ALEX Classroom Resources

   View Standards     Standard(s): [ELA2021] (3) -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] (3) 2 :

2. Present information orally using complex sentence structures, appropriate volume, and clear pronunciation.

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

[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] (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) 9 :

9. Express ideas clearly and effectively to diverse partners or groups.

a. Pose and respond to explicit questions in ways that contribute to the discussion and elaborate on the remarks of others.

b. Verbally summarize information read aloud or presented in diverse media and formats.

c. Report orally on a topic or text, sequencing ideas logically and supporting main ideas with appropriate facts and relevant details.

d. Speak clearly at an understandable rate.

Students in a class form a type of community, and members must get to know one another for that community to thrive. When students and teachers share their backgrounds and interests early in the year, they develop a base for understanding that will support effective teaching and learning throughout the months that follow. This unit, which is designed for the first few weeks of school, helps build a classroom community. Students begin with a discussion about community and what it means to be part of a community. They then prepare interview questions to ask a classmate about their lives. Students interview a fellow classmate to compile biographical data about him or her and use a Web tool called Bio-Cube to organize the material. In a culminating activity, students use their completed Bio-Cube to introduce their partner to the class.

   View Standards     Standard(s): [DLIT] (3) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[ELA2021] (3) 2 :

2. Present information orally using complex sentence structures, appropriate volume, and clear pronunciation.

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

[ELA2021] (3) 3 :

3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports

[ELA2021] (3) 10 :

10. Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.

[ELA2021] (4) 5 :

5. Demonstrate fluency when reading grade-level text and when responding through writing or speaking.

[ELA2021] (4) 6 :

6. Read grade-level text orally with appropriate pauses, phrasing, stress, intonation, rate, and integration to support comprehension.

[ELA2021] (5) 6 :

6. Read grade-level text orally with accuracy, automaticity, appropriate prosody or expression, purpose, and understanding, self-correcting and rereading as necessary.

Students have an opportunity to create an outstanding Readers Theatre performance within groups to compete for the title of Reading Idol. Students are given scripts to practice their roles within Readers Theatre. Throughout the week, groups practice repeatedly until the performance day. On the performance day, students take turns performing and evaluating their own work and the performances of other groups before voting on a winning performance. All groups are required to create a podcast of their performance. The Reading Idol winners are also recorded by video and uploaded to the teacher's website for others to view.