ALEX Resources

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Lesson Plans (5) A detailed description of the instruction for teaching one or more concepts or skills. Classroom Resources (8)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (0) 3 :
3 ) Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air).

[SC2015] (0) 4 :
4 ) Gather evidence to support how plants and animals provide for their needs by altering their environment (e.g., tree roots breaking a sidewalk to provide space, red fox burrowing to create a den to raise young, humans growing gardens for food and building roads for transportation).

[SC2015] (1) 5 :
5 ) Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., outerwear imitating animal furs for insulation, gear mimicking tree bark or shells for protection).*

[SC2015] (2) 7 :
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[ELA2021] (0) 4 :
4. With guidance and support, ask and answer questions to seek help, get information, or clarify information presented orally, through text, or other media.

Example: Use interrogatives who, what, where, when, why, and how to ask questions.
[ELA2021] (1) -5 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (0) -5 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (2) 1 :
1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.
[ELA2021] (2) -5 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[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] (1) 3 :
3. Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format.
[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), or Science (K - 2)
Title: Amazing Animal Adaptations for K-2
Description:

This is a multi-session interactive lesson plan about animal adaptations for kindergarten through second-grade students. The goal of this interactive digital lesson plan is to guide students through activities that help them understand how characteristics such as body covering, body parts, and behaviors help animals survive. These lesson plans also build cooperation and communication skills for students. There are additional resources provided for the teacher to use before or after using the HyperDoc. 

This Lesson Plan was created in partnership with the Birmingham Zoo.




   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.




   View Standards     Standard(s): [ELA2021] (2) 45 :
45. Demonstrate understanding of standard English language conventions when writing.

a. Identify the role of a noun, verb, adjective, and adverb within a sentence and explain the type of the information it conveys.

b. Form regular nouns and verbs by adding -s or -es.

c. Form and use simple present and past verb tenses.

d. Form plurals by changing -y to -ies.

e. Form and use frequently-occurring irregular plural nouns and verbs.

f. Use plural possessives.
[ELA2021] (1) 15 :
15. Identify and explain adjectives as descriptive words and phrases in all forms of texts, including poems.
[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 - 2)
Title: Let's Describe! (Adjectives Lesson)
Description:

Students will learn what an adjective is and how to categorize adjectives using an interactive sorting game. Students will compete with each other by categorizing adjectives by color, shape, size, and kind. Students will have to read and sort the adjective word cards. The student with no adjective word cards first, wins! Furthermore, students will use magazine photographs to describe nouns and write sentences.

This is a College- and Career-Ready Standards showcase lesson plan.




   View Standards     Standard(s): [ELA2021] (1) 37 :
37. With prompting and support, write simple poems about a chosen subject.
[CE] (0-12) 22 :
22 ) Creativity

[ELA2021] (1) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[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.
[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.

Subject: Arts Education (1), or Character Education (K - 12), or English Language Arts (1)
Title: Are You Jumping for Joy or Pitching a Fit?
Description:

What makes you jump? When someone scares you? When you are fuming mad? When you are excited about scoring a goal? In this lesson, students will explore all the reasons that make us jump. The students will write a poem about a time they jumped and make a simple collage of themselves jumping. 

This is a College- and Career-Ready Standards showcase lesson plan.




   View Standards     Standard(s): [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] (1) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[SS2010] LWT1 (1) 4 :
4 ) Identify contributions of diverse significant figures that influenced the local community and state in the past and present. (Alabama)

Example: Admiral Raphael Semmes' and Emma Sansom's roles during the Civil War (Alabama)

[SS2010] LWT1 (1) 4 :
4 ) Identify contributions of diverse significant figures that influenced the local community and state in the past and present. (Alabama)

Example: Admiral Raphael Semmes' and Emma Sansom's roles during the Civil War (Alabama)

Subject: English Language Arts (1), or Social Studies (1)
Title: Listening Comprehension Read Aloud-Who Was Ruby Bridges?
Description:

Listening to narrative text offers students a chance to go beyond decoding and word meaning. Listening as the teacher reads a story gives students an opportunity to appreciate, and draw significance, and meaning as well as informal practice using story elements. Listening to read-alouds gives the teacher the opportunity to model "close" reading skills as well as model thinking.

This is a College- and Career-Ready Standards showcase lesson plan.




ALEX Classroom Resources  
   View Standards     Standard(s): [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).

[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] (1) 21 :
21. Identify the main topic and key details of literary and informational texts.
Subject: Science (1), English Language Arts (1)
Title: The Moon Journal
URL: https://www.readworks.org/article/The-Moon-Journal/6b8cb2a1-f589-4eb5-a7ce-451095330d80#!articleTab:content/
Description:

The teacher will present an informational fiction text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used as an introduction to the lunar cycle, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This informational fiction text could provide background knowledge before students create their own moon journal to observe the changing lunar phases. 



   View Standards     Standard(s): [ARTS] VISA (0) 6 :
6) Share and talk about the art they are creating.

a. Use art vocabulary: line, shape, color, and pattern.

Example: Use the book Lines that Wiggle by Candace Whitman.

[ARTS] VISA (1) 6 :
6) Use art vocabulary while creating art.

a. Apply primary and secondary colors in a work of art.

Example: Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.

b. Apply line, shape, texture in a work of art.
Line: Horizontal, vertical, diagonal, straight, curved, dotted, broken, or thick/thin.
Shape: Geometric and organic.
Texture: Smooth or rough.

Example: Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.

[ARTS] VISA (2) 6 :
6) Integrate art vocabulary while planning and creating art.

a. Elements of art: line, shape, neutral colors, value, texture.

b. Picture compositions: overlapping, background, horizontal, vertical orientation.

c. Colors in the color wheel: primary, secondary, warm and cool.

[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) 3 :
3. Actively participate in teacher-led choral and shared reading experiences.

Examples: reciting nursery rhymes, songs, poems, stories
[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] (0) 33 :
33. Express ideas orally and connect these ideas through drawing and emergent 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) 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] (1) 40 :
40. Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[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: Arts Education (K - 2), English Language Arts (K - 2)
Title: Designing Elements of Story in Little Blue and Little Yellow
URL: http://readwritethink.org/classroom-resources/lesson-plans/designing-elements-story-little-30739.html
Description:

Through multimodal activities, students will explore key elements of design such as color, shape, size, texture, density, and layout to understand and appreciate how these elements combine to convey meaning in Little Blue and Little Yellow, by Leo Lionni. Using art and digital media, they will then create their own designs to express meaning for setting, character relationships, and plot. Students will realize how to use design elements to read images and how meaning in picture books is equally conveyed in both words and images.



   View Standards     Standard(s): [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).

[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) 3 :
3. Actively participate in teacher-led choral and shared reading experiences.

Examples: reciting nursery rhymes, songs, poems, stories
[ELA2021] (0) 4 :
4. With guidance and support, ask and answer questions to seek help, get information, or clarify information presented orally, through text, or other media.

Example: Use interrogatives who, what, where, when, why, and how to ask questions.
[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) 3 :
3. Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format.
[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] (1) 37 :
37. With prompting and support, write simple poems about a chosen subject.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) 4 :
4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.
[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: Science (K), English Language Arts (K - 2)
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): [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) 3 :
3. Actively participate in teacher-led choral and shared reading experiences.

Examples: reciting nursery rhymes, songs, poems, stories
[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) 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] (1) 37 :
37. With prompting and support, write simple poems about a chosen subject.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) 3 :
3. Demonstrate oral literacy skills by participating in a variety of oral language activities.

Examples: creating oral stories, participating in oral dramatic activities, reciting poems and stories
[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: Let's Read It Again: Comprehension Strategies for English-Language Learners
URL: http://readwritethink.org/classroom-resources/lesson-plans/read-again-comprehension-strategies-1045.html
Description:

Using Con Mi Hermano/With My Brother by Eileen Roe, this lesson has Spanish-speaking ELLs identify the main idea of the story, construct meaning from text and illustrations, and learn English words. They then demonstrate their knowledge and practice writing in English by writing a poem and retelling the story. This lesson (which can be adapted using bilingual books in other languages and for other ages) also has older struggling readers read with younger students. Finally, it encourages English-speaking students in mixed classrooms to learn Spanish words for familiar people and objects.



   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) 3 :
3. Actively participate in teacher-led choral and shared reading experiences.

Examples: reciting nursery rhymes, songs, poems, stories
[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] (0) 30 :
30. With prompting and support, ask and answer questions about key details in literary and informational texts.
[ELA2021] (0) 39 :
39. Participate in shared research and writing projects to answer a question or describe a topic.

a. Include information recalled from personal experiences in research and writing projects.

b. Gather information from provided sources for research and writing projects.
[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) 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] (1) 22 :
22. Ask and answer questions about key details in literary and informational texts.
[ELA2021] (1) 42 :
42. Participate in shared research and writing projects to answer a question or describe a topic.

a. Recall information from experiences to contribute to shared research and writing projects.

b. Gather information from provided sources.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[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.
[ELA2021] (2) 30 :
30. Read and comprehend literary and informational texts.

a. State and confirm predictions about a text.

b. Use background knowledge to make connections to new text.

c. Draw conclusions based on the text.
[ELA2021] (2) 46 :
46. Gather and use research to answer questions to complete a research product.

a. Create topics of interest for a research project.

b. Create questions to gather information for a research project.

c. Find information from a variety of sources.

Examples: books, magazines, newspapers, digital media

d. Define plagiarism and explain the importance of using their own words.
Subject: English Language Arts (K - 2)
Title: Predicting and Gathering Information With Nonfiction Texts
URL: http://readwritethink.org/classroom-resources/lesson-plans/predicting-gathering-information-with-316.html
Description:

The reading community recognizes nonfiction as vital to early learners. This concept is relatively new, and most primary teachers have little experience with how to introduce nonfiction to their students and use it as part of the reading curriculum. This lesson supports second-grade teachers in introducing nonfiction to their students and using it for informational purposes. Students develop an understanding of nonfiction through peer interaction and hands-on experiences with books. They use graphic organizers to record their thinking and new learning.



   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) 3 :
3. Actively participate in teacher-led choral and shared reading experiences.

Examples: reciting nursery rhymes, songs, poems, stories
[ELA2021] (0) 4 :
4. With guidance and support, ask and answer questions to seek help, get information, or clarify information presented orally, through text, or other media.

Example: Use interrogatives who, what, where, when, why, and how to ask questions.
[ELA2021] (0) 33 :
33. Express ideas orally and connect these ideas through drawing and emergent 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) 3 :
3. Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format.
[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] (1) 42 :
42. Participate in shared research and writing projects to answer a question or describe a topic.

a. Recall information from experiences to contribute to shared research and writing projects.

b. Gather information from provided sources.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) 4 :
4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.
[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: Safety Tips With Officer Buckle and Gloria
URL: http://readwritethink.org/classroom-resources/lesson-plans/safety-tips-with-officer-1019.html
Description:

Recognizing problems and identifying solutions are skills that help students develop an awareness of themselves and their surroundings. After reading the book Officer Buckle and Gloria by Peggy Rathmann, students explore potential safety problems and then devise possible solutions. Each student creates a safety tip poster similar to the ones in the book to present a solution to one of the identified safety problems. Students communicate their safety messages to others by displaying the posters around the school or in the community. This lesson could easily be adapted for use with older students.



   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.



   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) 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] (0) 32 :
32. With prompting and support, compare and contrast two texts.

a. Distinguish between literary texts and informational texts.

b. Compare and contrast the experiences of characters in a literary text.

c. Compare and contrast two informational texts on the same topic.
[ELA2021] (0) 37 :
37. Actively participate in shared and independent writing experiences, for varied purposes and audiences, across different genres.

a. Actively participate in shared writing experiences to create messages, lists, and labels for a drawing or illustration.

b. Actively participate in shared writing experiences to create narratives with the events in chronological order and share feelings about the story, using drawing, dictating, and/or writing.

c. Actively participate in shared writing experiences to create opinion pieces about a topic or text, state the opinion, supply a reason for the opinion, and provide a sense of closure, using drawing, dictating, and/or writing.

d. Actively participate in shared writing experiences to create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing.

e. With prompting and support, compose writing for varied purposes and audiences, across different genres.
[ELA2021] (0) 39 :
39. Participate in shared research and writing projects to answer a question or describe a topic.

a. Include information recalled from personal experiences in research and writing projects.

b. Gather information from provided sources for research and writing projects.
[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) 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] (1) 29 :
29. Compare and contrast texts.

a. Compare and contrast characters, settings, and major events in literary texts.

b. Describe the connections between individuals, events, ideas, or pieces of information in an informational text.

c. Point out similarities and differences between two texts on the same topic.
[ELA2021] (1) 35 :
35. With prompting and support, write an informative or explanatory text about a topic, using facts from a source and providing a sense of closure.
[ELA2021] (1) 42 :
42. Participate in shared research and writing projects to answer a question or describe a topic.

a. Recall information from experiences to contribute to shared research and writing projects.

b. Gather information from provided sources.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[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.
[ELA2021] (2) 34 :
34. Differentiate between fact and opinion in a text.

a. Use prior knowledge and information gathered from research to evaluate opinions in texts.

b. Use textual evidence and gathered research from reliable sources to prove facts.
[ELA2021] (2) 41 :
41. Write informative or explanatory texts, introducing the topic, providing facts and relevant details to develop points, and providing a conclusion.
[ELA2021] (2) 46 :
46. Gather and use research to answer questions to complete a research product.

a. Create topics of interest for a research project.

b. Create questions to gather information for a research project.

c. Find information from a variety of sources.

Examples: books, magazines, newspapers, digital media

d. Define plagiarism and explain the importance of using their own words.
Subject: English Language Arts (K - 2)
Title: Investigating Animals: Using Nonfiction for Inquiry-Based Research
URL: http://readwritethink.org/classroom-resources/lesson-plans/investigating-animals-using-nonfiction-187.html
Description:

Young children are fascinated with the world around them, showing intense interest and curiosity about animals and their lives. Through the use of nonfiction, students can be encouraged and challenged to learn more about their favorite animals and to document their findings with graphic organizers. Students begin their inquiry by comparing fiction and nonfiction books about animals, using a Venn diagram. They list things they want to know about animals on a chart. As a class, students vote on an animal to research. They revise their question list and then research the animal using prompts from an online graphic organizer. After several sessions of research, students revisit their original questions and evaluate the information they have gathered. Finally, students revise and edit their work and prepare to present their findings to an authentic audience.



ALEX Classroom Resources: 8

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