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  • ELAR/SS: How We Express Ourselves Over Time: Chronology/ Reading and Writing to Learn

ELAR/SS: How We Express Ourselves Over Time: Chronology/ Reading and Writing to Learn

Suggested Time Frame: 20 Instructional Days

        
Genre Focus

1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(A) identify words that name actions (verbs) and words that name persons, places, or things (nouns);
(B) determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime);
(C) determine what words mean from how they are used in a sentence, either heard or read;

As it applies to 1.2, 1.3, 1.5 and 1.6-
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. 

1.13 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) identify the topic and explain the author’s purpose in writing about the text.

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. Students are expected to:
(A) restate the main idea, heard or read;
(B) identify important facts or details in text, heard or read;
(C) retell the order of events in a text by referring to the words and/or illustrations;
(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

1.15 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) follow written multi-step directions with picture cues to assist with understanding; and
(B) explain the meaning of specific signs and symbols (e.g., map features).

1.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) recognize different purposes of media (e.g., informational, entertainment) with adult assistance
(B) identify techniques used in media (e.g., sound, movement).

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;
(D) make inferences about text and use textual evidence to support understanding;
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

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:
(A) write brief compositions about topics of interest to the student;
(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing);
(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:(D) recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);
(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:
(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);
(C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/);
(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);

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:
(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;
(C) use common syllabication patterns to decode words, including:
(ii) open syllable (CV) (e.g., he, ba-by);
(iii) consonant blends (e.g., bl, st);
(v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh;
(E) read base words with inflectional endings (e.g., plurals, past tenses);
(F) use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);

Social Studies Focus
describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day
compare the observance of holidays and celebrations, past and present
distinguish among past, present, and future
describe and measure calendar time by days, weeks, months, and years
create a calendar and simple timeline
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:
(A) understand and use the following parts of speech in the context of reading, writing, and speaking:
(i) verbs (past, present, and future)
(ii) nouns (singular/plural, common/proper);
(iii) adjectives (e.g., descriptive: green, tall) 

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:
(B) recognize and use basic capitalization for:
(i) the beginning of sentences;
(iii) names of people;
(C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences. 

1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) use letter-sound patterns to spell:
(ii) consonant-vowel-consonant-silent e (CVCe) words (e.g., “hope”);
(iii) one-syllable words with consonant blends (e.g., “drop”);
(D) spell base words with inflectional endings (e.g., adding “s” to make words plurals);