Find the Color

Find the Color lesson plan

Children are fascinated with color. This lesson affords students the opportunity to connect a known color with its written name.

  • 1.

    Collect recycled file folders or poster board for this lesson. Measure rectangles, approximately 3" x 6" in size. Mark lines using Crayola® Colored Pencils. Students will be cutting the rectangles using Crayola Scissors during the activity.

  • 2.

    Bring children together in a large group and ask them what they know about colors. Use Crayola Dry Erase Markers to write student contributions on a classroom white board.

  • 3.

    Provide students with the chance to connect color with everyday things in their lives, such as food. For example, "I ate yummy green peas for dinner last night." Continue to write students comments on the white board, highlighting the color names or writing the colors in a different color dry erase marker.

  • 4.

    Organizing students into small groups, each with adult supervision, provide the groups with a selection of primary color crayons that have their wrappers on the crayons. Ask groups to select one crayon, identify its color, and find the written name for the color on the crayon wrapper. What letters do they recognize? Are there any consonant blends? What else do they recognize about the letters in the word? For example, as student might say, "I have the blue crayon. I see the blend 'bl' in the word blue. I also see two vowels, 'u' and 'e'.

  • 5.

    Once the color discussion is finished, ask students to cut out file folder rectangles.

  • 6.

    Students write the name of each color on one of their rectangles until they have a complete set. They may reference the written names on the crayons or refer to their comments posted on the classroom white board. Students should also write their names on the back side of their rectangles. Provide adult assistance as needed.

  • 7.

    Using student-created cards, students match the color word with the color of their crayons. Expand the matching to items in the classroom, such as a red wall; or outside, such as green tree.

Standards

  • LA: Know and apply grade-level phonics and word analysis skills in decoding words.
  • LA: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • LA: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level content.
  • LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
  • LA: Speak audibly and express thoughts, feelings, and ideas clearly.
  • LA: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • VA: Use visual structures of art to communicate ideas.

Adaptations

  • Possible classroom resources include: Butterfly Butterfly: A Book of Colors by Petr Horacek; Colors/Colores (The World of Eric Carle) (Spanish Edition) by Eric Carle; Color Zoo by Lois Ehlert; Color Dance by Ann Jonas
  • Reverse the process. Teachers or students hold up a color card, such as yellow. Students name things they are familiar with that contain the color yellow, such as the sun, someone's clothing, etc. Then ask students to try spelling the color word as a group.