ALEX Classroom Resources

ALEX Classroom 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]

Subject: English Language Arts (2 - 5)
Title: Name Tag Glyphs
URL: http://readwritethink.org/classroom-resources/lesson-plans/name-glyphs-30832.html
Description:

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] (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] (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) 29 :
29 ) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8]

[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] (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]

[ELA2015] (4) 32 :
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1]

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.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

[ELA2015] (5) 33 :
33 ) Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]

[ELA2015] (5) 38 :
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]

c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]

d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]

e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]

[ELA2015] (5) 39 :
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]

[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]

Subject: English Language Arts (3 - 5)
Title: A Race With Grace: Sports Poetry in Motion
URL: http://readwritethink.org/classroom-resources/lesson-plans/race-with-grace-sports-920.html
Description:

Can athletes' moves be described as beautiful? How are grace, beauty, and aesthetics expressed through movement? These and many other questions will provide the framework for students' exploration of poetry in motion of athletes who participate in a variety of sports. Examining examples from their own experiences and from popular media, students learn about the aesthetic elements of athletics. After viewing images of various athletes, students create a class word wall with adjectives that describe movement. Students then write in reflective journals, view and interpret media, conduct Internet research, take digital photographs, and create original poems. As a culminating activity, the teacher presents students' poetry to the class in a multimedia presentation.



   View Standards     Standard(s): [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] (3) 3 :
3 ) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]

[ELA2015] (3) 5 :
5 ) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL.3.5]

[ELA2015] (3) 7 :
7 ) Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [RL.3.7]

[ELA2015] (3) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RL.3.10]

[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]

[ELA2015] (4) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]

[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) 25 :
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

[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] (4) 32 :
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1]

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.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

[ELA2015] (4) 37 :
37 ) Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Grade 4 Language standards 38 and 40 for specific expectations.) [SL.4.6]

[ELA2015] (5) 38 :
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]

c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]

d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]

e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]

[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]

Subject: English Language Arts (3 - 5)
Title: Examining Plot Conflict Through a Comparison/Contrast Essay
URL: http://readwritethink.org/classroom-resources/lesson-plans/examining-plot-conflict-through-802.html
Description:

Students explore picture books to identify the characteristics of four types of conflict: character vs. character, character vs. self, character vs. nature, and character vs. society. Next, students write about conflict in their own lives and then look for similarities among all the conflicts shared by the class, ultimately classifying each conflict into one of the four types. Finally, after investigating the compare and contrast format, students conclude with a compare and contrast essay that focuses on two conflicts—one from their own experience and one from a picture book or story that they have read.



   View Standards     Standard(s): [ELA2015] (3) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]

[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) 42 :
42 ) Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L.3.6]

[ELA2015] (4) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]

[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) 32 :
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1]

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.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

[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]

[ELA2015] (5) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]

[ELA2015] (5) 26 :
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]

[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) 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]

Subject: English Language Arts (3 - 5)
Title: Our Classroom: Writing an Owner's Manual
URL: http://readwritethink.org/classroom-resources/lesson-plans/classroom-writing-owner-manual-862.html
Description:

There are many back to school activities that take place to help create a classroom community. It is important for students to feel that they own the space and the learning that takes place in their classroom. Foster such ownership for students by collaboratively writing an owner's manual that describes the classroom's areas and procedures. Students begin by sharing thoughts and feelings about school so far and brainstorming a list of important classroom places, routines, and events. Next, they select an item from the brainstormed list and write a draft description of how their topic “works” in the classroom and after peer-review, make appropriate revisions. Then students use interactive tools to create their piece of the classroom owner's manual. Finally, students share their work and decide as a class how to share the information with others, such as an Open House or when new students join the classroom.



   View Standards     Standard(s): [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] (3) 5 :
5 ) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL.3.5]

[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) 32 :
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]

[ELA2015] (3) 41 :
41 ) Demonstrate understanding of word relationships and nuances in word meanings. [L.3.5]

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [L.3.5a]

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [L.3.5b]

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [L.3.5c]

[ELA2015] (4) 1 :
1 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]

[ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[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]

[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) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

[ELA2015] (5) 30 :
30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]

a. Apply Grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). [W.5.9a]

b. Apply Grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). [W.5.9b]

[ELA2015] (5) 38 :
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]

c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]

d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]

e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]

[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]

Subject: English Language Arts (3 - 5)
Title: Buzz! Whiz! Bang! Using Comic Books to Teach Onomatopoeia
URL: http://readwritethink.org/classroom-resources/lesson-plans/buzz-whiz-bang-using-867.html
Description:

Bam! Beep! Zoom! Students are sure to delight in the study of onomatopoetic words through the use of comic strips. In this lesson, students begin with an introduction to onomatopoeia, which describes words that imitate the natural sound associated with an action or object. As a class, students view several comic strips and are guided in identifying examples of onomatopoeia. The group then discusses the purpose of onomatopoeia and its effect in a story before students work individually to find examples of onomatopoeia in other comics. Finally, students work individually or in pairs to create their own comic books that include onomatopoeic language. After presenting their comics to the class, students discuss the use of onomatopoeia and its effectiveness in each comic strip.



   View Standards     Standard(s): [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) 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] (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) 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) 41 :
41 ) Demonstrate understanding of word relationships and nuances in word meanings. [L.3.5]

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [L.3.5a]

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [L.3.5b]

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [L.3.5c]

[ELA2015] (4) 11 :
11 ) Determine the main idea of a text and explain how it is supported by key details; summarize the text. [RI.4.2]

[ELA2015] (4) 16 :
16 ) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [RI.4.7]

[ELA2015] (4) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]

[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) 41 :
41 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies. [L.4.4]

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [L.4.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [L.4.4b]

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.4.4c]

[ELA2015] (5) 16 :
16 ) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. [RI.5.7]

[ELA2015] (5) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]

a. Read on-level text with purpose and understanding. [RF.5.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.5.4c]

[ELA2015] (5) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]

[ELA2015] (5) 26 :
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]

[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]

Subject: English Language Arts (3 - 5)
Title: Using Word Storms to Explore Vocabulary and Encourage Critical Thinking
URL: http://readwritethink.org/classroom-resources/lesson-plans/using-word-storms-explore-886.html
Description:

During this lesson, students are introduced to the concept of working dogs and how they help society. Students read a variety of texts, learn relevant vocabulary, participate in purposeful writing, and are encouraged to share their perspectives. An inquiry model called POWER is used, in addition to a vocabulary strategy called Word Storms, which is designed to help students speak and write critically about the texts they read. Most of the resources for the lesson are found online.



   View Standards     Standard(s): [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] (3) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RL.3.10]

[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) 32 :
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]

[ELA2015] (3) 42 :
42 ) Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L.3.6]

[ELA2015] (4) 1 :
1 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]

[ELA2015] (5) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RL.5.10]

[ELA2015] (5) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]

a. Read on-level text with purpose and understanding. [RF.5.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.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]

Subject: English Language Arts (3 - 5)
Title: What If We Changed the Book? Problem-Posing With Sixteen Cows
URL: http://readwritethink.org/classroom-resources/lesson-plans/what-changed-book-problem-815.html
Description:

A piece of math-related children's literature, Sixteen Cows, is used to demonstrate the strategy of problem-posing. After hearing the story read aloud, students are invited to brainstorm some literary and mathematical observations to the story. With the teacher's guidance, students then turn those observations into "what-if" mathematical extensions. These extensions become mathematical problems that students solve, both individually and as a whole class. Since this strategy highlights changing attributes of a story, it underscores for children the range of choices that authors have.



   View Standards     Standard(s): [ELA2015] (3) 3 :
3 ) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]

[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) 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-3.) [W.3.5]

[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) 32 :
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]

[ELA2015] (3) 40 :
40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. [L.3.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.3.4a]

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). [L.3.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [L.3.4c]

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [L.3.4d]

[ELA2015] (3) 42 :
42 ) Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L.3.6]

[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]

[ELA2015] (4) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]

[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]

[ELA2015] (5) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]

a. Read on-level text with purpose and understanding. [RF.5.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.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]

Subject: English Language Arts (3 - 5)
Title: Writing ABC Books to Enhance Reading Comprehension
URL: http://readwritethink.org/classroom-resources/lesson-plans/writing-books-enhance-reading-392.html
Description:

Comprehension requires more than knowledge of the basic facts in a reading. Instead, readers need to actively engage in their readings to move toward critical thinking. After reading a piece of literature, students explore their text, searching for literary elements such as characters, setting, figures of speech, and themes. They use the alphabet to organize their findings. Finally, they publish their work in ABC books, using the Alphabet Organizer student interactive.



ALEX Classroom Resources: 8

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