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Grade 1

Strand 1
Strand 2
- 1.2.A
- 1.2.A.i
- 1.2.A.ii
- 1.2.A.iii
- 1.2.A.iv
- 1.2.A.v
- 1.2.A.vi
- 1.2.A.vii
- 1.2.B
- 1.2.B.i
- 1.2.B.ii
- 1.2.B.iii
- 1.2.B.iv
- 1.2.B.v
- 1.2.B.vi
- 1.2.C
- 1.2.C.i
- 1.2.C.ii
- 1.2.C.iii
- 1.2.C.iv
- 1.2.D
- 1.2.E
- 1.2.F
Strand 3
Strand 4
- 1.4
Strand 5
- 1.5
Strand 6
- 1.6.A
- 1.6.B
- 1.6.C
- 1.6.D
- 1.6.E
- 1.6.F
- 1.6.G
- 1.6.H
- 1.6.I
Strand 7
Strand 8
Strand 9
Strand 10
Strand 11
- 1.11.A
- 1.11.B
- 1.11.B.i
- 1.11.B.ii
- 1.11.C
- 1.11.D
- 1.11.D.i
- 1.11.D.ii
- 1.11.D.iii
- 1.11.D.iv
- 1.11.D.v
- 1.11.D.vi
- 1.11.D.vii
- 1.11.D.viii
- 1.11.D.ix
- 1.11.D.x
- 1.11.E
Strand 12
Strand 13

TEKS ELA Standard: 1.2.A.ii

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound

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found a stone for every letter

Advanced Alliteration and Consonance

Advanced Alliteration and Consonance

When students learn about alliteration, it’s hard to steer them away from goofy tongue-twisters. Certainly, there must be more powerful and practical ways of using alliteration. In this lesson, I draw on delicious examples from Shakespeare to show how a very advanced writer used alliteration. Then, I break those ideas down so students can try them out.