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  • ELAR/SS: Where We Are: People who Expand and Create Communities/ Traveling through Traditional Tales

ELAR/SS: Where We Are: People who Expand and Create Communities/ Traveling through Traditional Tales

Suggested Time Frame: 18 Instructional Days

        
Genre Focus

3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots; -R

3.5 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) paraphrase the themes and supporting details of fables, legends, myths, or stories; and -S
(B) compare and contrast the settings in myths and traditional folktales.

As connected to 3.5AB and 3.8A
3.7 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:
(A) explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.

As it applies to 3.5AB and 3.7A
3.8 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) sequence and summarize the plot’s main events and explain their influence on future events; -R
(B) describe the interaction of characters including their relationships and the changes they undergo; -R
(C) identify whether the narrator or speaker of a story is first or third person.

3.10 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) identify language that creates a graphic visual experience and appeals to the senses. -S

3.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: -S
(A) understand how communication changes when moving from one genre of media to another;
(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound)

Writing –
3.18 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 imaginative stories that build the plot to a climax and contain details about the characters and setting;

Beginning Reading Skills

3.1 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:
(B) use common syllabication patterns to decode words including:
(iv) r-controlled vowels (e.g., fer-ment, car-pool);
(v) vowel digraphs and diphthongs (e.g., ei-ther)
(D) identify and read contractions (e.g., I’d, won’t);

Social Studies Focus
3.1C describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities.
3.4A describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards
Oral & Written Conventions

3.22 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) use and understand the function of 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); 
(vi) possessive pronouns (e.g., his, hers, theirs)
(vii) coordinating conjunctions (e.g., and, or, but);
(C) use complete simple and compound sentences with correct subject-verb agreement.

3.23 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) apostrophes in contractions and possessives; 

3.24 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);
(F) spell complex contractions (e.g., should’ve, won’t);