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  • ELAR/SS: How We Express Ourselves Over Time: Customs and Traditions / Fairy Tales, Folk Tales, Fables and Stories

ELAR/SS: How We Express Ourselves Over Time: Customs and Traditions / Fairy Tales, Folk Tales, Fables and Stories

Suggested Time Frame: 23 Instructional Days

        
Genre Focus

1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(E) alphabetize a series of words to the first or second letter and use a dictionary to find words. 

1.7 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) connect the meaning of a well-known story or fable to personal experiences;
(B) explain the function of recurring phrases (e.g., “Once upon a time” or “They lived happily ever after”) in traditional folk- and fairy tales.

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. 

1.9 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;
(B) describe characters in a story and the reasons for their actions and feelings.

1.11 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
(A) recognize sensory details in literary 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.

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 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, re-­reading 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.

1.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write brief stories that include a beginning, middle, and end;

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

1.2 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);
(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/);

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:
(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;
(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:
(iii) final stable syllable (e.g., ap-ple, a-ble);
(iv) vowel-consonant-silent “e” words (VCe) (e.g., kite, hide);
(v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);
(G) identify and read contractions (e.g., isn’t, can’t);

Social Studies Focus
describe and explain the importance of various beliefs, customs, language, and traditions of families and communities
explain the way folktales and legends such as Aesop’s fables reflect beliefs, customs, language, and traditions of communities.
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:
(v) prepositions and prepositional phrases;
(C) ask questions with appropriate subject-verb inversion.

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:
(ii) the pronoun “I”;
(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:
(A) use phonological knowledge to match sounds to letters to construct known words;
(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”);