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): [ELA2021] (1) 1 :
1. Engage in collaborative discussions about topics and texts with peers and adults in small and large groups, utilizing agreed-upon rules.
[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] (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] (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.
[DLIT] (1) 19 :
13) Create a research-based product collaboratively using online digital tools.

Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources.

[DLIT] (1) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[ELA2021] (1) -2 :
R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
Subject: Digital Literacy and Computer Science (1), or English Language Arts (1)
Title: Getting to Know You
Description:

The students will go on an in-school scavenger hunt to get to know the many kinds of people that make up an elementary school community. They will work in small groups and use digital cameras to take pictures of the workers they find. By completing the scavenger hunt, the students will gain a better understanding of how we are all dependent on one another in a small community.




ALEX Classroom Resources  
   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.
Subject: English Language Arts (1)
Title: Awareness of Alliteration: Enhancing Writing Through Mentor Texts
URL: http://readwritethink.org/classroom-resources/lesson-plans/awareness-alliteration-enhancing-writing-30928.html
Description:

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.
Subject: English Language Arts (1 - 3)
Title: Theme Poems: Using the Five Senses
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/theme-poems-using-five-30582.html
Description:

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.



ALEX Classroom Resources: 2

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