ALEX Resources

   View Standards     Standard(s): [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.

This activity serves as an introduction to the life cycle of a plant. The video will provide a visual to engage students in expanding their background knowledge and building vocabulary acquisition. After the video, the teacher will utilize a Jamboard to lead a discussion of the following words: germinate, photosynthesis, and pollinate. The students will create a definition based on the context of the word in the video, their background knowledge, and the word's structure including prefixes, root words, and suffixes.

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

   View Standards     Standard(s): [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.

After completing the before activity and defining keywords for the life cycle of a plant, students will read "Flowering Plants" from the Gale Elementary Online Collection. Students will participate in a class discussion to broaden their understanding of key terms to gain a deeper understanding of the life cycle of a plant. Students will create word definitions for the following words: seed coat, germinate, photosynthesis, pollination, and reproduction. 

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

   View Standards     Standard(s): [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.

Students will utilize new academic, content-specific, grade-level vocabulary including seeds, germination, roots and stems, leaves, flowers, and pollination to make connections to the life cycle of a plant. The students will use grade-level text to determine the meaning and order of each step of the plant life cycle. Students will independently create a plant life cycle wheel by ordering the steps of the life cycle of a plant, defining each word in their own words, and creating an illustration. 

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

   View Standards     Standard(s): [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] (3) 16 :

16. Use knowledge of grade-level academic and domain-specific vocabulary to gain meaning from text.

[ELA2021] (4) 9 :

9. Accurately interpret general academic and domain-specific words and phrases.

[ELA2021] (5) 12 :

12. Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language.

a. Locate similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms and interpret their meanings in context.

b. Explain the meanings of common idioms, adages, and proverbs.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.

d. Explain how an author's vocabulary and style influence the tone and mood of a text and support his/her purpose for writing.

e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words.

[ELA2021] (6) 27 :

27. Discover word meanings by analyzing word parts, examining connotation and denotation, or using print or digital reference tools.

[ELA2021] (7) 29 :

29. Determine word meaning through the use of word parts, context clues, connotation and denotation, or print or digital reference tools.

Examples: affixes, Greek and Latin roots, stems; dictionary, thesaurus, glossary

[ELA2021] (7) 30 :

30. Read and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.

[ELA2021] (8) 28 :

28. Analyze word meanings through the use of word parts, context clues, connotation and denotation, and print or digital reference tools.

Examples: affixes, stems, Greek and Latin roots

[ELA2021] (8) 29 :

29. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.

This resource contains 40 cards that include a Greek or Latin root word, a related image, and example words. These cards could be used as flashcards, a teaching activity, or classroom decor. In addition, all of the words are related to science and could be used to support the analysis of domain-specific text. This resource also includes informational material for teachers regarding teaching this concept.

   View Standards     Standard(s): [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] (5) 11 :

11. Acquire and use grade-level vocabulary, clarifying the meaning of unknown and multiple-meaning words and phrases in text, choosing flexibly from a range of strategies.

[ELA2021] (5) 12 :

12. Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language.

a. Locate similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms and interpret their meanings in context.

b. Explain the meanings of common idioms, adages, and proverbs.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.

d. Explain how an author's vocabulary and style influence the tone and mood of a text and support his/her purpose for writing.

e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words.

Vocab Vik is one of the most unique online vocabulary games for kids. Due to its adventure-style of play, Vik can help children enjoy exploring the meanings of words. Watch out for enemies, though, they will do whatever they can to stop Vik in his tracks. Vocab Vik will even show your accuracy so that you can have an idea what your grade might be.

   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.

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): [ELA2021] (3) -1 :

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

[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] (3) 34 :

34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.

[ELA2021] (4) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (4) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (4) 9 :

9. Accurately interpret general academic and domain-specific words and phrases.

[ELA2021] (4) 36 :

36. Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion.

[ELA2021] (5) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (5) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (5) 14 :

14. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.

[ELA2021] (5) 35 :

35. Write informative or explanatory texts using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration.

There are many back to school activities that take place to help create a classroom community. It is important for students to feel that they own the space and the learning that takes place in their classroom. Foster such ownership for students by collaboratively writing an owner's manual that describes the classroom's areas and procedures. Students begin by sharing thoughts and feelings about school so far and brainstorming a list of important classroom places, routines, and events. Next, they select an item from the brainstormed list and write a draft description of how their topic “works” in the classroom and after peer-review, make appropriate revisions. Then students use interactive tools to create their piece of the classroom owner's manual. Finally, students share their work and decide as a class how to share the information with others, such as an Open House or when new students join the classroom.

   View Standards     Standard(s): [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] (3) 17 :

17. Use grade-level academic and domain-specific vocabulary in writing.

[ELA2021] (4) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (4) 32 :

32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.

[ELA2021] (5) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (5) 14 :

14. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.

[ELA2021] (5) 41 :

41. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.

During this lesson, students are introduced to the concept of working dogs and how they help society. Students read a variety of texts, learn relevant vocabulary, participate in purposeful writing, and are encouraged to share their perspectives. An inquiry model called POWER is used, in addition to a vocabulary strategy called Word Storms, which is designed to help students speak and write critically about the texts they read. Most of the resources for the lesson are found online.

   View Standards     Standard(s): [ELA2021] (0) -4 :

R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.

[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) 15 :

15. Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.

[ELA2021] (0) 19 :

19. Ask and answer questions about unfamiliar words in discussions and/or text.

a. Describe the relationship between words, including relating them to synonyms and antonyms.

[ELA2021] (2) -4 :

R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.

[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.

Research shows that guided reading provides practice that helps students build their decoding and fluency skills. Struggling readers need instruction in word recognition to improve not only their reading skills but also their writing and spelling skills. In this multisession lesson, students participate in a guided reading of a familiar text— Henry and Mudge. Students then reread the text in small groups to better understand the story. In the sessions that follow, students use sentence strips to practice high-frequency words, distinguish between a base word and a suffix, write new sentences using high-frequency and story words, and read a new passage.