ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Classroom Resources (2)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (1) 2 :
2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).

[ELA2021] (1) 11 :
11. Utilize new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
[ELA2021] (1) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (1) 34 :
34. With prompting and support, write a narrative that recounts two or more appropriately sequenced events using transitions, incorporating relevant details, and providing a sense of closure.
[ELA2021] (1) 17 :
17. Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.
Subject: English Language Arts (1), or Science (1)
Title: What Makes Light?
Description:

This lesson is an introduction to the concept of light sources (both natural and man-made), as well as levels of light (bright, dim, dark, pitch black). Students will explore these concepts through a children’s literature read-aloud, discussion of personal experiences, brainstorming and sorting activities (with optional technology use), and hands-on activities with lightboxes. Students conclude with a narrative writing assignment. This lesson can be divided and taught over the course of several days, or integrated into multiple subject areas (reading, science, and writing blocks) as time permits.  

This lesson results from the ALEX Resource Gap Project.




ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (0) 17 :
17. With guidance and support, orally utilize new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.
[ELA2021] (1) 11 :
11. Utilize new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
[ELA2021] (2) 15 :
15. Utilize new academic, content-specific, grade-level vocabulary, making connections to previously learned words and relating new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
[ELA2021] (2) 19 :
19. Identify new vocabulary and the use of word meanings in text to establish real-life connections.
Subject: English Language Arts (K - 2)
Title: A Tale of Two Soup Cans Digital Game | Martha Speaks
URL: https://aptv.pbslearningmedia.org/resource/msts14.ela.twosoup/a-tale-of-two-soup-cans/
Description:

In this Martha Speaks interactive story, students learn how the choices we make about our trash have different consequences for our environment. A discarded soup can can end up in a landfill, whereas a reused or recycled can could become something new! When used as a part of Martha’s True Stories Buddies Program, buddy pairs engage with the interactive story, then create an Advice Column that offers ways to reuse, repurpose, or compost old things. To familiarize yourself with the program, begin by reading the Martha's True Stories Buddies Program: Overview. At the end of the story, students can answer questions that assess students' comprehension and vocabulary acquisition

 

This resource includes an lesson, Martha’s True Stories: A Tale of Two Soup Cans. The resource also reads aloud to students and can be helpful for evaluating listening skills. Be sure to have the A Tale of Two Soup Cans Checklist for the partners to use. You can also review the PET part of the checklist in the PET Strategy Chart.



   View Standards     Standard(s): [ELA2021] (0) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (0) 2 :
2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
[ELA2021] (0) 21 :
21. Use new and previously-taught vocabulary to produce and expand complete sentences in shared language activities.

a. Use previously-taught vocabulary words, including nouns, verbs, and adjectives, in speaking and writing.

b. Use new words and phrases acquired through conversations, reading and being read to, and responding to text.
[ELA2021] (0) 22 :
22. Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.
[ELA2021] (1) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (1) 2 :
2. Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.

Examples: read-alouds, oral dramatic activities
[ELA2021] (1) 11 :
11. Utilize new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
[ELA2021] (1) 17 :
17. Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) 15 :
15. Utilize new academic, content-specific, grade-level vocabulary, making connections to previously learned words and relating new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
[ELA2021] (2) 22 :
22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Subject: English Language Arts (K - 2)
Title: Blast Off! Vocabulary Instruction Using a Virtual Moon Trip
URL: http://readwritethink.org/classroom-resources/lesson-plans/blast-vocabulary-instruction-using-946.html
Description:

This unit is designed to help students learn new vocabulary by taking them on virtual adventures that replicate field trips. Students begin by accessing prior knowledge through an initial writing activity. Ensuing discussions, read-alouds, and the creation of a picture dictionary "take students to the moon," while further building their vocabulary. Students use an online Alphabet Organizer to complete a final writing activity, which they compare to the writing they did during the first session. Although this lesson focuses on the moon, its activities can be used with any content area topic.



ALEX Classroom Resources: 2

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