ALEX Resources

   View Standards     Standard(s): [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 (1) 10 :

10) Select and describe works of art that illustrate daily life experiences.

[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.

[ARTS] VISA (2) 14 :

14) Create works of art about events in home, school, or community life.

Students will measure space and furniture using their feet.  They will analyze Bed (Lit à la Turque) by Jean-Baptiste Tilliard.  At home, students will sketch their bed and measure it with their feet.  In class, the students will compare and contrast the size of their bed with Bed (Lit à la Polonaise).

   View Standards     Standard(s): [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 (1) 5 :

5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

[ARTS] VISA (1) 10 :

10) Select and describe works of art that illustrate daily life experiences.

Students will use thick and thin lines to draw natural objects.  They will describe the organic/biomorphic elements of each object.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [ARTS] VISA (1) 4 :

4) Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Example: Show the students how to properly store the brush.

[ARTS] VISA (1) 5 :

5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

[ARTS] VISA (1) 10 :

10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (1) 11 :

11) Compare and/or contrast similar images, subjects, or themes.

Examples: Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring.

Students will compare 2-D and 3-D objects.  They will create a sculpture using clay techniques pinch and poke. They will add details using markers.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   

   View Standards     Standard(s): [ARTS] DAN (0) 20 :

20) Express something of interest within a work of art (visual, music, theatre, etc.) through movement.

Example: Use texture in a painting to inspire movement quality.

[ARTS] DAN (1) 15 :

15) Identify a movement or movement phrase that repeats to make a pattern within a dance.

[ARTS] DAN (2) 16 :

16) Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements.

[ARTS] MUS (0) 2 :

2) Generate musical ideas.

Example: Improvise rhythmic and melodic variations on given simple melodies.

[ARTS] MUS (1) 1 :

1) Create musical ideas for a specific purpose.

Example: Improvise four-beat patterns in question and answer form.

[ARTS] MUS (2) 3 :

3) Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

[ARTS] VISA (0) 12 :

12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 10 :

10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (2) 15 :

15) Compare and contrast cultural uses of artwork from different times and places.

Example: Australian Aboriginal dot paintings and Plains Indians pictographs.

Students will discuss key details from the book Ten Little Rabbits by Virginia Grossman.  They will compare Navajo blankets to the colors and patterns in the book.  They will perform movements following a pattern from the book.  Students will collaborate to create a movement pattern that relates to weaving.  

   View Standards     Standard(s): [ARTS] VISA (0) 5 :

31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.

Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.

Examples: he, me, she, go, no

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.

Examples: sh, th, ch, wh, ng, ck

e. Encode words with vowel-consonant-e syllable patterns.

Examples: hike, spike, joke, dime, make

f. With prompting and support, encode words with the common vowel teams and diphthongs.

Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch.

Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.

Examples: cliff, hill, pass

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.

Examples: have, give, save

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.

Examples: am, at, can, he, we, be, in, it, came, like

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.

Examples: said, are, to

m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Examples: dogs, wishes, jumping, jumped, faster, fastest

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Examples: hear/here; for/four; to/too/two.

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.

[ARTS] VISA (0) 14 :

14) Create art that tells a story about a life experience.

Example: Create an artwork showing a personal experience.

[ARTS] VISA (1) 5 :

5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

[ARTS] VISA (1) 10 :

10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (2) 14 :

14) Create works of art about events in home, school, or community life.

Students will analyze Waiting by Edgar Degas.  Working in groups, students will create a story about the two women in the painting.  They will create a pastel drawing of a time they had to wait for something.  They will write a story describing their painting.  They will compare and contrast their painting and Waiting.

   View Standards     Standard(s): [ARTS] VISA (0) 12 :

12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 10 :

10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (1) 11 :

11) Compare and/or contrast similar images, subjects, or themes.

Examples: Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring.

[ARTS] VISA (2) 15 :

15) Compare and contrast cultural uses of artwork from different times and places.

Example: Australian Aboriginal dot paintings and Plains Indians pictographs.

[ARTS] VISA (3) 15 :

15) Recognize that responses to art change depending on knowledge of the time and place in which it was made and on life experiences.

[ARTS] VISA (4) 15 :

15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 12 :

12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Students will compare and contrast pieces of artwork that depict life in the past with modern-day objects. They can work as a class or in small groups. 

   View Standards     Standard(s): [ARTS] VISA (0) 5 :

31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.

Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.

Examples: he, me, she, go, no

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.

Examples: sh, th, ch, wh, ng, ck

e. Encode words with vowel-consonant-e syllable patterns.

Examples: hike, spike, joke, dime, make

f. With prompting and support, encode words with the common vowel teams and diphthongs.

Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch.

Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.

Examples: cliff, hill, pass

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.

Examples: have, give, save

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.

Examples: am, at, can, he, we, be, in, it, came, like

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.

Examples: said, are, to

m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Examples: dogs, wishes, jumping, jumped, faster, fastest

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Examples: hear/here; for/four; to/too/two.

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.

[ARTS] VISA (0) 12 :

12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 5 :

5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

[ARTS] VISA (1) 10 :

10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (1) 12 :

12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Students will analyze the painting, Street to Mbari, by Joseph Lawrence.  They will draw and paint a scene where people gather.    

   View Standards     Standard(s): [ARTS] VISA (1) 5 :

5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

[ARTS] VISA (1) 10 :

10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (2) 12 :

12) Interpret art by identifying the mood or feeling suggested by a work of art through subject matter and visual qualities.

Examples: Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.

[ARTS] VISA (2) 14 :

14) Create works of art about events in home, school, or community life.

Students will analyze the painting style of Horace Pippin.  They will analyze the painting, School Studies.  Then, they will create a painting of a room in their house based on Pippin's "secret number."