ALEX Resources

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (7) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
[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.
Subject: English Language Arts (7)
Title: Engineering the Perfect Poem by Using the Vocabulary of STEM
URL: https://www.readwritethink.org/classroom-resources/lesson-plans/engineering-perfect-poem-using#ResourceTabs4
Description:

Engineering is the “silent E” in STEM subject areas. While science, mathematics, and technology are often topics of content area lessons, engineering is often ignored. However, engineering is inclusive of all STEM subjects because engineers use science, mathematics, and technology to solve problems. Engineering careers are diverse, spanning many different technologies and disciplines, such as agricultural engineering, aerospace engineering, computer engineering, mechanical engineering, and chemical engineering. Each of these jobs involves a rich, highly-specialized vocabulary. In this lesson, students are introduced to the vocabulary of engineering careers by reading informational websites. After learning the terminology, they use discipline-specific vocabulary words to create poems about engineering careers.



   View Standards     Standard(s): [ELA2021] (6) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
[ELA2021] (6) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
[ELA2021] (6) 28 :
28. Discover word meanings through active listening in various contexts.

Examples: classroom discussion, oral presentations, digital formats
[ELA2021] (7) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (7) 31 :
31. Infer word meaning through active listening in various contexts for purposeful, effective communication.

Examples: classroom discussion, oral presentations, digital formats
[ELA2021] (8) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (8) 30 :
30. Analyze and connect word meanings through active listening in various contexts for purposeful, effective communication.

Examples: classroom discussion, oral presentations, digital formats
Subject: English Language Arts (6 - 8)
Title: A Portrait of Our World: Making Connections and Developing Comprehension
URL: http://readwritethink.org/classroom-resources/lesson-plans/portrait-world-making-connections-30777.html
Description:

Engage middle school students in a meaningful study of the lives of students from across the globe through the use of contemporary nonfiction and fiction. Students create personal autobiographies, sequence story events, and prepare well-crafted summaries while learning to use higher-level comprehension strategies such as Question-Answer Relationships and the Bio-Cube. Additionally, students conduct a critical study of the NCSS Notable Tradebook Nasreen's Secret School: A True Story From Afghanistan by Jeanette Winter, comparing and contrasting their own lives to Nasreen's and expanding their geographical knowledge of the Middle East.



   View Standards     Standard(s): [ELA2021] (6) -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] (6) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
[ELA2021] (6) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
[ELA2021] (6) 23 :
23. Use an audio or audio-visual source of information to obtain the answer to a question.
[ELA2021] (7) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (8) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (8) 25 :
25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Examples: a day or two, a single sitting
Subject: English Language Arts (6 - 8)
Title: ABC Bookmaking Builds Vocabulary in the Content Areas
URL: http://readwritethink.org/classroom-resources/lesson-plans/bookmaking-builds-vocabulary-content-276.html
Description:

Students are engaged and motivated to build content-area vocabulary through the creation of ABC books. A small-group activity introduces a variety of ABC books, including books for older readers that use the letters of the alphabet as a starting point to present information about a featured subject. Students then decide on a style and structure for their own alphabet books and choose a word for each letter from content area textbooks, encyclopedias, reference books, or suggested websites. A storyboard is constructed including each of the 26 words, the context in which it will appear, and a quick sketch of the proposed illustration. Students' final ABC books are created using either the interactive Alphabet Organizer or PowerPoint.



ALEX Classroom Resources: 3

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