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  • ELAR/SS: This is Us: The Roles and Responsibilities of People / On Our Way to Independence

ELAR/SS: This is Us: The Roles and Responsibilities of People / On Our Way to Independence

Suggested Time Frame: 19 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;
(D) alphabetize a series of words and use a dictionary or a glossary to find words.

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:
(B)  describe main characters in works of fiction, including their traits, motivations, and feelings.

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;
(E) retell important events in stories in logical order;

Writing –
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:
(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:
(ii)  consonant blends (e.g., thr, spl);
(B)  use common syllabication patterns to decode words including:
(i)  closed syllable (CVC) (e.g., pic-nic, mon-ster);
(ii)  open syllable (CV) (e.g., ti-ger);
(E)  identify and read abbreviations (e.g., Mr., Ave.);

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:
(i) verbs (past, present, and future);
(ii) nouns (singular/plural, common/proper);
(vi)  pronouns (e.g., he, him); and
(C)  distinguish among declarative and interrogative sentences.

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;
(iii) the salutation and closing of a letter; and
(C) recognize and use punctuation marks, including:
(i) ending punctuation in sentences;

2.23 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(D)  spell base words with inflectional endings (e.g., -ing and -ed);

Social Studies Focus
2.4A identify contributions of historical figures who have influenced the community, state, and nation: Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt
2.4C explain how people and events have influenced local community history.
2.11B identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community
2.11C describe how governments tax citizens to pay for services
2.12A name current public officials, including mayor, governor, and president
2.12B compare the roles of public officials, including mayor, governor, and president
2.12C identify ways that public officials are selected, including election and appointment to office
2.12D identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions