ALEX Resources

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Lesson Plans (2) A detailed description of the instruction for teaching one or more concepts or skills. Classroom Resources (8)


ALEX Lesson Plans  
   View Standards     Standard(s): [HE1] (0) 12 :
12 ) Identify healthy foods, including snacks.

•  Recognizing the six food groups on MyPyramid
•  Identifying characteristics of various foods
Examples: taste, smell, color, texture

•  Locating the nutrition facts label on food products
[ELA2015] (0) 25 :
25 ) Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2]

[ELA2015] (0) 28 :
28 ) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6]

[ELA2015] (0) 30 :
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8]

[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] (0) 35 :
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

[ELA2015] (0) 36 :
36 ) Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6]

Subject: English Language Arts (K), or Health (K)
Title: Find the Fat
Description:

Students will experiment with and evaluate healthy and unhealthy foods. Students will take digital pictures and view during a class discussion about fat content in foods. Students will watch a video about healthy eating and exercise and respond to the experience through writing and drawing. 

This is a College- and Career-Ready Standards showcase lesson plan.




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

[ELA2015] (0) 36 :
36 ) Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6]

[ELA2015] (1) 23 :
23 ) Read with sufficient accuracy and fluency to support comprehension. [RF.1.4]

a. Read on-level text with purpose and understanding. [RF.1.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.1.4c]

[ELA2015] (1) 27 :
27 ) With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [W.1.5]

[ELA2015] (1) 29 :
29 ) Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). [W.1.7]

Subject: English Language Arts (K - 1)
Title: Have Journal...Will Travel: Promoting Family Involvement in Literacy
URL: http://readwritethink.org/classroom-resources/lesson-plans/have-journal-will-travel-38.html
Description:

Students take turns taking home a book bag that includes a stuffed toy, a book to read with their families, art supplies, a topic to discuss, and a journal to complete as a family. The students then return the bag the following day and share their entries with the class. After every student has taken the bag home, the journal is bound into a book for the classroom library. The teacher then selects a new topic and book to start a second rotation. The goal is to invite parents to join their children in these literacy activities.



   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]

Subject: English Language Arts (K - 2)
Title: The Day Jimmy's Boa Taught Cause and Effect
URL: http://readwritethink.org/classroom-resources/lesson-plans/jimmy-taught-cause-effect-1029.html
Description:

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.



   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]

Subject: English Language Arts (K - 2)
Title: Safety Tips With Officer Buckle and Gloria
URL: http://readwritethink.org/classroom-resources/lesson-plans/safety-tips-with-officer-1019.html
Description:

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) 13 :
13 ) With prompting and support, ask and answer questions about unknown words in a text. [RI.K.4]

[ELA2015] (0) 19 :
19 ) Actively engage in group reading activities with purpose and understanding. [RI.K.10]

[ELA2015] (0) 35 :
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

[ELA2015] (1) 23 :
23 ) Read with sufficient accuracy and fluency to support comprehension. [RF.1.4]

a. Read on-level text with purpose and understanding. [RF.1.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.1.4c]

[ELA2015] (1) 39 :
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

b. Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [L.1.4c]

d. Apply alphabetical order to the first letter of words to access information. (Alabama)

[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) 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]

[ELA2015] (2) 38 :
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [L.2.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [L.2.4c]

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [L.2.4d]

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [L.2.4e]

Subject: English Language Arts (K - 2)
Title: Ferocious Fighting Fish: An Ocean Unit Exploring Beginning Word Sounds
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/ferocious-fighting-fish-ocean-828.html
Description:

This ocean-themed unit will focus students' attention on alliteration, or repeated beginning word sounds. Students begin by reading the book Look Who Lives in the Ocean by Allen Baker, and then sharing what they notice about the words in the story. Then they work as a class to craft a definition of alliteration and record the definition on chart paper. Students continue to expand their knowledge of alliteration by finding examples in classroom books and their own writing and then adding these examples to a class list. Next, they practice revising sentences to include alliteration and then share their revisions with the class. Finally, students compose their own class book to explore the technique in their own writing. The lesson is a natural extension after alphabet books have been introduced, when writing a class book, or to supplement independent writing projects.



   View Standards     Standard(s): [ELA2015] (0) 16 :
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

[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] (0) 35 :
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

[ELA2015] (0) 40 :
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]

[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]

[ELA2015] (1) 39 :
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

b. Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [L.1.4c]

d. Apply alphabetical order to the first letter of words to access information. (Alabama)

[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]

[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) 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]

[ELA2015] (2) 38 :
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [L.2.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [L.2.4c]

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [L.2.4d]

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [L.2.4e]

Subject: English Language Arts (K - 2)
Title: Our Community: Creating ABC Books as Assessment
URL: http://readwritethink.org/classroom-resources/lesson-plans/community-creating-books-assessment-844.html
Description:

As students study the theme of community, they collect vocabulary words and key concepts. Students first talk about their community and then craft a definition of community. Students then examine several examples of the alphabet book genre and a variety of print and online texts. With the information they've found, students create alphabet books—individually, in small groups, or as a whole class—using an online tool. Their books relate each letter of the alphabet with a fact, keyword or phrase from their research, providing both an artifact that can be used to teach others about the subject and a demonstration of the knowledge gained in the unit that can be used for assessment. This unit focuses on the theme of community, but the idea can be adapted for any unit of study.



   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] (1) 39 :
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

b. Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [L.1.4c]

d. Apply alphabetical order to the first letter of words to access information. (Alabama)

[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]

Subject: English Language Arts (K - 2)
Title: Alphabetizing With Original Stories
URL: http://readwritethink.org/classroom-resources/lesson-plans/alphabetizing-with-original-stories-851.html
Description:

These lessons challenge students to write original stories using alphabetical order. For students who are still developing a basic understanding of alphabetization, the entire class can write one story, beginning each page with a new letter. Challenge more advanced students to write their own stories or to compose the words in each sentence in alphabetical order. Students can illustrate their texts in class or at home with their families. Although this lesson was primarily written for a first- or second-grade class, modifications can be made to allow kindergarten students to have success with alphabetizing as well.



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

[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]

[ELA2015] (1) 37 :
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]

a. Print all uppercase and lowercase letters. [L.1.1a]

b. Use common, proper, and possessive nouns. [L.1.1b]

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). [L.1.1c]

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [L.1.1d]

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [L.1.1e]

f. Use frequently occurring adjectives. [L.1.1f]

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]

h. Use determiners (e.g., articles, demonstratives). [L.1.1h]

i. Use frequently occurring prepositions (e.g., during, beyond, toward). [L.1.1i]

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [L.1.1j]

[ELA2015] (1) 38 :
38 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.1.2]

a. Capitalize dates and names of people. [L.1.2a]

b. Use end punctuation for sentences. [L.1.2b]

c. Use commas in dates and to separate single words in a series. [L.1.2c]

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [L.1.2d]

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. [L.1.2e]

[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]

[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) 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]

[ELA2015] (2) 35 :
35 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.2.1]

a. Use collective nouns (e.g., group). [L.2.1a]

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [L.2.1b]

c. Use reflexive pronouns (e.g., myself, ourselves). [L.2.1c]

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [L.2.1d]

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. [L.2.1e]

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). [L.2.1f]

Subject: English Language Arts (K - 2)
Title: Action ABC's: Learning Vocabulary With Verbs
URL: http://readwritethink.org/classroom-resources/lesson-plans/action-learning-vocabulary-with-918.html
Description:

Students are likely to know many more words than they use in their writing. This lesson is designed to help students better use their vocabulary by teaching (or reviewing) what verbs are and to help them access verbs they already know and use them in sentences. Students work together to brainstorm and create lists of verbs for each of the letters of the alphabet. Then, choosing one verb for each letter, they create pages for an Action Alphabet book. Each page includes an illustration and a sentence using the verb in context. The project can be adapted according to age level and language ability. Students in kindergarten may work together on a class book, while older students may work in small groups or individually. Similarly, the complexity of the example sentences will vary depending on students' writing levels.



   View Standards     Standard(s): [ELA2015] (0) 12 :
12 ) With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.K.3]

[ELA2015] (0) 16 :
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

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

[ELA2015] (0) 30 :
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8]

[ELA2015] (0) 35 :
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

[ELA2015] (0) 40 :
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]

Subject: English Language Arts (K)
Title: Writing Reports in Kindergarten? Yes!
URL: http://readwritethink.org/classroom-resources/lesson-plans/writing-reports-kindergarten-73.html
Description:

This unit provides three types of reports that can be written and shared by kindergarten students. These reports allow young students to see themselves as writers with important information to share with others. In the first report, students report what they've learned about an apple using all five senses by completing a simple report form. In the second activity, they explore a variety of nonfiction media about animals of their choice. After they write journal pages recording simple information about the animals, completed pages are stapled together, and students create clay representations of their selected animals. In the final report, students use facts they have researched to create and share original riddles about selected animals.



ALEX Classroom Resources: 8

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