ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (3)


ALEX Lesson Plans  
   View Standards     Standard(s): [ELA2015] (0) 35 :
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

[ELA2015] (0) 22 :
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3]

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b]

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c]

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d]

[ELA2015] (0) 21 :
21 ) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2]

a. Recognize and produce rhyming words. [RF.K.2a]

b. Count, pronounce, blend, and segment syllables in spoken words. [RF.K.2b]

c. Blend and segment onsets and rimes of single-syllable spoken words. [RF.K.2c]

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.) [RF.K.2d]

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [RF.K.2e]

[ELA2015] (0) 20 :
20 ) Demonstrate understanding of the organization and basic features of print. [RF.K.1]

a. Follow words from left to right, top to bottom, and page by page. [RF.K.1a]

b. Recognize that spoken words are represented in written language by specific sequences of letters. [RF.K.1b]

c. Understand that words are separated by spaces in print. [RF.K.1c]

d. Recognize and name all uppercase and lowercase letters of the alphabet. [RF.K.1d]

[DLIT] (1) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (0) 8 :
2) Demonstrate use of input devices.

Examples: Mouse, touch screen, keyboard.

[DLIT] (0) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[ELA2015] (1) 22 :
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3]

a. Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a]

b. Decode regularly spelled one-syllable words. [RF.1.3b]

c. Know final -e and common vowel team conventions for representing long vowel sounds. [RF.1.3c]

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [RF.1.3d]

e. Decode two-syllable words following basic patterns by breaking the words into syllables. [RF.1.3e]

f. Read words with inflectional endings. [RF.1.3f]

g. Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g]

[ELA2015] (1) 40 :
40 ) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]

Subject: Digital Literacy and Computer Science (K - 1), or English Language Arts (K - 1)
Title: Word a Day
Description:

Word a Day allows students to develop a bank of sight words that are meaningful to them. Each student picks words to add to his/her individual word bank. The teacher can specify particular categories or let the student choose any word. The student then finds a picture or symbol to illustrate each word using a variety of resources.




ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (0) 22 :
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3]

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b]

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c]

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d]

Subject: English Language Arts (K)
Title: Sight Word Search
Description:

This activity will provide students with an activity that will be actively engaging, using technology and helping students to recognize and write sight words. The digital tool tagxedo is a word cloud application that takes several words and puts them into shapes. This web tool can be used as a literacy center to help students work on sight word recognition.




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (0) 4 :
4 ) Ask and answer questions about unknown words in a text. [RL.K.4]

[ELA2015] (0) 9 :
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

[ELA2015] (0) 22 :
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3]

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b]

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c]

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d]

[ELA2015] (0) 23 :
23 ) Read emergent-reader texts with purpose and understanding. [RF.K.4]

[ELA2015] (2) 20 :
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.2.3]

a. Distinguish long and short vowels when reading regularly spelled one-syllable words. [RF.2.3a]

b. Know spelling-sound correspondences for additional common vowel teams. [RF.2.3b]

c. Decode regularly spelled two-syllable words with long vowels. [RF.2.3c]

d. Decode words with common prefixes and suffixes. [RF.2.3d]

e. Identify words with inconsistent but common spelling-sound correspondences. [RF.2.3e]

f. Recognize and read grade-appropriate irregularly spelled words. [RF.2.3f]

[ELA2015] (3) 42 :
42 ) Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L.3.6]

Subject: English Language Arts (K - 3)
Title: Word Study With Henry and Mudge
URL: http://readwritethink.org/classroom-resources/lesson-plans/word-study-with-henry-806.html
Description:

Research shows that guided reading provides practice that helps students build their decoding and fluency skills. Struggling readers need instruction in word recognition to improve not only their reading skills but also their writing and spelling skills. In this multisession lesson, students participate in a guided reading of a familiar text— Henry and Mudge. Students then reread the text in small groups to better understand the story. In the sessions that follow, students use sentence strips to practice high-frequency words, distinguish between a base word and a suffix, write new sentences using high-frequency and story words, and read a new passage.



   View Standards     Standard(s): [ELA2015] (0) 9 :
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

[ELA2015] (0) 21 :
21 ) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2]

a. Recognize and produce rhyming words. [RF.K.2a]

b. Count, pronounce, blend, and segment syllables in spoken words. [RF.K.2b]

c. Blend and segment onsets and rimes of single-syllable spoken words. [RF.K.2c]

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.) [RF.K.2d]

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [RF.K.2e]

[ELA2015] (0) 22 :
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3]

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b]

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c]

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d]

[ELA2015] (0) 23 :
23 ) Read emergent-reader texts with purpose and understanding. [RF.K.4]

[ELA2015] (1) 31 :
31 ) Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

c. Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

Subject: English Language Arts (K - 1)
Title: Getting the -ig in Pig: Helping Children Discover Onset and Rime
URL: http://readwritethink.org/classroom-resources/lesson-plans/getting-helping-children-discover-103.html?tab=1#tabs
Description:

The study of onset and rime is crucial to the development of reading and writing in K-2 students. This lesson incorporates literature, independent and cooperative learning, critical thinking, and hands-on activities to engage students in learning the -ig rime. Students explore books and magazines for words that have the -ig rime, in addition to brainstorming their own words. Furthermore, assessment is included as students incorporate learned words in context and isolation. This lesson can be adapted to teach various word patterns and could be used for basic ELL instruction.



   View Standards     Standard(s): [ELA2015] (0) 20 :
20 ) Demonstrate understanding of the organization and basic features of print. [RF.K.1]

a. Follow words from left to right, top to bottom, and page by page. [RF.K.1a]

b. Recognize that spoken words are represented in written language by specific sequences of letters. [RF.K.1b]

c. Understand that words are separated by spaces in print. [RF.K.1c]

d. Recognize and name all uppercase and lowercase letters of the alphabet. [RF.K.1d]

[ELA2015] (0) 22 :
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3]

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b]

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c]

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d]

[ELA2015] (0) 31 :
31 ) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

b. Continue a conversation through multiple exchanges. [SL.K.1b]

[ELA2015] (1) 20 :
20 ) Demonstrate understanding of the organization and basic features of print. [RF.1.1]

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [RF.1.1a]

[ELA2015] (1) 22 :
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3]

a. Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a]

b. Decode regularly spelled one-syllable words. [RF.1.3b]

c. Know final -e and common vowel team conventions for representing long vowel sounds. [RF.1.3c]

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [RF.1.3d]

e. Decode two-syllable words following basic patterns by breaking the words into syllables. [RF.1.3e]

f. Read words with inflectional endings. [RF.1.3f]

g. Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g]

[ELA2015] (2) 20 :
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.2.3]

a. Distinguish long and short vowels when reading regularly spelled one-syllable words. [RF.2.3a]

b. Know spelling-sound correspondences for additional common vowel teams. [RF.2.3b]

c. Decode regularly spelled two-syllable words with long vowels. [RF.2.3c]

d. Decode words with common prefixes and suffixes. [RF.2.3d]

e. Identify words with inconsistent but common spelling-sound correspondences. [RF.2.3e]

f. Recognize and read grade-appropriate irregularly spelled words. [RF.2.3f]

Subject: English Language Arts (K - 2)
Title: A Is for Apple: Building Letter-Recognition Fluency
URL: http://readwritethink.org/classroom-resources/lesson-plans/apple-building-letter-recognition-132.html
Description:

Learning to recognize letters is an integral part of most kindergarten programs. The challenge is to keep students' interest while practicing until they are fluent. These lessons meet that challenge using a variety of activities. Students will apply their knowledge of letters and letter sounds as they play games and interact with letters online, using what they see and learn to create their own ABC book.



ALEX Classroom Resources: 3

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