ALEX Resources

   View Standards     Standard(s): [ELA2015] (2) 5 :

5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

[ELA2015] (3) 17 :

17 ) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]

After a discussion and work on sequence, students will apply this knowledge to sequencing comic strips through group work.

   View Standards     Standard(s): [ELA2015] (2) 5 :

5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

[ELA2015] (2) 6 :

6 ) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [RL.2.6]

[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) 12 :

12 ) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]

[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]

[ELA2015] (2) 24 :

24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

[DLIT] (2) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

The Storykit app allows users to create stories using their own pictures, words and text.

   View Standards     Standard(s): [ELA2015] (2) 1 :

1 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]

a. Infer the main idea and supporting details in narrative texts. (Alabama)

[ELA2015] (2) 5 :

5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

[ARTS] VISA (2) 2 :

2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

Students will brainstorm the beginning, middle, and end of artwork and a familiar story.  They will create a paper collage to illustrate the beginning, middle, or end of a story. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [ELA2015] (2) 1 :

1 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]

a. Infer the main idea and supporting details in narrative texts. (Alabama)

[ELA2015] (2) 3 :

3 ) Describe how characters in a story respond to major events and challenges. [RL.2.3]

[ELA2015] (2) 5 :

5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

[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) 9 :

9 ) By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10]

[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) 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]

This lesson gives second-grade students opportunities to interact with a thought-provoking story, as they also develop comprehension and critical-thinking skills. Students begin by listening to a read-aloud of Amazing Grace by Mary Hoffman, with teacher modeling of the thinking process at key points. They then participate in partner, small-group, and whole-class discussions to revisit and respond to the text. Students finish by using the interactive Doodle Splash to visually represent the ideas they want to remember from the book. Helpful tips are embedded within the lesson for discussing difficult themes and guiding students to make respectful and thoughtful comments in a group setting.

   View Standards     Standard(s): [ELA2015] (1) 2 :

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

[ELA2015] (1) 3 :

3 ) Describe characters, settings, and major events in a story, using key details. [RL.1.3]

[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) 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] (2) 5 :

5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

[ELA2015] (2) 9 :

9 ) By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10]

Comprehension is an essential component of successful reading. Through modeling and progressive levels of independent work, students become aware of the importance of retelling and essential story elements. Students demonstrate their understanding of stories through the use of online interactive graphic organizers and present story elements of an individual book through a book talk.