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  • ELAR/SS: How We Express Ourselves Over Time: Culture/ Fiction through the Author’s Eyes

ELAR/SS: How We Express Ourselves Over Time: Culture/ Fiction through the Author’s Eyes

Suggested Time Frame: 23 Instructional Days

        
Genre Focus

2.2 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 multisyllabic words in context and independent of context by applying common letter-sound correspondences including:
(iii) consonant digraphs (e.g., ng, ck, ph); and
(iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);
(B) use common syllabication patterns to decode words including:
(iv) vowel-consonant-silent “e” words (VCe) (e.g., in-vite, cape);
(vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);

2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning;

2.6 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 moral lessons as themes in well-known fables, legends, myths, or stories;

2.9 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 similarities and differences in the plots and settings of several works by the same author;
(B) describe main characters in works of fiction, including their traits, motivations, and feelings.

2.11 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 that some words and phrases have literal and non-literal meanings (e.g., take steps)

2.16 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 are expected to:
(A) recognize different purposes of media (e.g., informational, entertainment);
(B) describe techniques used to create media messages (e.g., sound, graphics).

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 literal questions of text;
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions);
(D) make inferences about text using textual evidence to support understanding;
(E) retell important events in stories in logical order;
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence;

2.18 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;

 

Beginning Reading Skills

2.2 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 multisyllabic words in context and independent of context by applying common letter-sound correspondences including:
(iii) consonant digraphs (e.g., ng, ck, ph); and
(iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);
(B) use common syllabication patterns to decode words including:
(iv) vowel-consonant-silent “e” words (VCe) (e.g., in-vite, cape);
(vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);

Social Studies Focus
2.3A identify several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources
2.3B describe various evidence of the same time period using primary sources such as photographs, journals, and interviews.
2.15A identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage
2.15B explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage.
2.16A identify the significance of various ethnic and/or cultural celebrations
2.16B compare ethnic and/or cultural celebrations.
Oral & Written Conventions

2.21 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
(A) understand and use the following parts of speech in the context of reading, writing, and speaking:
(i) verbs (past, present, and future);
(v) prepositions and prepositional phrases;

2.23 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell words with common orthographic patterns and rules:
(iii) long vowels (e.g., VCe-hope);
(iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy);
(D) spell base words with inflectional endings (e.g., -ing and -ed);