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Classroom Resources (3)


ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (3) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RL.3.10]

[ELA2015] (3) 16 :
16 ) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [RI.3.7]

[ELA2015] (3) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

a. Read on-level text with purpose and understanding. [RF.3.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c]

[ELA2015] (3) 26 :
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-3.) [W.3.5]

[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) 5 :
5 ) Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. [RL.4.5]

[ELA2015] (4) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]

[ELA2015] (4) 29 :
29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8]

[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]

Subject: English Language Arts (3 - 4)
Title: All About Alliteration: Responding to Literature Through a Poetry Link
URL: http://readwritethink.org/classroom-resources/lesson-plans/about-alliteration-responding-literature-825.html
Description:

Poetry offers many opportunities for word play and learning about language. But because poetry can seem inaccessible, many students approach poetry writing with trepidation. This lesson for third and fourth-grade students is designed to overcome student fears by using a traditional poem to teach students about alliteration. After reading the book A My Name Is... by Alice Lyne, students use a variety of print and online resources to brainstorm their own alliterative word lists. They then create a poetry link that uses the traditional poem they have read together as a framework for their own poems.



   View Standards     Standard(s): [ELA2015] (3) 2 :
2 ) Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2]

[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) 30 :
30 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.10]

[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) 5 :
5 ) Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. [RL.4.5]

[ELA2015] (4) 8 :
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

[ELA2015] (4) 31 :
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.4.10]

[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) 8 :
8 ) Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [RL.5.9]

[ELA2015] (5) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]

a. Read on-level text with purpose and understanding. [RF.5.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.5.4c]

[ELA2015] (5) 26 :
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]

[ELA2015] (5) 31 :
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.5.10]

Subject: English Language Arts (3 - 5)
Title: Once Upon a Time Rethought: Writing Fractured Fairy Tales
URL: http://readwritethink.org/classroom-resources/lesson-plans/once-upon-time-rethought-853.html
Description:

In this free resource from ReadWriteThink, students work together to craft a list of common fairy tale elements in order to determine what makes a fairy tale a fairy tale. They then explore and analyze a variety of tales, recording their information using a story map. The story map becomes a launching point for students' own fairy tales. Students use the characteristics of a known tale and change one of the literary elements to create a new tale, which includes a different set of characters, has a new setting, or includes a changed conflict or resolution. Finally, students publish and illustrate their new “fractured fairy tales” for others to enjoy.



   View Standards     Standard(s): [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) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

a. Read on-level text with purpose and understanding. [RF.3.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c]

[ELA2015] (4) 5 :
5 ) Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. [RL.4.5]

[ELA2015] (4) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]

[ELA2015] (4) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.4.4]

a. Read on-level text with purpose and understanding. [RF.4.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.4.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.4.4c]

Subject: English Language Arts (3 - 4)
Title: Compiling Poetry Collections and a Working Definition of Poetry
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/compiling-poetry-collections-working-354.html
Description:

This unit introduces poetry forms and craft elements while students explore poetry about everyday topics or themes. Students begin by discussing their varying definitions of poetry, brainstorming all the different types of poems they know, and briefly discussing elements of poetry. In each subsequent session, students are introduced to one form of poetry. This lesson uses concrete/shape, haiku, cinquain, two-voice, and free-form poetry, but the lesson can be easily adapted for any poetic form. Students read examples, define the form, and find additional examples in poetry books. They create their own poetry collection by adding examples, definitions, and their own poems to a writer's notebook. In the final session, students go back through the poems they have collected, looking for examples of five elements of poetry.



ALEX Classroom Resources: 3

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