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  • ELAR/SS: Where we Are: Where am I? / Literary Nonfiction: Truth or Fantasy

ELAR/SS: Where we Are: Where am I? / Literary Nonfiction: Truth or Fantasy

Suggested Time Frame: 9 Instructional Days

        
Genre Focus

1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(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;
(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

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.

1.10 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to:
(A) determine whether a story is true or a fantasy and explain why.

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:
(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);
(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:
(A) decode words in context and in isolation by applying common letter-sound correspondences, including:
(iii) consonant blends (e.g., bl, st);
(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:
(iv) vowel-consonant-silent “e” words (VCe) (e.g., kite, hide);
(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);
(G) identify and read contractions (e.g., isn’t, can’t);

 

Social Studies Focus
locate places using the four cardinal directions
describe the location of self and objects relative to other locations in the classroom and school
create and use simple maps such as maps of the home, classroom, school, and community
locate the community, Texas, and the United States on maps and globes
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);
(iv) adverbs (e.g., time: before, next);

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);