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  • ELAR/SS: Where we Are: The Characteristics of the Places Where We Live / Readers and Writers Research Together

ELAR/SS: Where we Are: The Characteristics of the Places Where We Live / Readers and Writers Research Together

Suggested Time Frame: 19 Instructional Days

        
Genre Focus

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);
(E) alphabetize a series of words to the first or second letter and use a dictionary to find words.

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.

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.

1.19 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;
(C) write brief comments on literary or informational texts.

1.23 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to:
(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and
(B) decide what sources of information might be relevant to answer these questions.

1.24 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:
(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts;
(B) use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information;
(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

1.25 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students (with adult assistance) are expected to:
(A) revise the topic as a result of answers to initial research questions.

1.26 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to:
(A) create a visual display or dramatization to convey the results of the research.

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);

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

Social Studies Focus
identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather
identify examples of and uses for natural resources in the community, state, and nation
identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location
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:
(iv) adverbs (e.g., time: before, next);
(vii) time-order transition words;
(C) ask questions with appropriate subject-verb inversion.

1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) use letter-sound patterns to spell:
(iii) one-syllable words with consonant blends (e.g., “drop”);