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 (5)

ALEX Learning Activities  
   View Standards     Standard(s): [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]

[SS2010] LWT (0) 12 :
12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same
[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[SS2010] LWT2 (2) 9 :
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
[DLIT] (2) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: English Language Arts (2), Social Studies (K - 2), Digital Literacy and Computer Science (2)
Title: Aboard the Mayflower
Description:

This interactive website allows students to relive part of the journey to America on board of the Mayflower. The website provides pictures and details concerning hardships that were faced in and outside the vessel. Students can also tour the ship and locate up to 7 rooms the Mayflower offered.



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [SS2010] LWT2 (2) 9 :
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
Subject: Social Studies (2)
Title: Refugees and Immigrants
URL: https://www.readworks.org/article/Refugees-and-Immigrants/2ea8a851-665a-4208-9cf8-b5cbb11314e5
Description:

This learning activity will teach students about refugees and immigrants. Every day, people leave behind their homes in search of better lives. Some of them are immigrants. Immigrants are people who go to other countries to live there permanently. Many immigrants are looking for better jobs. Some eventually become citizens of their new country.


   View Standards     Standard(s): [SS2010] LWT2 (2) 9 :
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
Subject: Social Studies (2)
Title: Hola Means Hello
URL: https://www.readworks.org/article/Hola-Means-Hello/dff74582-2b29-4bd0-8f99-7350a0c52a73
Description:

In this learning activity, students read a passage about Martina who is lonely after moving to a new area and being the only kid who can speak a different language. It made her proud to know more languages than the other kids. But she also felt lonely. Sometimes she could not find the right word in English. No one understood what she was saying. Students learn the importance of unity in social groups when Martina meets another child in her community just like her. 

Note: You will need to create a free account to access this resource.


   View Standards     Standard(s): [SS2010] LWT2 (2) 9 :
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
Subject: Social Studies (2)
Title: Work Smarter, Not Harder
URL: https://www.youtube.com/watch?v=8jEZraf0eDI
Description:

Scrooge McDuck tells the story of how and why he emigrated to America. His parents believed in the American Dream and felt he deserved better, so they encouraged him to earn the money to move overseas. After working smarter, not harder, he earned the money he needed to move in a few months.


   View Standards     Standard(s): [SS2010] LWT2 (2) 9 :
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
Subject: Social Studies (2)
Title: What Does 'Warrior' Mean to You? | The Warrior Tradition
URL: https://aptv.pbslearningmedia.org/resource/what-does-warrior-mean-to-you-media-gallery/the-warrior-tradition/
Description:

In this video from PBSLearningMedia, students will develop a definition for the word "warrior," investigate what "warrior" means to Native Americans and compare and contrast their understanding of the word warrior to Native Americans’ concept of a warrior.

Instructional Resources   

**Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.


   View Standards     Standard(s): [ELA2015] (0) 1 :
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

[ELA2015] (1) 1 :
1 ) Ask and answer questions about key details in a text. [RL.1.1]

a. Make predictions from text clues. (Alabama)

[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] (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] (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]

[SS2010] LWT2 (2) 9 :
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
Subject: English Language Arts (K - 4), Social Studies (2)
Title: Reading "Feivel's Flying Horse"
URL: https://amhistory.si.edu/ourstory/pdf/immigration/immigration_reading.pdf
Description:

This is a reading guide/lesson plan with step-by-step instructions to accompany the book Feivel's Flying Horses by Heidi Smith Hyde and illustrated by Johanna Van Der Sterre. Feivel's Flying Horses tells the story of a Jewish woodcarver who moved from the Old Country and carved carousel horses to earn money to bring his family from Europe to America. The story is a historical fiction story of immigrants coming to America. The reading guide is recommended for kindergarten through 4th grade.  


ALEX Classroom Resources: 5

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