ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (0) 17 :
17 ) With prompting and support, identify the reasons an author gives to support points in a text. [RI.K.8]

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

[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) 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) 4 :
4 ) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [RL.1.4]

[ELA2015] (1) 9 :
9 ) With prompting and support, read prose and poetry of appropriate complexity for Grade 1. [RL.1.10]

[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] (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] (2) 4 :
4 ) Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. [RL.2.4]

[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)

[SC2015] (0) 7 :
7 ) Observe and describe the effects of sunlight on Earth's surface (e.g., heat from the sun causing evaporation of water or increased temperature of soil, rocks, sand, and water).

[SC2015] (1) 8 :
8 ) Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day).

Subject: English Language Arts (K - 2), Science (K - 1)
Title: Casting Shadows Across Literacy and Science
URL: http://readwritethink.org/classroom-resources/lesson-plans/casting-shadows-across-literacy-1016.html
Description:

What makes a shadow? Do shadows change? Can a person escape his or her shadow? These and many other questions provide the framework for students to explore their prior knowledge about shadows as fiction, informational texts, and poetry. In this lesson, language arts skills are linked to the learning of science in a literacy-based approach to the study of shadows. Through discussion of the literature on shadows and the use of questioning techniques to probe prior knowledge, students begin to explore scientific concepts and develop and test hypotheses. After studying shadows, recording observations of shadows, and hearing poetry about shadows, students create their own poetic response incorporating their knowledge. The inclusion of poetry in the lesson encourages aesthetic appreciation of scientific phenomena and invites students to observe the world around them from new perspectives.



   View Standards     Standard(s): [ELA2015] (1) 4 :
4 ) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [RL.1.4]

[ELA2015] (1) 9 :
9 ) With prompting and support, read prose and poetry of appropriate complexity for Grade 1. [RL.1.10]

[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] (1) 27 :
27 ) With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [W.1.5]

[ELA2015] (2) 9 :
9 ) By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10]

[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] (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) 39 :
39 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.3.3]

a. Choose words and phrases for effect.* [L.3.3a]

b. Recognize and observe differences between the conventions of spoken and written Standard English. [L.3.3b]

Subject: English Language Arts (1 - 3)
Title: Theme Poems: Using the Five Senses
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/theme-poems-using-five-30582.html
Description:

Writing poetry is less daunting when students can analyze a model. In this lesson, students first listen to a read-aloud of Flicker Flash by Joan Bransfield Graham in order to understand the concept of shape and theme poems. Students use the interactive Theme Poems tool to create their own poems, then work with a peer to analyze their use of sensory language. Finally, students print and share their poems.



ALEX Classroom Resources: 2

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