ALEX Resources

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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 Learning Activities  
   View Standards     Standard(s): [ELA2015] (0) 3 :
3 ) With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

[ELA2015] (0) 11 :
11 ) With prompting and support, identify the main topic and retell key details of a text. [RI.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] (1) 3 :
3 ) Describe characters, settings, and major events in a story, using key details. [RL.1.3]

[ELA2015] (1) 11 :
11 ) Identify the main topic and retell key details of a text. [RI.1.2]

[ELA2015] (1) 28 :
28 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.1.6]

[ELA2015] (1) 35 :
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

[ELA2015] (2) 26 :
26 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

[ELA2015] (2) 30 :
30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]

[ELA2015] (3) 5 :
5 ) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL.3.5]

[ELA2015] (3) 32 :
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]

[ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[ELA2015] (4) 16 :
16 ) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [RI.4.7]

[ELA2015] (5) 5 :
5 ) Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. [RL.5.5]

[ELA2015] (5) 36 :
36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

[ELA2015] (6) 3 :
3 ) Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]

[ELA2015] (6) 35 :
35 ) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]

[ELA2015] (7) 3 :
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

[ELA2015] (7) 34 :
34 ) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]

[ELA2015] (8) 2 :
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]

[ELA2015] (8) 34 :
34 ) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

[ELA2015] (9) 3 :
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

[ELA2015] (9) 34 :
34 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

[ELA2015] (10) 3 :
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

[ELA2015] (10) 35 :
35 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

[ELA2015] (11) 3 :
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

[ELA2015] (11) 33 :
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

[ELA2015] (12) 3 :
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

[ELA2015] (12) 33 :
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

[DLIT] (2) 20 :
14) Collect, create, and organize data in a digital chart or graph.

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (4) 22 :
16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

Examples: Sorting, totaling, averaging, charts, and graphs.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

[DLIT] (6) 7 :
1) Remove background details from an everyday process to highlight essential properties.

Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.

Subject: English Language Arts (K - 12), Digital Literacy and Computer Science (2 - 6)
Title: Interactive Plot Diagram
Description:

This organizational tool for grades K-12 uses the plot diagram pyramid to map events in a story.  You can choose beginning, middle, and end for younger learners or exposition, climax, and resolution for older learners.  The mapping tool allows readers to recreate a story you have taught in class, or writers to map out the ideas for an original piece. 




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (1) 10 :
10 ) Ask and answer questions about key details in a text. [RI.1.1]

[ELA2015] (1) 11 :
11 ) Identify the main topic and retell key details of a text. [RI.1.2]

[SC2015] (1) 1 :
1 ) Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

Subject: English Language Arts (1), Science (1)
Title: How to See Sound
URL: https://www.readworks.org/article/How-to-See-Sound/d9c42def-497b-4b4c-8502-66fa9a2c1edc#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used as an introduction to sound waves, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This article will describe an experiment that can be performed for students to view the motion of sound waves. 



   View Standards     Standard(s): [ELA2015] (1) 10 :
10 ) Ask and answer questions about key details in a text. [RI.1.1]

[ELA2015] (1) 11 :
11 ) Identify the main topic and retell key details of a text. [RI.1.2]

[SC2015] (1) 1 :
1 ) Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

Subject: English Language Arts (1), Science (1)
Title: Music in Your Ear
URL: https://www.readworks.org/article/Music-in-Your-Ear/ba4b5222-c7bc-4d7c-b9ea-d27c31a12407#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used as an introduction to sound waves, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This informational text could provide background knowledge before students perform an experiment using a guitar.



   View Standards     Standard(s): [ELA2015] (0) 3 :
3 ) With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

[ELA2015] (0) 4 :
4 ) Ask and answer questions about unknown words in a text. [RL.K.4]

[ELA2015] (0) 6 :
6 ) With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [RL.K.6]

[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] (1) 10 :
10 ) Ask and answer questions about key details in a text. [RI.1.1]

[ELA2015] (1) 11 :
11 ) Identify the main topic and retell key details of a text. [RI.1.2]

[ELA2015] (1) 13 :
13 ) Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. [RI.1.4]

[ELA2015] (1) 15 :
15 ) Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [RI.1.6]

[ELA2015] (1) 16 :
16 ) Use the illustrations and details in a text to describe its key ideas. [RI.1.7]

[ELA2015] (1) 17 :
17 ) Identify the reasons an author gives to support points in a text (e.g., eating a balanced meal, obeying safety rules, engaging in recycling projects). [RI.1.8]

[ELA2015] (1) 19 :
19 ) With prompting and support, read informational texts appropriately complex for Grade 1. [RI.1.10]

[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) 26 :
26 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

[ELA2015] (2) 28 :
28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]

[ELA2015] (3) 27 :
27 ) With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [W.3.6]

[ELA2015] (3) 28 :
28 ) Conduct short research projects that build knowledge about a topic. [W.3.7]

[ELA2015] (3) 29 :
29 ) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8]

[ELA2015] (4) 32 :
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

[ELA2015] (4) 37 :
37 ) Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Grade 4 Language standards 38 and 40 for specific expectations.) [SL.4.6]

[ELA2015] (4) 40 :
40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.4.3]

a. Choose words and phrases to convey ideas precisely.* [L.4.3a]

b. Choose punctuation for effect.* [L.4.3b]

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [L.4.3c]

[ELA2015] (4) 41 :
41 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies. [L.4.4]

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [L.4.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [L.4.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.4.4c]

[ELA2015] (4) 43 :
43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [L.4.6]

[ELA2015] (5) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2]

[ELA2015] (5) 7 :
7 ) Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [RL.5.7]

Subject: English Language Arts (K - 5)
Title: Designing Elements of Story in Little Blue and Little Yellow
URL: http://readwritethink.org/classroom-resources/lesson-plans/designing-elements-story-little-30739.html
Description:

Through multimodal activities, students will explore key elements of design such as color, shape, size, texture, density, and layout to understand and appreciate how these elements combine to convey meaning in Little Blue and Little Yellow, by Leo Lionni. Using art and digital media, they will then create their own designs to express meaning for setting, character relationships, and plot. Students will realize how to use design elements to read images and how meaning in picture books is equally conveyed in both words and images.



ALEX Classroom Resources: 3

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