ALEX Classroom Resources

   View Standards     Standard(s): [ELA2015] (0) 9 :

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

[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]

[SS2010] LWT (0) 11 :

11 ) Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama)

Examples: symbols—United States flag, Alabama flag, bald eagle (Alabama)

customs—pledging allegiance to the United States flag, singing "The Star-Spangled Banner"

individuals—George Washington; Abraham Lincoln; Squanto; Martin Luther King, Jr.

celebrations—Fourth of July, Memorial Day, Veterans Day

[SS2010] LWT2 (2) 2 :

2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison

•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe

•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day

•  Describing the history of American symbols and monuments

Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

This informational material from Ben's Guide to the U.S. Government is geared for ages 4 through 8. This Learning Adventure tells the story of the Liberty Bell and can be used when teaching or introducing a lesson about U.S. symbols. Students can read the information in a whole group or individually. The Learning Adventure also contains a link to the National Park Service site with additional resources. 

   View Standards     Standard(s): [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] (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] (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) 11 :

11 ) Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2]

[ELA2015] (3) 13 :

13 ) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area. [RI.3.4]

[ELA2015] (3) 17 :

17 ) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]

[ELA2015] (3) 19 :

19 ) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RI.3.10]

[ELA2015] (4) 29 :

29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8]

[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] (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]

[ELA2015] (5) 41 :

41 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. [L.5.4]

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [L.5.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]

[ELA2015] (5) 43 :

43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [L.5.6]

In this lesson, students create a name tag using information about themselves. Each student's name tag, while being similar, will visually represent personal information. These name tags will help the teacher learn students' names, but they will also help the students get to know each other and practice a visual, contemporary literacy when they interpret glyphs made by others.  Students learn that communication is symbolic on a very fundamental level in this lesson.

   View Standards     Standard(s): [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] (2) 6 :

6 ) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [RL.2.6]

[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) 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] (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) 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] (4) 43 :

43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [L.4.6]

The goal of this lesson is to introduce the academic vocabulary of economics and financial literacy through children's books. In Babymouse: Cupcake Tycoon, there are a variety of economics and financial literacy vocabulary words embedded in the text, which involve a school fundraiser. Through a think-aloud read-aloud, the lesson will illustrate how to introduce key economic concepts/vocabulary through the story. Students use puppets to conduct interviews about economics vocabulary in the story and then create vocabulary cards. As a final project, they create video posters, using either PowerPoint or Glogster.

   View Standards     Standard(s): [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] (2) 3 :

3 ) Describe how characters in a story respond to major events and challenges. [RL.2.3]

[ELA2015] (2) 5 :

5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

[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) 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) 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]

This lesson gives second-grade students opportunities to interact with a thought-provoking story, as they also develop comprehension and critical-thinking skills. Students begin by listening to a read-aloud of Amazing Grace by Mary Hoffman, with teacher modeling of the thinking process at key points. They then participate in partner, small-group, and whole-class discussions to revisit and respond to the text. Students finish by using the interactive Doodle Splash to visually represent the ideas they want to remember from the book. Helpful tips are embedded within the lesson for discussing difficult themes and guiding students to make respectful and thoughtful comments in a group setting.

   View Standards     Standard(s): [ELA2015] (1) 2 :

2 ) Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2]

[ELA2015] (1) 3 :

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

[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) 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] (2) 5 :

5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

[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]

Comprehension is an essential component of successful reading. Through modeling and progressive levels of independent work, students become aware of the importance of retelling and essential story elements. Students demonstrate their understanding of stories through the use of online interactive graphic organizers and present story elements of an individual book through a book talk.

   View Standards     Standard(s): [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] (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) 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] (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) 17 :

17 ) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]

[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] (4) 24 :

24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[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) 29 :

29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8]

[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]

In order to fully comprehend reading materials, students need to understand the cause-and-effect relationships that appear in a variety of fiction and nonfiction texts. In this lesson, students learn cause-and-effect relationships through the sharing of a variety of Laura Joffe Numeroff picture books in a Reader's Workshop format. Using online tools or a printed template, students create an original comic strip via the writing prompt, “If you take a (third) grader to….” Students use various kinds of art to illustrate their strip and publish and present their completed piece to peers in a read-aloud format.

   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]

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.