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 (4)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (0) 3 :
3 ) Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air).

[SC2015] (0) 4 :
4 ) Gather evidence to support how plants and animals provide for their needs by altering their environment (e.g., tree roots breaking a sidewalk to provide space, red fox burrowing to create a den to raise young, humans growing gardens for food and building roads for transportation).

[SC2015] (1) 5 :
5 ) Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., outerwear imitating animal furs for insulation, gear mimicking tree bark or shells for protection).*

[SC2015] (2) 7 :
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

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

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

[ELA2015] (2) 19 :
19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.2.10]

Subject: English Language Arts (K - 2), or Science (K - 2)
Title: Amazing Animal Adaptations for K-2
Description:

This is a multi-session interactive lesson plan about animal adaptations for kindergarten through second grade students. The goal of this interactive digital lesson plan is to guide students through activities that help them understand how characteristics such as body covering, body parts, and behaviors help animals survive.  These lesson plans also build cooperation and communication skills for students. There are additional resources provided for the teacher to use before or after using the HyperDoc. 

This Lesson Plan was created in partnership with the Birmingham Zoo.




   View Standards     Standard(s): [MA2019] (2) 24 :
24. Solve problems with money.

a. Identify nickels and quarters by name and value.

b. Find the value of a collection of quarters, dimes, nickels, and pennies.

c. Solve word problems by adding and subtracting within one dollar, using the $ and ¢ symbols appropriately (not including decimal notation).

Example: 24¢ + 26¢ = 50¢
[ELA2015] (1) 3 :
3 ) Describe characters, settings, and major events in a story, using key details. [RL.1.3]

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

[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) 26 :
26 ) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [W.1.3]

[ELA2015] (1) 36 :
36 ) Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6]

[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]

Subject: English Language Arts (1), or Mathematics (2)
Title: Pat Brisson's Benny's Pennies
Description:

Students will listen to the book Benny's Pennies and demonstrate their ability to count pennies, understand proper sequence and rewrite a story.




ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (1) 19 :
19 ) With prompting and support, read informational texts appropriately complex for Grade 1. [RI.1.10]

[SC2015] (1) 7 :
7 ) Make observations to identify the similarities and differences of offspring to their parents and to other members of the same species (e.g., flowers from the same kind of plant being the same shape, but differing in size; dog being same breed as parent, but differing in fur color or pattern).

Subject: English Language Arts (1), Science (1)
Title: Whom Does He Look Like?
URL: https://www.readworks.org/article/Whom-Does-He-Look-Like/46ac94c0-f30d-49b0-9ba4-eb5cdb566580#!articleTab:content/
Description:

The teacher will present an informational fiction 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 would be useful to introduce students to the concept parents and their offspring have similarities and differences in their appearance.



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

[SC2015] (1) 8 :
8 ) Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day).

Subject: English Language Arts (1), Science (1)
Title: The Moon Journal
URL: https://www.readworks.org/article/The-Moon-Journal/6b8cb2a1-f589-4eb5-a7ce-451095330d80#!articleTab:content/
Description:

The teacher will present an informational fiction 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 the lunar cycle, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This informational fiction text could provide background knowledge before students create their own moon journal to observe the changing lunar phases. 



   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.



   View Standards     Standard(s): [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) 11 :
11 ) With prompting and support, identify the main topic and retell key details of a text. [RI.K.2]

[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) 29 :
29 ) Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [W.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] (1) 5 :
5 ) Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [RL.1.5]

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

[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] (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) 23 :
23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

Subject: English Language Arts (K - 2)
Title: Investigating Animals: Using Nonfiction for Inquiry-Based Research
URL: http://readwritethink.org/classroom-resources/lesson-plans/investigating-animals-using-nonfiction-187.html
Description:

Young children are fascinated with the world around them, showing intense interest and curiosity about animals and their lives. Through the use of nonfiction, students can be encouraged and challenged to learn more about favorite animals and to document their findings with graphic organizers. Students begin their inquiry by comparing fiction and nonfiction books about animals, using a Venn diagram. They list things they want to know about animals on a chart. As a class, students vote on an animal to research. They revise their question list and then research the animal using prompts from an online graphic organizer. After several sessions of research, students revisit their original questions and evaluate the information they have gathered. Finally, students revise and edit their work and prepare to present their findings to an authentic audience.



ALEX Classroom Resources: 4

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