ALEX Resources

   View Standards     Standard(s): [DLIT] (0) 18 :

12) Use a variety of digital devices, in both independent and collaborative settings.

Examples: Interactive boards, tablets, laptops, other handheld devices.

[DLIT] (0) 7 :

1) List the sequence of events required to solve problems.

Examples: Tying shoes, making a sandwich, brushing teeth.

[DLIT] (0) 11 :

5) Demonstrate appropriate behaviors for working with others responsibly and kindly.

Examples: Face-to-face collaborative groups or interactions, online interactions, role play.

[DLIT] (0) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[MA2019] (0) 19 :

19. Correctly name shapes regardless of their orientations or overall sizes.

[ELA2015] (0) 32 :

32 ) Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [SL.K.2]

[MA2019] (0) 20 :

20. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

[MA2019] (0) 18 :

18. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

[ELA2015] (0) 33 :

33 ) Ask and answer questions in order to seek help, get information, or clarify something that is not understood. [SL.K.3]

While students are in pairs and without being able to see each other, student 1 designs and provides oral instructions to student 2 in order for student 2 to recreate a shape and/or structure only student 1 can see. Student 2 can ask clarifying questions, but that is all. This activity builds skills in sequencing, classifying, sorting, orientation, and relative position of objects. It also builds listening skills for oral comprehension and asking and answering concise questions.

This activity was created as a result of the DLCS COS Resource Development Summit.

   View Standards     Standard(s): [ELA2015] (0) 9 :

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

[ELA2015] (0) 23 :

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

[ELA2015] (0) 32 :

32 ) Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [SL.K.2]

[ELA2015] (0) 35 :

35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

[ELA2015] (1) 2 :

2 ) Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2]

[ELA2015] (2) 21 :

21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]

[ELA2015] (2) 25 :

25 ) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [W.2.5]

[ELA2015] (2) 27 :

27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]

[ELA2015] (2) 29 :

29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

Recognizing problems and identifying solutions are skills that help students develop an awareness of themselves and their surroundings. After reading the book Officer Buckle and Gloria by Peggy Rathmann, students explore potential safety problems and then devise possible solutions. Each student creates a safety tip poster similar to the ones in the book to present a solution to one of the identified safety problems. Students communicate their safety messages to others by displaying the posters around the school or in the community. This lesson could easily be adapted for use with older students.

   View Standards     Standard(s): [ELA2015] (0) 9 :

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

[ELA2015] (0) 23 :

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

[ELA2015] (0) 32 :

32 ) Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [SL.K.2]

[ELA2015] (0) 35 :

35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

[ELA2015] (1) 2 :

2 ) Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2]

[ELA2015] (2) 25 :

25 ) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [W.2.5]

This unit introduces the concept of cause and effect with Trinka Hakes Noble's books about Jimmy and his boa constrictor. Each lesson begins with the teacher reading a new story about Jimmy and his boa and the chaos they bring to each place they visit. Class discussions about each event and its cause are followed by tasks for the students to help illustrate understanding of the concept. Students create cause-and-effect pictures, puzzles, and flow charts as they explore the genre. As a culminating activity, students write their own book with causes and effects, which are assessed with a rubric.