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  • ELAR/SS: This is Us: Good Citizenship / Making Fiction Come Alive

ELAR/SS: This is Us: Good Citizenship / Making Fiction Come Alive

Suggested Time Frame: 18 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);
(C) determine what words mean from how they are used in a sentence, either heard or read;

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. Students are expected to:

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.

1.14 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); and
(B) identify techniques used in media (e.g., sound, movement).

Figure 19 (Teacher models 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:
(B) ask literal questions of text;
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-­reading a portion aloud);
(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 –
1.18 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:
(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:
(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

1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);
(E) isolate initial, medial, and final sounds in one-syllable spoken words;
(F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).

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;
(vi) vowel diphthongs including oy, oi, ou, and ow;
(C) use common syllabication patterns to decode words, including:
(i)  closed syllable (CVC) (e.g., mat, rab-bit);
(ii) open syllable (CV) (e.g., he, ba-by);
(v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal)
(E) read base words with inflectional endings (e.g., plurals, past tenses);

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:
(ii) nouns (singular/plural, common/proper);
(iii)  adjectives (e.g., descriptive: green, tall);
(vi) pronouns (e.g., I, me);

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;
(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:
(B) use letter-sound patterns to spell:
(i) consonant-vowel-consonant (CVC) words;
(D) spell base words with inflectional endings (e.g., adding “s” to make words plurals);

Social Studies Focus
1.13A identify characteristics of good citizenship: truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting
1.13B identify historical figures who have exemplified good citizenship: Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt
1.13C identify other individuals who exemplify good citizenship
1.14A explain state and national patriotic symbols, including the U.S. flags, the Liberty Bell, the Statue of Liberty, and the Alamo
1.14B recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag
1.14C identify anthems and mottoes of Texas and the United States