ALEX Resources

   View Standards     Standard(s): [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.

[SC2015] (5) 13 :

13 ) Analyze data and represent with graphs to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky (e.g., shadows and the position and motion of Earth with respect to the sun, visibility of select stars only in particular months).

In this lesson, students will examine time lapse photos and videos to see the movement of stars during the night. Students will use star wheels to track the visibility of constellations throughout the year and graph the number of days a constellation is visible each month. Using data from the graphs, they will collaboratively construct a large-scale model of the sun, Earth, and constellations to better understand the role Earth’s movement and axial tilt play in the visibility of stars. Finally, students will draw a diagram and write an explanation of the apparent movement of stars using data from the graphs and class model.

This lesson results from the ALEX Resource Gap Project.   

   View Standards     Standard(s): [SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

[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.

[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) 7 :

7. Write routinely and independently for varied amounts of time.

This lesson will utilize the talking drawings strategy, in which students will begin the lesson by drawing a picture of a plant to illustrate how they think plants make their own food. Then, the teacher will introduce the process of photosynthesis using an interactive presentation to explain photosynthesis in a pictorial format. As the teacher describes the process, the students will create a scientifically accurate drawing of a plant engaging in photosynthesis. Lastly, students will create a writing piece that will describe the process of photosynthesis and construct a scientifically accurate illustration of the process of photosynthesis.

This lesson results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [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.

Students will present their Endangered Animal poster (from the learning activity Endangered Animals: Part 2) to the class. While listening to the presentations, they will take notes on two other students' endangered animal poster presentations using the Endangered Animal Presentations Notes. They will then use their notes from the poster presentation to write a three-paragraph informational essay. 

This activity results from the ALEX Resource Development Summit. 

   View Standards     Standard(s): [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.

Students will watch a video that shows kids camouflaging themselves in order to blend into nature so they can watch wildlife. The kids follow a sequence of steps in order to camouflage themselves. The students will take notes on this process and write a paragraph that conveys the steps in proper order.

Overview
Students watch a video segment, take notes and using a time-order organizational structure, write a paragraph about how to camouflage themselves.

Why is this an important concept?
When learners can take ideas and sort them by order according to time, they can better comprehend the complexity, sequence, and relationships among the ideas. Noting the relationships among ideas leads to the ability to generalize, categorize, sort, evaluate, and understand new information.

   View Standards     Standard(s): [ELA2021] (3) 17 :

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

[ELA2021] (3) 22 :

22. Describe literary elements within a story, including setting, plot, characters, and themes.

a. Describe in detail the characters' behavior, emotions, and traits and explain how their actions influence events in the story.

b. Explain how the characters' actions and dialogue contribute to the meaning of the story.

c. Identify the central message, theme, or moral in a story, including myths, fables, and folktales, and explain the meaning conveyed in the passage.

d. Compare and contrast the themes, settings, and plots from two texts.

[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) 15 :

15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

a. Identify and explain attitudes and influences of multiple characters within a text.

b. Explain how the main character changes throughout the story, using explicit evidence from the text.

c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story.

[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) 23 :

23. Determine and analyze themes of various culturally-diverse literary texts, supporting analysis with textual evidence.

a. Analyze common themes of diverse texts with support from textual evidence.

b. Summarize a story or drama, describing how the plot unfolds and how characters respond to challenges or change their thoughts and actions and citing textual evidence.

[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.

In this interactive lesson supporting literacy skills, students watch video dramatizations of Percy Julian's struggles with racism and how he refused to let it limit his possibilities in life. Students develop their literacy skills as they explore English language arts and focus on understanding character. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities.

This resource guides students as they analyze the character of Percy Julian and provides students with the opportunity to identify key details and learn new vocabulary.

   View Standards     Standard(s): [ARTS] MUS (2) 17 :

17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

[ARTS] MUS (3) 19 :

19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

[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] (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) 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) 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.

Students will review orchestra, instruments, and instrument families. They will identify instruments by sight and sound. They will discuss how the instruments in each family are "related." They will write a descriptive paragraph about each family.  

   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) -1 :

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

[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) -3 :

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

[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) -3 :

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

[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.

What do students need to know to succeed in fourth grade (or third or fifth)? What supplies are needed? What rules and steps should be followed? These and many other questions provide the framework for students to write how-to essays for a specific audience—future fourth graders. Although this lesson focuses specifically on the fourth grade, it can be easily adapted for third- or fifth-graders. Students first learn about the how-to writing genre by reading an assortment of instruction manuals. This also demonstrates how how-to writing relates to their everyday lives. The teacher then models each step of the writing process as the students write about how to be successful fourth graders. After students publish their writing, the final drafts are saved for the following year's fourth graders to read at the beginning of the next school year.

   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) 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) -3 :

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

[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) -3 :

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

[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.

Together, the students and teacher use charts and Venn diagrams to brainstorm and organize similarities and differences between two objects. The teacher then models the beginning of the first draft, inviting students to help rephrase, clarify, and revise as the draft is written. Finally, students take what they have learned to complete the draft independently.

   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) 34 :

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

[ELA2021] (3) 39 :

39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.

[ELA2021] (4) -3 :

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

[ELA2021] (4) 33 :

33. Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

a. Introduce a research topic clearly and group related ideas.

b. Integrate and cite evidence to present research findings in written form.

c. Paraphrase portions of texts or information presented in diverse media and formats.

[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) -3 :

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

[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.

[ELA2021] (5) 37 :

37. Write about research findings independently over short and/or extended periods of time.

[ELA2021] (5) 38 :

38. Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.

a. Locate information in print and digital sources.

b. Summarize, quote, and paraphrase information in notes and finished work, providing a list of sources.

c. Integrate information from several texts on the same topic into presentations of research.

While engaging in the processes of researching, writing, and evaluating short biographical sketches, students can master essential writing skills and enhance their content area learning. In this unit, students discuss standard elements in a biography and examine the characteristics of the genre in a workshop setting. After selecting and researching a contemporary or historical figure using online databases, students practice writing short biographies. They then offer feedback on others' compositions and publish final drafts for reading aloud and displaying in class.

   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) 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] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[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) -3 :

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

[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] (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] (4) 35 :

35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

[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) -3 :

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

[ELA2021] (5) 16 :

16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.

[ELA2021] (5) 32 :

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

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

[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.

This lesson supports the use of a text set (paired fiction and nonfiction texts on a similar topic) to increase student interest in and understanding of content area material and to develop critical writing skills. The more familiar format of narrative fiction introduces the topic and generates confidence in exploring the less familiar genre of nonfiction. Students then demonstrate what they have learned about the topic and about text genres by writing an original piece that blends together narrative and expository elements.