ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (3) 25 :
25. Identify statements in informational texts as facts or opinions.

a. Use prior knowledge and/or details from the text to distinguish fact from opinion.

b. Use information gathered from research to evaluate opinions.
[ELA2021] (4) 20 :
20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.
Subject: English Language Arts (3 - 4)
Title: Fact and Opinion
URL: https://www.roomrecess.com/Lessons/FactAndOpinion/Video.html
Description:

Trying to determine whether a statement is a fact or opinion just comes down to one thing: Can it be proven? The classroom resource provides an instructional video on facts and opinions. The video teaches the students to identify statements as being either a fact or an opinion. This classroom resource includes worksheets to help with understanding and encourage application.


   View Standards     Standard(s): [SC2015] (4) 14 :
14 ) Explore information to support the claim that landforms are the result of a combination of constructive forces, including crustal deformation, volcanic eruptions, and sediment deposition as well as a result of destructive forces, including erosion and weathering.

[ELA2021] (4) 20 :
20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.
Subject: Science (4), English Language Arts (4)
Title: How Glaciers Change the World
URL: https://www.readworks.org/article/How-Glaciers-Change-the-World/2fc03150-4c8f-4b0e-8ddc-53cd5bb3e71d#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can introduce students to the concept of constructive and destructive forces on Earth's surface, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. 


   View Standards     Standard(s): [SC2015] (4) 14 :
14 ) Explore information to support the claim that landforms are the result of a combination of constructive forces, including crustal deformation, volcanic eruptions, and sediment deposition as well as a result of destructive forces, including erosion and weathering.

[ELA2021] (4) 20 :
20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.
Subject: Science (4), English Language Arts (4)
Title: Chemical Weathering of Rocks
URL: https://www.readworks.org/article/Chemical-Weathering-of-Rocks/1a3e0dbe-f3c0-4159-a92d-8bf396cb83e4#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. This learning activity can introduce students to the concept of chemical weathering or serve as reinforcement after students have already learned this concept. This classroom resource can be paired with the classroom resource "Physical Weathering at Work," so students can compare and contrast these two destructive forces. 


   View Standards     Standard(s): [SC2015] (4) 14 :
14 ) Explore information to support the claim that landforms are the result of a combination of constructive forces, including crustal deformation, volcanic eruptions, and sediment deposition as well as a result of destructive forces, including erosion and weathering.

[ELA2021] (4) 20 :
20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.
Subject: Science (4), English Language Arts (4)
Title: Physical Weathering at Work
URL: https://www.readworks.org/article/Physical-Weathering-at-Work/c28c7941-c9ea-49a4-a84e-4ab61c6c7c72#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. This learning activity can introduce students to the concept of physical weathering or serve as reinforcement after students have already learned this concept. This classroom resource can be paired with the classroom resource "Chemical Weathering of Rocks," so students can compare and contrast these two destructive forces.


   View Standards     Standard(s): [SC2015] (4) 11 :
11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

[ELA2021] (4) 20 :
20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.
Subject: Science (4), English Language Arts (4)
Title: Animal Instinct
URL: https://www.readworks.org/article/Animal-Instinct/435ddd51-dac9-46bc-9fbe-4e0c851d4cbf#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can introduce students to the concept of animals responding to information received through their senses, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. 


ALEX Classroom Resources: 5

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