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ELAR/SS: Where We Are: Similarities and Differences in our Basic Needs / Developing Readers and Writers through Poetry

Suggested Time Frame: 13 Instructional Days

        
Genre Focus

1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(C) determine what words mean from how they are used in a sentence, either heard or read; 

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:
(A) respond to and use rhythm, rhyme, and alliteration in poetry.

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.

1.18 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:
(B) write short poems that convey sensory details.

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

1.3 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:
(iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;
(C) use common syllabication patterns to decode words, including:
(vi) r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or);

Social Studies Focus

 

describe ways that families meet basic human needs
 describe similarities and differences in ways families meet basic human needs

 

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;
(vii) time-order transition words;

 1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(D) spell base words with inflectional endings (e.g., adding “s” to make words plurals);