ELAR/SS: This Is Us: Rules and Laws/ Getting Started

Suggested Time Frame: 7 Instructional Days

        

Genre Focus
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:

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:
(A) identify the common sounds that letters represent;
(D) identify and read at least 25 high-frequency words from a commonly used list.

K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(A) predict what might happen next in text based on the cover, title, and illustrations;

K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to:
(A) identify and use words that name actions, directions, positions, sequences, and locations;

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;

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: (teacher models)
(A) discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language);
(D) make inferences based on the cover, title, illustrations, and plot
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Writing –
K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to: (A) plan a first draft by generating ideas for writing through class discussion; (B) develop drafts by sequencing the action or details in the story; (C) revise drafts by adding details or sentences; (D) edit drafts by leaving spaces between letters and words; and (E) share writing with others.

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;

Beginning Reading Strategies
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.

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:
(A) identify the common sounds that letters represent;
(D) identify and read at least 25 high-frequency words from a commonly used list.

K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(A) predict what might happen next in text based on the cover, title, and illustrations;

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):(v)  pronouns (e.g., I, me);
(B) speak in complete sentences to communicate;

K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) use phonological knowledge to match sounds to letters;
(C) write one’s own name.

K.21 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen attentively by facing speakers and asking questions to clarify information;
(B) follow oral directions that involve a short related sequence of actions.

K.22 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) share information and ideas by speaking audibly and clearly using the conventions of language.

K.23 Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

Social Studies Focus
K.8 The student understands the purpose of rules.
K.8A identify purposes for having rules
K.8B identify rules that provide order, security, and safety in the home and school