dictation was a primary teaching method used by the award-winning teacher, Vivian Paley. Her first experiences using story dictation are described in her book, Wally's Stories.

And speaking of stories, don't forget to read to the children the classic picture book The Snowy Day by Ezra Jack Keats.

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will be able to write for a variety of purposes and audiences.

Illinois Learning Standard:

Compose well-organized and coherent writing for specific purposes and audiences.

Early Learning Checklist/Benchmark:

 Literacy development - Dictates stories and other experiences.

February 2005

First Fairy Tales

It may be helpful to introduce children to the most simple and familiar tales first. Perhaps you might use the “rule of three” as your guide for selecting first fairy tales: The Three Pigs, The Three Bears, and The Three Billy Goats Gruff are all excellent choices for a first exposure to fairy tales. Check your local library for picture book versions of these fairy tales retold by the authors Byron Barton, Jan Brett, or Paul Galdone.

Children will enjoy these stories over and over again. Once the stories are familiar, ask the children to “read” the story to you!

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

 Students will read to comprehend a variety of texts using appropriate strategies.

Illinois Learning Standard:

 Comprehends a broad range of reading materials.

Early Learning Checklist/Benchmark:

 Literacy Development - Retells stories and events in sequential order.

February 2005

Silly Names

First, model for children how you would create a silly name for yourself. Add to your name a nonsense word that rhymes with your name, such as “Vicki – Ticky”. Then, encourage children to do the same.

Other examples:

"John-Zon"

"Jade-Dade"

"Lisa-Risa"

You may need to gently guide the children away from teasing each other with silly names that are negative (such as “Matt-Fat”). Assure children that they are “in charge of their own names” and encourage them to choose silly names that make them feel happy.

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will read to comprehend a variety of texts using appropriate strategies.

Illinois Learning Standard:

 Apply word analysis and vocabulary skills to comprehend selections.

Early Learning Checklist/Benchmark:

Demonstrates phonological awareness by participating in rhyming activities.

March 2005

Make a List, Check It Twice

Encourage the children to "write" their own lists. You can help them write or spell, or let them invent their own way of writing.

For example, when the children are playing store, make sure the "shoppers" have a grocery list. Or when the children are waiting for a turn to use a popular toy, show the children how to make a list of names. Demonstrate how you can cross out each name as someone gets a turn.

Have paper and pencils handy throughout the day. You may be surprised by the children's ideas. Perhaps you'll make a list of your favorite books or a list of things to do outdoors.

You can even make a list of all the lists you've made!

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

 Students will read to comprehend a variety of texts using appropriate strategies.

Illinois Learning Standard:

Comprehend a broad range of reading materials.

Early Learning Checklist/Benchmark:

Understand that different text forms are used for different purposes (i.e. magazines, notes, lists, letters, and story books)

April 2005

"Hola!"

When Bettye Cohns takes attendance in her class each morning, she invites the children to respond by saying "hello". A child may say hello in English, or a child may choose any number of other ways to say hello.

Here are some of the ways the children have learned to say "hello".

In Spanish: "Hola!"

In Japanese: "Konichiwa!"

In Greek: "Kalimera!"

In French: "Bonjour!"

In Chinese: "Ni hao!"

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will be able to listen actively and speak effectively in a variety of situations.

Illinois Learning Standard:

Speak effectively using language appropriate to the situation and audience.

Early Learning Checklist/Benchmark:

 Expressive Language - Communicates orally ideas and thoughts.

April 2005

Thinking About Art

In Bettye Cohn's classroom, children are invited to look at prints of famous paintings, such as Picasso's "The Old Guitar Player".

The children are asked, "What do you notice about this picture?"

Then the teachers write down the children's words.

Here's what one child had to say about the painting titled "Sunday Afternoon on the Island of La Grande Jatte" by Georges Seurat.

"There is lots of people and one dog. The boat was sailing in the water. Children were there too. Walking with their mom and dad. All people were listening to music and eating all their popcorn. There were little dogs and little kitty cats. Then the children, the mothers and their fathers and then that's enough."

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will be able to write for a variety of purposes and audiences.

Illinois Learning Standard:

Compose well-organized and coherent writing for specific purposes and audiences.

Early Learning Checklist/Benchmark:

Literacy development - Dictates stories and other experiences.

May 2005

Seed Song

When children participate in science activities, they learn more than just science. Children also learn new vocabulary words and develop new language skills.

Here's a "Seed Song" that can be spoken or sung to the tune of "Twinkle Twinkle Little Star".

Seed Song

A little seed for me to sow

A little earth to make it grow

A little hole, a little pat

A little wish and that is that!

A little sun, a little shower

A little while and then a flower!

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will be able to listen actively and speak effectively in a variety of situations.

Illinois Learning Standard:

Speak effectively using language appropriate to the situation and audience.

Early Learning Checklist/Benchmark:

Sings along with the group.

May 2005

Science + Books =

Fun + Learning

From the Blue Room at School for Little Children.

In the Blue Room, the teachers and children never miss an opportunity to read wonderful books. When the class was studying butterflies, they read a number of terrific selections:

The Very Hungry Caterpillar by Eric Carle: This classic picture book has it all -- science, math, reading, and fun.

Gotta Go! Gotta Go! by Sam Swope: The life story of a charming bug who takes a "very strange nap" in a cocoon and awakens to discover wings on her back.

Waiting for Wings by Lois Ehlert: This bold and beautiful picture book celebrates butterflies with both breathtaking illustrations and a lovely rhyming text.

Butterfly Alphabet by Kjell B. Sandved: Real photos of actual butterflies reveal all the letters of the alphabet.

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will be able to read to comprehend a variety of texts using appropriate strategies.

Illinois Learning Standard:

 Recognize the value of reading and read to satisfy personal, academic, and vocational interests.

Early Learning Checklist/Benchmark:

 Literacy Development - Shows independent interest in reading-related activities.

May 2005

Millions of Cats

The book's black ink illustrations and hand-lettered text tell the story of an old man who went searching for just one pretty little cat. Do you recall what he ended up with?

Cats here, cats there,

Cats and kittens everywhere,

Hundreds of cats, thousands of cats,

Millions and billions and trillions of cats.

This delighful refrain is usually what children remember best about Millions of Cats. These words appear again and again. As you read, encourage children to say the refrain with you. This process helps children predict what comes next in the story.

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

 Students will read to comprehend a variety of texts using appropriate strategies.

Illinois Learning Standard:

 Apply reading strategies to improve understanding.

Early Learning Checklist/Benchmark:

 Predicts what will happen next in a story using pictures and contextual clues for guides.

June 2005

The Alphabet Soup Game

Give each child an index card and have them write their first names on the cards. Encourage them to write big, bold letters with a little space between each letter, (Some children will need help with that.)

Then have the children cut between each letter so that each letter is on its own little card. (Some children will need help with that, too.)

Have the children put their letters in their bowls. Now it's time to "stir" the "soup"! After the letters are all mixed up, see if the children can put their names back together again.

Once children have mastered that task, you can increase the challenge by making one big "soup" with everyone's letters all mixed together. Then see if children can help each other put their names back together again.

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will read to comprehend a variety of texts using appropriate strategies.

Illinois Learning Standard:

Apply word analysis and vocabluary skills to comprehend selections.

Early Learning Checklist/Benchmark:

Identifies some letters, such as those in own name.

June 2005

Alphabet Chart

Here some activities that will call attention to the Alphabet Chart on your wall.

"Teacher, how do you write 'Mommy'?"

When children are writing or drawing, and ask you how to write a word, use the chart to point out the letters in the word.

Sing the "ABC" Song

The next time you sing the ABC Song with children, sing slowly and point to each letter as you sing the letter name. Then have children try it. It's amazing how many children spend their preschool years thinking "elemenopee" (LMNOP) is one letter! This activity will set them straight.

Phonics Games

Years ago, teachers of young children thought "phonics" was a dirty word. Now it's all the rage. But what does the word "phonics" mean, anyway?

Simply put, phonics means learning that letters represent sounds.

Use the alphabet chart to point out a specific letter. For example, the letter B. Point to the B and make a "bah" sound. Have the children make the sound and ask them to play careful attention to what parts of their mouths make the B sound. Their teeth? Their lips?

Then sing the ABC Song, but just with the letter B!

B-B-B-B-B-B-B! It becomes almost a tongue twister. Think of other fun things you can do with the B sound.

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will read to comprehend a variety of texts using appropriate strategies.

Illinois Learning Standard:

Apply word analysis and vocabluary skills to comprehend selections.

Early Learning Checklist/Benchmark:

Identifies some letters, such as those in own name.

June 2005

The Hokey Pokey:

“That’s What It’s All About!

All children benefit from experiences with music. This is because music enhances learning, especially language development. Children’s experiences with music build their vocabulary skills, listening skills, and language acquisition.

The more senses that are engaged, the more learning that will take place. Take the “Hokey Pokey” as an example. When children sing and dance the Hokey Pokey, they are using their voices to produce language, rhythm, and pitch. They are using their ears to listen to the voices and sounds around them. They are using their eyes to follow the movements of others. And they are using their whole bodies to develop rhythm and coordination. When it comes to active learning, the Hokey Pokey really is “what it’s all about”!

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will be able to listen actively and speak effectively in a variety of situations.

Illinois Learning Standard:

Expressive Language : Speak effectively using language appropriate to the situation and audience.

Early Learning Checklist/Benchmark:

Sings along with group.

June 2005

Sing a Book

When it’s time for a story, try a book that you can sing to. The illustrator Iza Trapini has published a series of picture books based on familiar childhood tunes, such as I’m a Little Teapot and Twinkle Twinkle Little Star. Also recommended is Alan Katz’ book, Take Me Out of the Bathtub and Other Silly Dilly Songs.

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will be able to listen actively and speak effectively in a variety of situations.

Illinois Learning Standard:

Expressive Language : Speak effectively using language appropriate to the situation and audience.

Early Learning Checklist/Benchmark:

Sings along with group.

June 2005

Tongue Twisters

Here are some old-fashioned tongue twisters your students may want to try. Say one line, or phrase, at a time and have the children repeat after you.

A tutor was teaching two tutors to toot.

Sister Susie sewing shirts for seven soldiers.

Two timid toads trying to trot to Tarrytown.

Betty bought some butter,

But the butter Betty bought was bitter.

So Betty bought some better butter,

To make the bitter butter better.

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will be able to listen actively and speak effectively in a variety of situations.

Illinois Learning Standard:

Speak effectively using language appropriate to the situation and audience.

Early Learning Checklist/Benchmark:

Speaks clearly.

July 2005

Mr. Gumpy's Outing

In Mr. Gumpy's Outing, two children take a boat ride with Mr. Gumpy down the river. They are eventually joined by a rabbit, a cat, a dog, and a sheep. The gentle rhythm of the story allows for several stopping points when you can pause and ask the children, "What do you think is going to happen?"

Once the children know the ending, don't stop there. Mr. Gumpy's Outing is a book young children will want to hear over and over again.

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will read to comprehend a variety of texts using appropriate strategies.

Illinois Learning Standard:

Apply reading strategies to improve understanding.

Early Learning Checklist/Benchmark:

Predicts what will happen next in a story using pictures and contextual clues for guides.

July 2005

Writing Animal Poems

Before writing poetry with children, be sure to show children that poems do not have to rhyme. A nice example of “free verse” poetry is the classic children’s book Black Is Brown Is Tan by Arnold Adoff.

This is a great activity to introduce on a day when children are spontaneously pretending to be animals.

To “write” an animal poem, children need only to finish the following sentences. Write down the children’s answers only, leaving out the start of the sentences provided here.

I am a/an ____________ . (name of the animal)

I look ______________ . (a description)

I can _______________. (an action)

I’m going to ___________. (another action)

Here’s an example of a child’s animal poem.

Horse

Fast and brown

Gallop

Jump a fence!

This activity supports the following goals and standards:

Category:

English/Language Arts

Illinois State Goal:

Students will be able to write for a variety of purposes and audiences.

Illinois Learning Standard:

Compose well-organized and coherent writing for specific purposes and audiences.

Early Learning Checklist/Benchmark:

Dictates stories and other experiences.