ELAR/SS: This Is us: Rules and Laws/ Getting Started

Suggested Time Frame: 7 Instructional Days

        
Genre Focus

1.5  Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
(A) students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(D) identify and sort words into conceptual categories (e.g., opposites, living things);

As it applies to 1.1, 1.2, 1.3, and 1.5 –
1.8 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

1.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A)  describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events;

1.12 (A)  students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time.

1.14 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

Figure 19 (Teacher model Figure 19 A-F across the year) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension;
(B) ask literal questions of text;
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re­reading a portion aloud);
(D) make inferences about text and use textual evidence to support understanding;
(E) retell or act out important events in stories in logical order;
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Writing –
1.17  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A)  plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B)  develop drafts by sequencing ideas through writing sentences;
(C)  revise drafts by adding or deleting a word, phrase, or sentence;
(D)  edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E)  publish and share writing with others.

1.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(C)  write brief comments on literary or informational texts

Beginning Reading Skills

1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
(A) recognize that spoken words are represented in written English by specific sequences of letters
(B) identify upper- and lower-case letters;
(C) sequence the letters of the alphabet;
(D) recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);
(E) read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and
(F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr);

1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) decode words in context and in isolation by applying common letter-sound correspondences, including:
(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;
(ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;
(H) identify and read at least 100 high-frequency words from a commonly used list; and
(I) monitor accuracy of decoding.

Oral & Written Conventions

1.20 Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students continue to apply earlier
standards with greater complexity. Students are expected to:
(B) speak in complete sentences with correct subject-verb agreement;

1.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences;
(B) recognize and use basic capitalization for:
(i) the beginning of sentences;

1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) use phonological knowledge to match sounds to letters to construct known words;
(C) spell high-frequency words from a commonly used list;
(E) use resources to find correct spellings

1.27  Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A)  listen attentively to speakers and ask relevant questions to clarify information; and
(B)  follow, restate, and give oral instructions that involve a short related sequence of actions.

1.28  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

1.29  Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

Social Studies Focus
1.11A explain the purpose for rules and laws in the home, school, and community
1.11B identify rules and laws that establish order, provide security, and manage conflict.