ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (0) 4 :
4 ) Ask and answer questions about unknown words in a text. [RL.K.4]

[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] (0) 16 :
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

[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) 25 :
25 ) Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2]

[ELA2015] (0) 39 :
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. [L.K.4]

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). [L.K.4a]

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. [L.K.4b]

[ELA2015] (0) 40 :
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]

[ELA2015] (1) 7 :
7 ) Use illustrations and details in a story to describe its characters, setting, or events. [RL.1.7]

[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) 24 :
24 ) Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [W.1.1]

a. Write simple poems addressing a topic. (Alabama)

[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) 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) 22 :
22 ) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [W.2.1]

a. Write free verse poetry to express ideas. (Alabama)

[ELA2015] (2) 38 :
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [L.2.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [L.2.4c]

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [L.2.4d]

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [L.2.4e]

Subject: English Language Arts (K - 2)
Title: Let's Read It Again: Comprehension Strategies for English-Language Learners
URL: http://readwritethink.org/classroom-resources/lesson-plans/read-again-comprehension-strategies-1045.html
Description:

Using Con Mi Hermano/With My Brother by Eileen Roe, this lesson has second grade Spanish-speaking ELLs identify the main idea of the story, construct meaning from text and illustrations, and learn English words. They then demonstrate their knowledge and practice writing in English by writing a poem and a retelling of the story. This lesson (which can be adapted using bilingual books in other languages and for other ages) also has older struggling readers read with younger students. Finally, it encourages English-speaking students in mixed classrooms to learn Spanish words for familiar people and objects.



   View Standards     Standard(s): [ELA2015] (0) 16 :
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.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] (0) 35 :
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

[ELA2015] (0) 40 :
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]

[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] (1) 39 :
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

b. Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [L.1.4c]

d. Apply alphabetical order to the first letter of words to access information. (Alabama)

[ELA2015] (1) 40 :
40 ) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]

[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]

[ELA2015] (2) 38 :
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [L.2.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [L.2.4c]

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [L.2.4d]

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [L.2.4e]

Subject: English Language Arts (K - 2)
Title: Our Community: Creating ABC Books as Assessment
URL: http://readwritethink.org/classroom-resources/lesson-plans/community-creating-books-assessment-844.html
Description:

As students study the theme of community, they collect vocabulary words and key concepts. Students first talk about their community and then craft a definition of community. Students then examine several examples of the alphabet book genre and a variety of print and online texts. With the information they've found, students create alphabet books—individually, in small groups, or as a whole class—using an online tool. Their books relate each letter of the alphabet with a fact, keyword or phrase from their research, providing both an artifact that can be used to teach others about the subject and a demonstration of the knowledge gained in the unit that can be used for assessment. This unit focuses on the theme of community, but the idea can be adapted for any unit of study.



   View Standards     Standard(s): [ELA2015] (0) 12 :
12 ) With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.K.3]

[ELA2015] (0) 16 :
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

[ELA2015] (0) 23 :
23 ) Read emergent-reader texts with purpose and understanding. [RF.K.4]

[ELA2015] (0) 30 :
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8]

[ELA2015] (0) 35 :
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

[ELA2015] (0) 40 :
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]

Subject: English Language Arts (K)
Title: Writing Reports in Kindergarten? Yes!
URL: http://readwritethink.org/classroom-resources/lesson-plans/writing-reports-kindergarten-73.html
Description:

This unit provides three types of reports that can be written and shared by kindergarten students. These reports allow young students to see themselves as writers with important information to share with others. In the first report, students report what they've learned about an apple using all five senses by completing a simple report form. In the second activity, they explore a variety of nonfiction media about animals of their choice. After they write journal pages recording simple information about the animals, completed pages are stapled together, and students create clay representations of their selected animals. In the final report, students use facts they have researched to create and share original riddles about selected animals.



   View Standards     Standard(s): [ELA2015] (0) 10 :
10 ) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]

[ELA2015] (0) 16 :
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

[ELA2015] (0) 19 :
19 ) Actively engage in group reading activities with purpose and understanding. [RI.K.10]

[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).

Subject: English Language Arts (K), Science (K)
Title: It's Our Garden
URL: http://sciencenetlinks.com/lessons/its-our-garden/
Description:

This lesson uses a book called It's Our Garden: From Seeds to Harvest in a School Garden by George Ancona. This book introduces students to a particular school garden that is described in the book. In this book, Ancona shares his fascination with a school garden near his home in Santa Fe, New Mexico. Over the course of a year, he photographed the students, their friends, teachers, and families as they tended to the garden from seed to harvest. The book itself chronicles how the students planned, carried out, observed, and recorded their work in the garden. Ancona's photo essay is graced with the students' drawings of the plants, the insects that keep the garden thriving, and the wildlife that calls the garden home. The format of this book lends itself nicely to the sequencing activity in this lesson.



   View Standards     Standard(s): [ELA2015] (0) 10 :
10 ) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]

[ELA2015] (0) 16 :
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

[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).

Subject: English Language Arts (K), Science (K)
Title: Grow! Raise! Catch!
URL: http://sciencenetlinks.com/lessons/grow-raise-catch/
Description:

This lesson uses a book called Grow! Raise! Catch! How We Get Our Food by Shelley Rotner. This book describes, in general terms, where food comes from. It helps students make connections between people and their environment. After reading the book, students will explore how some plants grow and discover the steps between where food comes from and how it ultimately arrives in the supermarket and on our tables.

 



ALEX Classroom Resources: 5

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