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  • ELAR/SS: This Is Us: People in History/ What Makes A Story?

ELAR/SS: This Is Us: People in History/ What Makes A Story?

Suggested Time Frame: 23 Instructional Days

        

Genre Focus

K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to:
(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures);

K.6 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) identify elements of a story including setting, character, and key events;

As it applies to K.1, K.2, K.3 and K.5
K.7 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.

K.8 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)  retell a main event from a story read aloud;
(B) describe characters in a story and the reasons for their actions.

K.12 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 (with adult assistance) are expected to:
(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:
(B) ask and respond to questions about 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; and
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Writing –
K.14 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) dictate or write sentences to tell a story and put the sentences in chronological sequence;


Beginning Reading Skills

K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
(A)  recognize that spoken words can be represented by print for communication;
(B)  identify upper- and lower-case letters;
(C)  demonstrate the one-to-one correspondence between a spoken word and a printed word in text;
(D)  recognize the difference between a letter and a printed word;
(E)  recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);
(F)  hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right;
(G) identify different parts of a book (e.g., front and back covers, title page).

K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:(A)  identify a sentence made up of a group of words;
(B)  identify syllables in spoken words;
(C)  orally generate rhymes in response to spoken words (e.g., “What rhymes with hat?”);
(E)  recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., “baby boy bounces the ball”);
(H)  isolate the initial sound in one-syllable spoken words;

K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(C) recognize that new words are created when letters are changed, added, or deleted;

Oral & Written Conventions

K.16 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 (with adult assistance):
(ii) nouns (singular/plural);

K.17 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: (Teacher Model)
(B)  capitalize the first letter in a sentence;
(C)  use punctuation at the end of a sentence.

Social Studies Focus
K.2 The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation
K.2A identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and José Antonio Navarro, who helped to shape the state and nation
K.2B identify contributions of patriots and good citizens who have shaped the community