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 (4)


ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (4) 3 :
3 ) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3]

[ELA2015] (4) 7 :
7 ) Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7]

[ELA2015] (4) 27 :
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

[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) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: English Language Arts (4), Digital Literacy and Computer Science (4)
Title: Untangling the Web
Description:

Doodle Splash is an online interactive that allows students to incorporate their drawings with their writing.  This site allows them to visualize their ideas and prompts them to write about those ideas.




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [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) 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) 36 :
36 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2]

a. Capitalize holidays, product names, and geographic names. [L.2.2a]

b. Use commas in greetings and closings of letters. [L.2.2b]

c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c]

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d]

e. Form uppercase and lowercase letters in cursive. (Alabama)

f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e]

[ELA2015] (3) 12 :
12 ) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause and effect. [RI.3.3]

[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) 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) 37 :
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.3.1]

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.1a]

b. Form and use regular and irregular plural nouns. [L.3.1b]

c. Use abstract nouns (e.g., childhood). [L.3.1c]

d. Form and use regular and irregular verbs. [L.3.1d]

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [L.3.1e]

f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.1f]

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [L.3.1g]

h. Use coordinating and subordinating conjunctions. [L.3.1h]

i. Produce simple, compound, and complex sentences. [L.3.1i]

[ELA2015] (4) 12 :
12 ) Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. [RI.4.3]

[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]

[ELA2015] (4) 27 :
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

[ELA2015] (4) 39 :
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]

a. Use correct capitalization. [L.4.2a]

b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]

[ELA2015] (5) 12 :
12 ) Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. [RI.5.3]

[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) 27 :
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. [W.5.6]

[ELA2015] (5) 38 :
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]

c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]

d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]

e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]

Subject: English Language Arts (2 - 5)
Title: Writing Acrostic Poems with Thematically Related Texts in the Content Areas
URL: http://readwritethink.org/classroom-resources/lesson-plans/writing-acrostic-poems-with-31167.html
Description:

In this unit, students will use thematically related texts, organized from least to the most complex, to gather a word bank of supporting details and content vocabulary about a concept. Then they use these words as a basis for writing acrostic poems, which support organization of information around a central idea, as the lines of an acrostic poem are held together by the topic or main idea spelled vertically.



   View Standards     Standard(s): [ELA2015] (3) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]

[ELA2015] (3) 25 :
25 ) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.3.4]

[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) 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] (4) 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-4.) [W.4.5]

[ELA2015] (4) 27 :
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

[ELA2015] (5) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]

[ELA2015] (5) 25 :
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

[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]

Subject: English Language Arts (3 - 5)
Title: Teaching the Compare and Contrast Essay Through Modeling
URL: http://readwritethink.org/classroom-resources/lesson-plans/teaching-compare-contrast-essay-275.html
Description:

Together, students and teacher use charts and Venn diagrams to brainstorm and organize similarities and differences between two objects. The teacher then models the beginning of the first draft, inviting students to help rephrase, clarify, and revise as the draft is written. Finally, students take what they have learned to complete the draft independently.



   View Standards     Standard(s): [ELA2015] (3) 10 :
10 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.1]

[ELA2015] (3) 12 :
12 ) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause and effect. [RI.3.3]

[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]

[ELA2015] (4) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]

[ELA2015] (4) 25 :
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

[ELA2015] (4) 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-4.) [W.4.5]

[ELA2015] (4) 27 :
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

[ELA2015] (4) 28 :
28 ) Conduct short research projects that build knowledge through investigation of different aspects of a topic. [W.4.7]

[ELA2015] (4) 30 :
30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.4.9]

a. Apply Grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]"). [W.4.9a]

b. Apply Grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text"). [W.4.9b]

[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) 32 :
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly. [SL.5.1]

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.5.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]

[SC2015] (3) 13 :
13 ) Display data graphically and in tables to describe typical weather conditions expected during a particular season (e.g., average temperature, precipitation, wind direction).

Subject: English Language Arts (3 - 5), Science (3)
Title: Weather Detectives: Questioning the Fact and Folklore of Weather Sayings
URL: http://readwritethink.org/classroom-resources/lesson-plans/weather-detectives-questioning-fact-775.html
Description:

Before there were weather tools, people looked to the sky, plants, and animals for hints about what the weather would do. To remember these indicators, people coined weather sayings. But are these sayings true and reliable? This lesson explores the truth and reliability of weather-related sayings, such as, “Mare's tails and mackerel scales make tall ships take in their sails.” Students brainstorm weather sayings then investigate the accuracy and origins of the sayings in predicting the weather, using print and online resources in their research. Next, students write about and illustrate their weather sayings then share their results with their classmates. Finally, students discuss skepticism and when it may be a good response to information that is presented to them as fact.



   View Standards     Standard(s): [ELA2015] (3) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]

[ELA2015] (3) 25 :
25 ) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.3.4]

[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) 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) 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] (3) 31 :
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and expressing their own clearly. [SL.3.1]

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.3.1a]

b. 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.3.1b]

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.1c]

d. Explain their own ideas and understanding in light of the discussion. [SL.3.1d]

[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] (3) 37 :
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.3.1]

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.1a]

b. Form and use regular and irregular plural nouns. [L.3.1b]

c. Use abstract nouns (e.g., childhood). [L.3.1c]

d. Form and use regular and irregular verbs. [L.3.1d]

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [L.3.1e]

f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.1f]

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [L.3.1g]

h. Use coordinating and subordinating conjunctions. [L.3.1h]

i. Produce simple, compound, and complex sentences. [L.3.1i]

[ELA2015] (3) 42 :
42 ) Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L.3.6]

[ELA2015] (4) 10 :
10 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.4.1]

[ELA2015] (4) 11 :
11 ) Determine the main idea of a text and explain how it is supported by key details; summarize the text. [RI.4.2]

[ELA2015] (4) 13 :
13 ) Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area. [RI.4.4]

[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] (4) 17 :
17 ) Explain how an author uses reasons and evidence to support particular points in a text. [RI.4.8]

[ELA2015] (4) 18 :
18 ) Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [RI.4.9]

[ELA2015] (4) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]

[ELA2015] (4) 25 :
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

[ELA2015] (4) 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-4.) [W.4.5]

[ELA2015] (4) 27 :
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

[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] (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]

Subject: English Language Arts (3 - 4)
Title: Writing and Assessing an Autobiographical Incident
URL: http://readwritethink.org/classroom-resources/lesson-plans/writing-assessing-autobiographical-incident-14.html?tab=1#tabs
Description:

In this lesson, students read and discuss several biographies and autobiographies. They analyze two autobiographical incidents, identifying the structure, organization, and style of the pieces. After talking with family members and brainstorming possible topics, students select a focus for their autobiographical incident and use an online tool to organize the events in chronological order. Students then draft their autobiographical incident and complete the writing process by conferencing, revising, editing, publishing, and sharing with the class. They assess their writing with a rubric. They have the opportunity to use a graphic map and an interactive timeline in the lesson. 



ALEX Classroom Resources: 4

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