ALEX Resources

   View Standards     Standard(s): [ELA2021] (0) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[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) 38 :

38. Improve pictorial and written presentations, as needed, by planning, revising, editing, and using suggestions from peers and adults.

Examples: Plan by brainstorming; revise to clarify or aid audience's comprehension; edit written presentations to ensure appropriate spacing between letters and words, correct spelling and punctuation, and legibility as a courtesy to the audience and to show pride in one's work.

[ELA2021] (1) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (1) 39 :

39. Improve writing, as needed, by planning, revising, and editing with guidance from peer editors, responding to their questions and suggestions.

[ELA2021] (2) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

In this lesson, students complete two prewriting activities, one on brainstorming ideas using story maps, and one on creating the beginnings of stories. They then work on two collaborative-writing activities in which they draft an "oversized" story on chart paper. Before starting the activities, the teacher reads aloud the first few sentences from a variety of children's books that have unusual, exciting, or particularly descriptive openings. Each student works individually to read what has been written before, adds the "next sentence," and passes the developing story on to another student. The story is passed from student to student until the story is complete. In a later lesson Collaborative Stories 2: Revising, the story is revised by the groups.

   View Standards     Standard(s): [ELA2021] (0) -1 :

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

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (1) 39 :

39. Improve writing, as needed, by planning, revising, and editing with guidance from peer editors, responding to their questions and suggestions.

[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) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[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.

If you have ever had your class interrupted by a thunderstorm or by a bug crawling across the carpet, you know that students naturally question the world around them. This lesson encourages students to ask questions about a specific topic, choose a particular question to explore in detail, and research the question using a variety of resources. Students organize their information on a "What we think we know," "What we have confirmed we know," and "New facts we have learned through research" (TCF) chart. They then collaborate to write a class scientific explanation.

   View Standards     Standard(s): [ELA2021] (0) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (0) 38 :

38. Improve pictorial and written presentations, as needed, by planning, revising, editing, and using suggestions from peers and adults.

Examples: Plan by brainstorming; revise to clarify or aid audience's comprehension; edit written presentations to ensure appropriate spacing between letters and words, correct spelling and punctuation, and legibility as a courtesy to the audience and to show pride in one's work.

[ELA2021] (1) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (1) 39 :

39. Improve writing, as needed, by planning, revising, and editing with guidance from peer editors, responding to their questions and suggestions.

[ELA2021] (2) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Using a story that has been written collaboratively, students engage in a whole-group revising process by having each student add a sentence at a time (see the ReadWriteThink lesson Collaborative Stories 1: Prewriting and Drafting). The teacher leads this shared-revising activity to help students consider story content. Students begin by reading their collaborative story and then discuss ways of making changes. Then, after revisions have been made, they reread the story as a group. Finally, students come to a consensus on a title for their story.

   View Standards     Standard(s): [ELA2021] (1) -3 :

R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.

[ELA2021] (1) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[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) 6 :

6. Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

a. Count, blend, segment, and delete syllables in spoken words, including polysyllabic words.

Examples: par-ti-cu-lar, cer-ti-fi-cate

b. Recognize and produce groups of rhyming words and distinguish them from non-rhyming groups of spoken words.

c. Produce alliterative words.

d. Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.

e. Add, delete, and substitute phonemes at the beginning or end of spoken words made up of three to five phonemes, and produce the resulting word.

Examples: pan to pant; flight to light; cat to cap

f. Distinguish long from short vowel sounds in spoken, single-syllable words.

g. Distinguish between commonly-confused vowel sounds and commonly-confused cognate consonant sounds, using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation.

Examples: /f/ and /v/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/ and /n/, /ng/ and /n/, /s/ and /z/, unvoiced /th/ and voiced /th/, /ch/ and /sh/, /ĕ/ and /ā/, /ĕ/ and /ă/

Note: This is extremely important as a foundational phonemic awareness skill for all learners.

h. Identify the sound substitution in words with five to six phonemes.

Example: strips/straps, square/squire

[ELA2021] (1) 39 :

39. Improve writing, as needed, by planning, revising, and editing with guidance from peer editors, responding to their questions and suggestions.

[ELA2021] (1) 43 :

43. Use a variety of digital tools to produce and publish writing with guidance and support from adults, working both individually and in collaboration with peers.

A writing unit focusing on alliteration allows students to strengthen their phonemic awareness while practicing their developing writing skills. Through the use of mentor texts, students construct a definition of alliteration. Using these texts as models, students experiment with creating alliterative sentences. First, working as a class, students create an alliterative book. While studying additional mentor texts, students generate their own sentences to contribute to a class book using the beginning sounds of their names. At the conclusion of the lesson, students use the mentor texts as examples when independently creating their own alliterative books using the Alphabet Organizer interactive.

   View Standards     Standard(s): [ELA2021] (1) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (1) 37 :

37. With prompting and support, write simple poems about a chosen subject.

[ELA2021] (1) 39 :

39. Improve writing, as needed, by planning, revising, and editing with guidance from peer editors, responding to their questions and suggestions.

[ELA2021] (1) 43 :

43. Use a variety of digital tools to produce and publish writing with guidance and support from adults, working both individually and in collaboration with peers.

[ELA2021] (2) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (3) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (3) 42 :

42. Write poetry or prose in response to visual images to interpret their meanings.

Writing poetry is less daunting when students can analyze a model. In this lesson, students first listen to a read-aloud of Flicker Flash by Joan Bransfield Graham in order to understand the concept of shape and theme poems. Students use the interactive Theme Poems tool to create their own poems, then work with a peer to analyze their use of sensory language. Finally, students print and share their poems.