ALEX Resources

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Lesson Plans (3) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (2)  Classroom Resources (17)


ALEX Lesson Plans  
   View Standards     Standard(s): [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.
[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] (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) 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 (2), or Science (2)
Title: Lesson 1 - If We Ran the Zoo: How Do Animals Impact Our Environment?
Description:

A brainstorming activity and class discussion will begin the lesson and provide the background knowledge students have regarding zoos and how the animals in zoos impact our environment. Students will select an animal for further research using an online survey created by the teacher to determine their research group. Afterward, students will view an informational video about the origin and purpose of zoos, and complete an exit slip stating new learning that has been added to their background knowledge.

This lesson was created as part of the ALEX Interdisciplinary Resource Development Summit.




   View Standards     Standard(s): [SS2010] LWT2 (2) 2 :
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[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] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) 1 :
1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.
[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) 27 :
27. Identify the text structures within literary and informational texts, including cause and effect, problem and solution, and sequence of events.
Subject: English Language Arts (2), or Social Studies (2)
Title: Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 1
Description:

The lesson will focus on ordering common events by times, days, months, steps, or events. Students will work collaboratively in groups to organize five child-focused events, steps, or times. These titles, events, steps, days, and times will be cut apart so that students need to organize them into a logical sequence. Groups will rotate through the five events to practice daily schedules, holidays, school schedules, weekly events, and procedural texts. Groups may take a picture of completed events as a digital copy or the teacher may check each group for formative assessment.

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.




   View Standards     Standard(s): [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] (2) 31 :
31. Use information from a text to determine the author's purpose in different forms of informational and literary texts.
[ELA2021] (1) 40 :
40. Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.
[ELA2021] (1) 23 :
23. Identify and describe the main story elements in a literary text.

a. Describe the characters and settings, using illustrations and textual evidence from a story.

b. Retell the plot or sequence of major events in chronological order.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, 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] LWT2 (2) 2 :
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

Subject: English Language Arts (1 - 2), or Social Studies (1 - 2)
Title: All-American Diva, Ruby Bridges
Description:

In this lesson, students will discover the impact Ruby Bridges made in history when she became the first black child to attend a white school. Your students will be sure to fall in love with the story Ruby has to tell and how this child's courage changed life in the United States. 

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




ALEX Unit Plans  
   View Standards     Standard(s): [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.
[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] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) -2 :
R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
[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) 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.

Title: If We Ran the Zoo
Unit Plan Overview: Students will work in collaborative groups to research popular zoo animals to identify their habitat, diet, life span, predators, endangered status, adaptations, and physical characteristics. Students will determine if captivity is beneficial or harmful to their chosen animal. They will also investigate the impact the animal has on the environment.  Both print and digital media will be utilized in the students' research.  A culminating activity will allow students to create a slide show, board or video game, book, poster, or trifold display to place in an animal museum for parents and the school to view. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.


   View Standards     Standard(s): [MA2019] (2) 22 :
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
[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] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (2) 1 :
1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.
[ELA2021] (2) 2 :
2. Present information orally using complete sentences, appropriate volume, and clear pronunciation.

a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.

b. Use complex sentence structures when speaking.

c. Ask and answer questions to seek help, clarify meaning, or get information.
[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) 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.
[ELA2021] (2) 27 :
27. Identify the text structures within literary and informational texts, including cause and effect, problem and solution, and sequence of events.
[ELA2021] (2) 28 :
28. Establish a purpose before reading literary and informational texts to enhance comprehension.

Examples: for pleasure, to identify main idea, to gather information or facts on a topic
[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
[MA2019] (2) 22 :
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
[SS2010] LWT2 (2) 2 :
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts


Title: Time After Time
Unit Plan Overview: The unit will focus on ordering common events by times, days, months, steps, or events. Students will utilize biographies and books on national symbols to read and interpret timelines. Groups will use historical text and primary sources to create timelines by using rulers to measure equal-spaced points.  Students will also create a timeline to reconstruct the history of their school staff and create individual timelines to reconstruct a history of their own past. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.



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ALEX Classroom Resources  
   View Standards     Standard(s): [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) 18 :
18. Use dictionary definitions and information found within the text to help determine meaning of unfamiliar or multi-meaning words.
[ELA2021] (2) 19 :
19. Identify new vocabulary and the use of word meanings in text to establish real-life connections.
Subject: English Language Arts (2)
Title: Human Dictionary
URL: https://www.education.com/lesson-plan/human-dictionary/
Description:

When reading, we all encounter unknown words at times. But how do we figure them out? In this lesson, students learn how to become a “human dictionary” by using a variety of strategies to figure out the meaning of unknown words. Students will be able to figure out the meaning of unknown words using various strategies and clues.

This lesson also offers a pre-lesson to help EL students.



   View Standards     Standard(s): [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] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) 24 :
24. Identify the main idea and supporting details of literary and informational texts.

a. Explain how the supporting details contribute to the main idea.

b. Recount or summarize key ideas from the text.
Subject: Science (2), English Language Arts (2)
Title: Animals of Africa
URL: https://www.readworks.org/article/Animals-of-Africa/577902be-d38a-4a36-ac92-6eaedcd531a7#!articleTab:content/
Description:

The teacher will present an informational 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 to introduce students to the varying habitats of living things, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This resource also provides an eBook of the article with corresponding illustrations. 



   View Standards     Standard(s): [SC2015] (2) 4 :
4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and 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.
Subject: Science (2), English Language Arts (2)
Title: Water Takes Three Forms
URL: https://www.readworks.org/article/Water-Takes-Three-Forms/bd2f6e6a-06c6-4273-8692-094ee2e5273e#!articleTab:content/
Description:

The teacher will present an informational 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 to introduce students to the changes caused by heating or cooling water, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This article will provide evidence to students that the physical changes caused by heating and cooling water can be reversed. 



   View Standards     Standard(s): [SC2015] (2) 8 :
8 ) Make observations from media to obtain information about Earth's events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).

[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and 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.
Subject: Science (2), English Language Arts (2)
Title: Weathering and Erosion
URL: https://www.readworks.org/article/Weathering-and-Erosion/766786c1-2b0c-4b35-b630-a7b2b16b6a8b#!questionsetsSection:1705/articleTab:content/
Description:

The teacher will present an informational 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 to provide information regarding geologic events that happen over short and long periods of time, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.



   View Standards     Standard(s): [SC2015] (2) 10 :
10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) 27 :
27. Identify the text structures within literary and informational texts, including cause and effect, problem and solution, and sequence of events.
[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.
Subject: Science (2), English Language Arts (2)
Title: Snow Science!
URL: https://www.readworks.org/article/Snow-Science!/cff7e32b-40b3-4ff0-8013-62d917d621cf#!articleTab:content/
Description:

The teacher will present an informational 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 to provide data about solid water (ice and snow) found on Earth. This activity includes a question set on cause and effect, which will help students describe the connection between scientific ideas and processes. 



   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): [ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) 6 :
6. Use visual aids and technology in oral presentations to present key ideas and details about a text or conversation, and add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify thoughts, feelings, and ideas.
[ELA2021] (2) 18 :
18. Use dictionary definitions and information found within the text to help determine meaning of unfamiliar or multi-meaning words.
[ELA2021] (2) 19 :
19. Identify new vocabulary and the use of word meanings in text to establish real-life connections.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 13 :
13. Utilize new academic, content-specific, grade-level vocabulary to 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] (4) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
[ELA2021] (4) 9 :
9. Accurately interpret general academic and domain-specific words and phrases.
[ELA2021] (5) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
Subject: English Language Arts (2 - 5)
Title: Bringing Economic Vocabulary to Life Through Video Posters
URL: http://readwritethink.org/classroom-resources/lesson-plans/bringing-economic-vocabulary-life-30966.html
Description:

The goal of this lesson is to introduce the academic vocabulary of economics and financial literacy through children's books. In Babymouse: Cupcake Tycoon, there are a variety of economics and financial literacy vocabulary words embedded in the text, which involve a school fundraiser. Through a think-aloud read-aloud, the lesson will illustrate how to introduce key economic concepts/vocabulary through the story. Students use puppets to conduct interviews about economics vocabulary in the story and then create vocabulary cards. As a final project, they create video posters, using either PowerPoint or Glogster.



   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] (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] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 37 :
37. Write about research findings independently over short and/or extended periods of time.
Subject: English Language Arts (2 - 5)
Title: Writing Acrostic Poems with Thematically Related Texts in the Content Areas
URL: http://readwritethink.org/classroom-resources/lesson-plans/writing-acrostic-poems-with-31167.html
Description:

In this unit, students will use thematically related texts, organized from least to the most complex, to gather a word bank of supporting details and content vocabulary about a concept. Then they use these words as a basis for writing acrostic poems, which support organization of information around a central idea, as the lines of an acrostic poem are held together by the topic or main idea spelled vertically.



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

Examples: reciting nursery rhymes, songs, poems, stories
[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] (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] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Subject: English Language Arts (K - 2)
Title: A-Z: Learning About the Alphabet Book Genre
URL: http://readwritethink.org/classroom-resources/lesson-plans/learning-about-alphabet-book-982.html
Description:

This unit exposes students to a variety of alphabet books to increase their knowledge and understanding of the genre. Students are involved in an interactive read-aloud of A My Name is Alice by Jane Bayers, during which they identify and examine the characteristics of alphabet books. Students then engage in shared writing to create a class alphabet book. After completing the class book, they work in small groups using technology to write their own alphabet books. These books are later shared with an audience, giving an authentic purpose to the writing experience.



   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.



   View Standards     Standard(s): [SS2010] LWT (0) 2 :
2 ) Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

[SS2010] LWT (0) 12 :
12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same
[SS2010] LWT1 (1) 2 :
2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property
•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state
•  Demonstrating voting as a way of making choices and decisions
[SS2010] ALA (4) 14 :
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
[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) 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) 30 :
30. With prompting and support, ask and answer questions about key details in literary and informational texts.
[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] (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.
Subject: Social Studies (K - 4), English Language Arts (K - 2)
Title: Reading "Freedom on the Menu"
URL: https://amhistory.si.edu/ourstory/pdf/freedom/lunchcounter_reading.pdf
Description:

This activity can be used in conjunction with the book, Freedom on the Menu by Carole Boston. Through the activity, students will gather information about the Greensboro Woolworth Lunch Counter sit-in and how it was related to the Civil Rights Movement. The activity includes links to other resources.



   View Standards     Standard(s): [SS2010] LWT2 (2) 9 :
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
[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) 18 :
18. Use dictionary definitions and information found within the text to help determine meaning of unfamiliar or multi-meaning words.
[ELA2021] (2) 19 :
19. Identify new vocabulary and the use of word meanings in text to establish real-life connections.
[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: Social Studies (2), English Language Arts (2)
Title: Reading "Feivel's Flying Horse"
URL: https://amhistory.si.edu/ourstory/pdf/immigration/immigration_reading.pdf
Description:

This is a reading guide/lesson plan with step-by-step instructions to accompany the book Feivel's Flying Horses by Heidi Smith Hyde and illustrated by Johanna Van Der Sterre. Feivel's Flying Horses tells the story of a Jewish woodcarver who moved from the Old Country and carved carousel horses to earn money to bring his family from Europe to America. The story is a historical fiction story of immigrants coming to America. The reading guide is recommended for kindergarten through 4th grade.  



ALEX Classroom Resources: 17

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