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  • ELAR/SS: How We Express Ourselves Over Time: Customs and Traditions/ Fiction vs Nonfiction: What is the Difference?

ELAR/SS: How We Express Ourselves Over Time: Customs and Traditions/ Fiction vs Nonfiction: What is the Difference?

Suggested Time Frame: 15 Instructional Days

        
Genre Focus

2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;

2.10 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) distinguish between fiction and nonfiction. 

2.15 Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).

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); and
(C) identify various written conventions for using digital media (e.g., e-mail, website, video game).

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:
(A) establish purposes for reading selected texts based upon content to enhance comprehension;
(B) ask literal questions of text;
(D) make inferences about text using textual evidence to support understanding;

 

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;

2.19 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;
(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing);

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:
(v) r-controlled vowels (e.g., per-fect, cor-ner); and
(E) identify and read abbreviations (e.g., Mr., Ave.);
(F) identify and read contractions (e.g., haven’t, it’s);

Social Studies Focus
2.1A Significance of various community, state, and national celebrations such as Veteran’s Day, Memorial Day, and Thanksgiving.
2.1B identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings
2.2A describe the order of events by using designations of time periods such as historical and present times
2.2B apply vocabulary related to chronology, including past, present, and future
2.2C create and interpret timelines for events in the past and present
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) understand and use the following parts of speech in the context of reading, writing, and speaking:
(ii) nouns (singular/plural, common/proper);
(iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the)

2.22 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:
(A) write legibly leaving appropriate margins for readability;
(B) use capitalization for:
(i) proper nouns; and
(iii) the salutation and closing of a letter;
(C) recognize and use punctuation marks, including:
(ii) apostrophes and contractions; and
(iii) apostrophes and possessives 

2.23 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell words with common orthographic patterns and rules:
(i) complex consonants (e.g., hard and soft c and g, ck);
(ii) r-controlled vowels;
(iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy);
(E) spell simple contractions (e.g., isn’t, aren’t, can’t);