ALEX Classroom Resources

ALEX Classroom Resources  
   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) 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)

[ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (1) 2 :
2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[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.

Subject: English Language Arts (K - 2), Arts Education (K - 2)
Title: Adjective Monster
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/k-2/adjective-monster/
Description:

Students will identify adjectives in the book Go Away Big Green Monster by Ed Emberley.  They will choose an adjective and a shape to create an adjective monster using construction paper and chalk/crayon.  They will create features using paper sculpture techniques.  



   View Standards     Standard(s): [ELA2015] (0) 3 :
3 ) With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

[ELA2015] (0) 9 :
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

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

[ELA2015] (0) 26 :
26 ) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3]

[ELA2015] (0) 29 :
29 ) Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [W.K.7]

[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] (1) 3 :
3 ) Describe characters, settings, and major events in a story, using key details. [RL.1.3]

[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]

[ELA2015] (2) 25 :
25 ) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [W.2.5]

Subject: English Language Arts (K - 2)
Title: Completing the Circle: The Craft of Circular Plot Structure
URL: http://readwritethink.org/classroom-resources/lesson-plans/completing-circle-craft-circular-827.html
Description:

After exploring a variety of circle plot storybooks, students identify, explore, and apply the elements of circle plot structures to their own stories. "Reading like writers," students will explore the ways that stories are structured; then, "writing like writers," students explore organizational structures in their own writing. Students first examine the attributes of circular shapes and brainstorm things with a circular pattern, such as seasons. After exploring how Cynthia Rylant's Long Night Moon might be a circular story, students listen to a circle story read aloud. Students discuss why the story is called a circular story and make connections to Rylant's book. They then read several more examples and, using circle plot diagrams as their tools, students write their own circular plot stories. Finally, students share their work with peers, revise their work using a checklist for self-evaluation, and compare their self-evaluation to teacher assessment.



   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) 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] (3) 1 :
1 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]

[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]

[SS2010] LWT (0) 2 :
2 ) Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

[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] LWT1 (1) 2 :
2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property
•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state
•  Demonstrating voting as a way of making choices and decisions
[SS2010] ALA (4) 14 :
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
Subject: English Language Arts (K - 4), Social Studies (K - 4)
Title: Reading
URL: https://amhistory.si.edu/ourstory/pdf/freedom/lunchcounter_reading.pdf
Description:

This activity can be used in conjunction with the book, Freedom on the Menu by Carole Boston. Through the activity, students will gather information about the Greensboro Woolworth Lunch Counter sit-in and how it was related to the Civil Rights Movement. The activity includes links to other resources.



   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: 4

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