ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (2) 10 :
10. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, li-on

c. Decode and encode words with three-consonant blends and blends containing digraphs.

d. Decode and encode words with consonant digraphs, trigraphs, and combinations.

Examples: qu, sh, ch, th, ph, wh, tch, dge

e. Decode and encode words with variable vowel teams and vowel diphthongs.

Examples: oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay

f. Decode and encode words with vowel-r combinations.

Examples: ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur

g. Decode and encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, most, cold, colt, mind

h. Decode and encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

i. Decode and encode words with or after w read /er/.

Examples: world, word, worm, worst, work

j. Decode and encode words with the hard and soft sounds of c and g, in context and in isolation.

Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y
g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y

k. Decode and encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

l. Decode words with silent letter combinations.

Examples: kn, mb, gh

m. Decode and encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-; -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

n. Decode and encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa), from- (o is schwa)
what - (a is schwa or short o depending on dialect)

o. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
[ELA2021] (2) 17 :
17. Analyze meaningful parts of words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text.

Example: girl's dress; boys' game; cats, cat's, cats'; houses, house's shutters

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections.

Examples: -less, -ful, -est

Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech.
[ELA2021] (3) 8 :
8. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et

c. Decode and encode words with three-consonant blends, digraphs, trigraphs, quadrigraph eigh, combinations, diphthongs, and silent letter combinations.

Examples: spl-, str-, scr-, squ-; th, sh, ch, ck, ph; tch, dge, igh; er, ir, ar, or; oi, oy, ou, ow; kn, gn, mb, wr, gh

d. Decode and encode words with graphemes that represent multiple sound-symbol correspondences by applying knowledge of most common to least common frequency.

Examples: y can be read /y/ in yet, /ē/ in candy, /ī/ in fly
digraph ch can be read /ch/ in chair, /sh/ in chef, and /k/ in school
diphthong ow is read /ou/ in cow, but digraph ow is read /ō/ in snow

e. Decode and encode multisyllabic words using knowledge of stress or accent to pronounce a word correctly, including the schwa sound when appropriate.

Examples: the noun con'/vict vs. the verb con/vict'; the noun pro'/duce vs. the verb pro/duce'

f. Decode and encode words using knowledge of the morphological structure of a word, including prefixes, suffixes, and roots.

Examples: fore-, anti-, post-, sub-; -ment, -hood, -er, -or; port, ject, form, dict

g. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

h. Decode and encode frequently confused homophones accurately using knowledge of English and meaning to facilitate learning.

Examples: hear/here; night/knight; tacks/tax

i. Decode and encode words with hard and soft c and g.

j. Decode and encode grade-appropriate high frequency words that follow regular and irregular phoneme-grapheme correspondences, using knowledge of the specific sound-symbol correspondences that are irregular.
[ELA2021] (3) 15 :
15. Analyze meaningful parts (morphemes) of words and phrases in discussions and/or text.

a. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unfamiliar words, including base words, roots, and frequently occurring affixes and inflections.

Examples: affixes -less, -ful, pro-, trans- ; roots aqua, cent, port, form, ject, spect, dict, tend, fer

b. Apply knowledge of the changes in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to determine the meaning of a word.

c. Identify common and derivational prefixes and suffixes and use them as clues to a word's meaning.

Examples: pre-, re-, mis-; -ly, -less, -ful, -able, -ment

d. Identify common Latin and Greek roots and use them to determine the meaning of unfamiliar words.

e. Sort words with shared and varied suffixes by parts of speech.
Subject: English Language Arts (2 - 3)
Title: Grammar Police
URL: https://www.roomrecess.com/mobile/GrammarPolice/play.html
Description:

Grammar Police is a beloved compound word and prefix game. Pick from three different vehicles and use your driving skills to uphold the law like any good cop! Stay alert and you'll find several bonuses while on your patrol. Use caution to avoid hazards on the road. Students will tag racers that have words with prefixes attached. If they tag a racer without a prefix, they will crash. 

Students can utilize this game on computer or touchscreen devices to practice their demonstrate their knowledge of prefixes, suffixes, compound words, pronouns, adjectives, adverbs, and prepositions.



   View Standards     Standard(s): [ELA2021] (1) 12 :
12. Ask and answer questions about unfamiliar words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text.

Example: Jack's coat, mom's car; pigs, pig's, pigs'

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including frequently occurring affixes and inflections -s, -es, -ed, -ing, -er, and -est.

Examples: Explain that adding suffix -s changes a singular noun to a plural noun and adding suffix -ed changes a verb to past tense.

c. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words.

Examples: look, peek, glance, stare, glare; big, large, gigantic, monstrous
Act out tiptoe, creep, and march to distinguish shades of meaning in words related to walk.
Discuss synonyms and antonyms.
[ELA2021] (2) 17 :
17. Analyze meaningful parts of words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text.

Example: girl's dress; boys' game; cats, cat's, cats'; houses, house's shutters

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections.

Examples: -less, -ful, -est

Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech.
Subject: English Language Arts (1 - 2)
Title: Suffix Factory
URL: https://www.phonicsbloom.com/uk/game/suffix-factory-set-1?phase=6
Description:

A word on a box moves along a belt at the spelling factory. On the right, you see one of the three suffixes -ed, -er, or -ful. At the top of the screen is a rule for adding that suffix. If the rule is used for the word you see, click the tick on the right side of the rule. If it is not correct click the cross on the left. The box will then move along the belt and onto a waiting lorry. If you are wrong the lorry will drop the box. If you are right the lorry will take the box away.



   View Standards     Standard(s): [ELA2021] (1) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (1) 30 :
30. Write legibly, using proper pencil grip.

a. Print upper and lowercase letters fluently, using proper approach strokes, letter formation, and line placement.

b. Print first and last names using proper letter formation, capitalization, and punctuation.

Examples: De'Andre McGill, Kim Mi-Sun, Juan de Jesus, Janie Parker

c. Use lower case letters in the majority of written work, using capitals only when appropriate.

d. Write letters of the English alphabet in alphabetical order from memory.
[ELA2021] (1) 32 :
32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

a. Identify the required features of a sentence, including capitalization of the first word and end punctuation.

b. Transcribe spoken words to demonstrate that print represents oral language.

c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought.

d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys.

e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence.

f. Begin each sentence with a capital letter.

g. Capitalize the pronoun I and names of individuals.

h. Use commas in dates and words in a series.

i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary.

Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences
[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] (2) 7 :
7. Demonstrate standard English usage when speaking.

a. Use collective nouns.

b. Form and use frequently-occurring irregular plural nouns.

c. Use reflexive pronouns.

d. Form and use past tense forms of frequently-occurring irregular verbs.

e. Use adjectives and adverbs.

f. Produce and expand complete simple and compound sentences when speaking.
[ELA2021] (2) 17 :
17. Analyze meaningful parts of words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text.

Example: girl's dress; boys' game; cats, cat's, cats'; houses, house's shutters

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections.

Examples: -less, -ful, -est

Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech.
[ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
[ELA2021] (2) 42 :
42. Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure.
Subject: English Language Arts (1 - 2)
Title: Acrostic Poems: All About Me and My Favorite Things
URL: http://readwritethink.org/classroom-resources/lesson-plans/acrostic-poems-about-favorite-309.html
Description:

In this classroom resource, students write free-verse acrostic poems about themselves using the letters of their names to begin each line. They then write an additional acrostic poem about something that is important to them. After proofreading, both poems are recopied or typed and illustrated and then mounted on construction paper for display. Several opportunities for sharing and peer review are incorporated.  Acrostic poem interactive and ABC word list included in this resource.



   View Standards     Standard(s): [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) 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] (0) 33 :
33. Express ideas orally and connect these ideas through drawing and emergent writing.
[ELA2021] (1) 8 :
8. Apply previously-taught phoneme-grapheme correspondences to decodable words with accuracy and automaticity, in and out of context.
[ELA2021] (1) 12 :
12. Ask and answer questions about unfamiliar words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text.

Example: Jack's coat, mom's car; pigs, pig's, pigs'

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including frequently occurring affixes and inflections -s, -es, -ed, -ing, -er, and -est.

Examples: Explain that adding suffix -s changes a singular noun to a plural noun and adding suffix -ed changes a verb to past tense.

c. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words.

Examples: look, peek, glance, stare, glare; big, large, gigantic, monstrous
Act out tiptoe, creep, and march to distinguish shades of meaning in words related to walk.
Discuss synonyms and antonyms.
[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) 12 :
12. Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.
[ELA2021] (2) 17 :
17. Analyze meaningful parts of words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text.

Example: girl's dress; boys' game; cats, cat's, cats'; houses, house's shutters

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections.

Examples: -less, -ful, -est

Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech.
Subject: English Language Arts (K - 2)
Title: Ferocious Fighting Fish: An Ocean Unit Exploring Beginning Word Sounds
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/ferocious-fighting-fish-ocean-828.html
Description:

This ocean-themed unit will focus students' attention on alliteration, or repeated beginning word sounds. Students begin by reading the book Look Who Lives in the Ocean by Allen Baker, and then sharing what they notice about the words in the story. Then they work as a class to craft a definition of alliteration and record the definition on chart paper. Students continue to expand their knowledge of alliteration by finding examples in classroom books and their own writing and then adding these examples to a class list. Next, they practice revising sentences to include alliteration and then share their revisions with the class. Finally, students compose their own class book to explore the technique in their own writing. The lesson is a natural extension after alphabet books have been introduced, when writing a class book, or to supplement independent writing projects.



ALEX Classroom Resources: 4

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