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ELAR/SS: Where We Are: Characteristics of the Place Where We Live / Topics are Important to Us!

Suggested Time Frame: 18 Instructional Days

        
Genre Focus

2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);
(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.

2.13 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to
(A) identify the topic and explain the author’s purpose in writing the text.

2.14 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:
(A) identify the main idea in a text and distinguish it from the topic;
(B) locate the facts that are clearly stated in a text;
(C) describe the order of events or ideas in a text; and
(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.

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;

2.20 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:
(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.

2.24 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and
(B) decide what sources of information might be relevant to answer these questions.

2.25 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts;
(B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and
(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

2.26 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(A) revise the topic as a result of answers to initial research questions.

2.27 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to:
(A) create a visual display or dramatization to convey the results of the research.

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:
(B) use common syllabication patterns to decode words including:
(iii) final stable syllable (e.g., sta-tion, tum-ble);
(v) r-controlled vowels (e.g., per-fect, cor-ner);
(D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);
(E) identify and read abbreviations (e.g., Mr., Ave.).

Social Studies Focus
2.5A interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys
2.5B create maps to show places and routes within the home, school, and community
2.6A identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes
2.6B locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes
2.6C examine information from various sources about places and regions
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);
(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);
(vii) time-order transition words;

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:
(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:
(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;
(D) spell base words with inflectional endings (e.g., -ing and -ed);