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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) 7 :
7 ) With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [RL.K.7]

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

[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) 24 :
24 ) Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is …). [W.K.1]

[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) 39 :
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. [L.K.4]

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). [L.K.4a]

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. [L.K.4b]

[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) 7 :
7 ) Use illustrations and details in a story to describe its characters, setting, or events. [RL.1.7]

[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) 24 :
24 ) Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [W.1.1]

a. Write simple poems addressing a topic. (Alabama)

[ELA2015] (2) 7 :
7 ) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. [RL.2.7]

[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) 22 :
22 ) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [W.2.1]

a. Write free verse poetry to express ideas. (Alabama)

[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: Let's Read It Again: Comprehension Strategies for English-Language Learners
URL: http://readwritethink.org/classroom-resources/lesson-plans/read-again-comprehension-strategies-1045.html
Description:

Using Con Mi Hermano/With My Brother by Eileen Roe, this lesson has second grade Spanish-speaking ELLs identify the main idea of the story, construct meaning from text and illustrations, and learn English words. They then demonstrate their knowledge and practice writing in English by writing a poem and a retelling of the story. This lesson (which can be adapted using bilingual books in other languages and for other ages) also has older struggling readers read with younger students. Finally, it encourages English-speaking students in mixed classrooms to learn Spanish words for familiar people and objects.



ALEX Classroom Resources: 1

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