1st Nine Weeks :: The student is expected to...

• DSISD First Grade Sight Word List • DSISD First Grade Sight Word List• First 9-Weeks District Writing Rubric• First 9-Weeks District Writing Rubric• DSISD First Grade Spelling Word List• DSISD First Grade Spelling Word List• Academic Vocabulary• Capitalization, Character, Plot, Problem, Solution, Consonant, Vowel, Reread, Segment, Sequence, Syllable, period, question mark, draw conclusion, pre-write, illustrate, writing process• Weeks 1-4• Reading• Essential Questions• What are some strategies we can use to help us understand what we read?• READING TEKS Wk 1 - 4• establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).[4C]• identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).[1F]• identify words that name actions (verbs) and words that name persons, places, or things (nouns).[6A]• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• identify and sort words into conceptual categories (e.g., opposites, living things).[6D]• read independently for a sustained period of time.[12A]• read texts by moving from top to bottom of the page and tracking words from left to right with return sweep.[1E]• Writing TEKS wk 1-4• plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).[17A]• form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences.[21A]• recognize and use basic capitalization for[21B]• recognize and use basic capitalization for the beginning of sentences.[21Bi]• recognize and use basic capitalization for the pronoun "I".[21Bii]• recognize and use basic capitalization for names of people.[21Biii]• use letter-sound patterns to spell consonant-vowel-consonant (CVC) words.[22Bi]• understand and use the following parts of speech in the context of reading, writing, and speaking nouns (singular/plural, common/proper).[20Aii]• understand and use the following parts of speech in the context of reading, writing, and speaking pronouns (e.g., I, me).[20Avi]• recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.[21C]• spell base words with inflectional endings (e.g., adding "s" to make words plurals).[22D]• write brief comments on literary or informational texts.[19C]• speak in complete sentences with correct subject-verb agreement.[20B]• share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.[28A]• follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.[29A]• generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics.[23A]

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

• recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation).[1D]• plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).[17A]• Weeks 5-6• Reading wk 5-6• Essential Questions wk 5-6• Can you "retell" the story by using the pictures?• What is the problem in the story and how is it solved?• READING TEKS wk 5-6• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events.[9A]• make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.[RCF]• explain the meaning of specific signs and symbols (e.g., map features).[15B]• retell or act out important events in stories in logical order.[RCE]• Writing/Oral & Written wk 5-6• revise drafts by adding or deleting a word, phrase, or sentence.[17C]• write brief compositions about topics of interest to the student.[19A]• understand and use the following parts of speech in the context of reading, writing, and speaking adjectives (e.g., descriptive: green, tall).[20Aiii]• recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.[21C]• Weeks 7-8• Reading wk 7-8• Essential Questions wk 7-8• What happens in the beginning, middle, and end of the the story?• How can I retell the story, in sequential order?• READING TEKS wk 7-8• retell or act out important events in stories in logical order.[F19E]• retell the order of events in a text by referring to the words and/or illustrations.[14C]• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• PHONICS wk 7-8• Essential Questions• How do spelling patterns and rules help me be a better reader and writer?• recognize that spoken words are represented in written English by specific sequences of letters.[1A]• combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words.[3B]• use common syllabication patterns to decode words, including closed syllable (CVC) (e.g., mat, rab-bit).[3Ci]• explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk and fairy tales.[7B]• describe characters in a story and the reasons for their actions and feelings.[9B]• recognize sensory details in literary text.[11A]

• use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.[14D]• write brief comments on literary or informational texts.[19C]• identify upper- and lower-case letters.[1B]• connect the meaning of a well-known story or fable to personal experiences.[7A]• sequence the letters of the alphabet.[1C]• recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation).[1D]• read texts by moving from top to bottom of the page and tracking words from left to right with return sweep.[1E]• isolate initial, medial, and final sounds in one-syllable spoken words.[2E]• segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).[2F]• decode words in context and in isolation by applying common letter-sound correspondences, including single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z.[3Ai]• decode words in context and in isolation by applying common letter-sound correspondences, including single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i.[3Aii]• spell base words with inflectional endings (e.g., adding "s" to make words plurals).[22D]• WRITING wk 7-8• Essential Questions• What are some patterns or rules we can use to help our spelling?• When should we use capital letters and when should we use lower-case letters?• What are the letters of alphabet, in order? • How can we share our ideas through writing?• What should we do to plan and organize our ideas to begin writing?• How can we share our thoughts and ideas in order, when we write?• WRITING TEKS wk 7-8• develop drafts by sequencing ideas through writing sentences.[17B]• write brief stories that include a beginning, middle, and end.[18A]• understand and use the following parts of speech in the context of reading, writing, and speaking adverbs (e.g., time: before, next).[20Aiv]• understand and use the following parts of speech in the context of reading, writing, and speaking prepositions and prepositional phrases.[20Av]• understand and use the following parts of speech in the context of reading, writing, and speaking time-order transition words.[20Avii]

2nd Nine Weeks :: The student is expected to...

• Academic Vocabulary• Blend, Comprehension, Consonant Blend, noun, verb• Weeks 9-11• READING 9-11• Essential Questions Reading 9 - 11• How can we monitor what we read to check for understanding? • What are some strategies we should use to be a better reader?• What are some important things that happened in the story?• READING TEKS 9 - 11• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

• restate the main idea, heard or read.[14A]• ask relevant questions, seek clarification, and locate facts and details about stories and other texts.[4B]• identify important facts or details in text, heard or read.[14B]• ask literal questions of text.[RCB]• Writing/Oral & Written TEKS 9 - 11• write brief stories that include a beginning, middle, and end.[18A]• use letter-sound patterns to spell consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope").[22Bii]• use letter-sound patterns to spell one-syllable words with consonant blends (e.g., "drop").[22Biii]• understand and use the following parts of speech in the context of reading, writing, and speaking time-order transition words.[20Avii]• ask questions with appropriate subject-verb inversion.[20C]• Weeks 12-14• Reading wk 12-14• Essential Questions• How can we determine whether a story is true or fantasy?• What are the reasons for the character(s) actions and/or feelings in the story?• How can you describe the characters in the story?• Why do phrases, such as "once upon a time", repeat in some stories and what is the purpose of these phrases?• Can you relate to the meaning, or moral, of this story?• READING TEKS 12 - 14• identify and read at least 100 high-frequency words from a commonly used list.[3H]• connect the meaning of a well-known story or fable to personal experiences.[7A]• explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk and fairy tales.[7B]• describe characters in a story and the reasons for their actions and feelings.[9B]• determine whether a story is true or a fantasy and explain why.[10A]• monitor accuracy of decoding.[3I]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• Writing/Oral & Written TEKS 12 - 14• use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information.[24B]• record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).[24C]• use resources to find correct spellings.[22E]• alphabetize a series of words to the first or second letter and use a dictionary to find words.[6E]• WEEKS 15-16• Reading wk 15-16• Essential Questions• Can you use text or pictures to follow directions? How?• Why must we follow some directions in order?• READING TEKS (15-16)• follow written multi-step directions with picture cues to assist with understanding.[15A]• follow, restate, and give oral instructions that involve a short related sequence of actions.[27B]• share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.[28A]• identify and read at least 100 high-frequency words from a commonly used list.[3H]

English Language Arts and Reading, Grade 1

• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• PHONICS (15 - 16)• Essential Questions• How do spelling patterns and rules help me be a better reader and writer?• PHONICS TEKS (15 - 16)• decode words in context and in isolation by applying common letter-sound correspondences, including single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z.[3Ai]• decode words in context and in isolation by applying common letter-sound correspondences, including single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i.[3Aii]• blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).[2D]• decode words in context and in isolation by applying common letter-sound correspondences, including consonant blends (e.g., bl, st).[3Aiii]• decode words in context and in isolation by applying common letter-sound correspondences, including consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph.[3Aiv]• decode words in context and in isolation by applying common letter-sound correspondences, including vowel diphthongs including oy, oi, ou, and ow.[3Avi]• decode words with common spelling patterns (e.g., -ink, -onk, -ick).[3D]• use common syllabication patterns to decode words, including vowel digraphs and diphthongs (e.g., boy-hood, oat-meal).[3Cv]• use common syllabication patterns to decode words, including vowel-consonant-silent "e" words (VCe) (e.g., kite, hide).[3Civ]• use common syllabication patterns to decode words, including final stable syllable (e.g., ap-ple, a-ble).[3Ciii]• use common syllabication patterns to decode words, including open syllable (CV) (e.g., he, ba-by).[3Cii]• use common syllabication patterns to decode words, including closed syllable (CVC) (e.g., mat, rab-bit).[3Ci]• combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words.[3B]• orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr).[2A]• establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).[4C]• establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).[4C]• distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite).[2B]• recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/).[2C]• isolate initial, medial, and final sounds in one-syllable spoken words.[2E]• segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).[2F]• WRITING• Essential Questions• What are some letter patterns and rules that can help spelling?• How do we use punctuation to make our writing make sense?• How can adding or deleting words/sentences change the meaning of writing?• WRITING/Oral & Written TEKS wk 15-16• understand and use the following parts of speech in the context of reading, writing, and speaking verbs (past, present, and future).[20Ai]• follow, restate, and give oral instructions that involve a short related sequence of actions.[27B]

• write brief stories that include a beginning, middle, and end.[18A]• retell the order of events in a text by referring to the words and/or illustrations.[14C]• identify important facts or details in text, heard or read.[14B]• restate the main idea, heard or read.[14A]• identify the topic and explain the author's purpose in writing about the text.[13A]• confirm predictions about what will happen next in text by "reading the part that tells".[4A]• monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud.[RCC]• identify words that name actions (verbs) and words that name persons, places, or things (nouns).[6A]• explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk and fairy tales.[7B]• write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing).[19B]

3rd Nine Weeks :: The student is expected to...

• Academic Vocabulary• Predict• Weeks 17-19• READING 17 - 19• Essential Questions• What are some strategies we can use to better understand what we read? (Ex., making predictions, asking questions, finding details, having a purpose for reading, etc.)• When we make a prediction in a story, how can we figure out if the prediction was correct?• When we make a prediction in a story, how can we figure out if the prediction was correct?• How can we determine the meaning of compound words by breaking it into smaller words?• READING TEKS 17 - 19• confirm predictions about what will happen next in text by "reading the part that tells".[4A]• make inferences about text and use textual evidence to support understanding.[RCD]• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• Writing/Oral & Written TEKS 17 - 19• plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).[17A]• develop drafts by sequencing ideas through writing sentences.[17B]• revise drafts by adding or deleting a word, phrase, or sentence.[17C]• edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.[17D]• publish and share writing with others.[17E]• Weeks 20-24• READING 20 - 24• Essential Questions• How can text features help you find information?• How can we use strategies we have learned to help us understanding words and concepts?• How can you tell if a story is true (nonfiction) or fantasy (fiction)?• Why are there signs and symbols in some text and what can it tell us?• READING TEKS 20 - 24• identify and read at least 100 high-frequency words from a commonly used list.[3H]

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

• use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.[14D]• monitor accuracy of decoding.[3I]• determine what words mean from how they are used in a sentence, either heard or read.[6C]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• Writing/Oral & Written wk TEKS 20-24• write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing).[19B]• spell high-frequency words from a commonly used list.[22C]• Weeks 25-26• Reading 25-26• Essential Questions wk 25-26• What are some of the characteristics of poems?• How can words that make you use your senses help you understand a story? • How can pictures, words, and sounds work together to give meaning?• How does the author use words to create images that add detail to the story? • READING TEKS 25 - 26• recognize sensory details in literary text.[11A]• respond to and use rhythm, rhyme, and alliteration in poetry.[8A]• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• WRITING• Essential Questions 25-26• How can we use words (such as adjectives) to help describe what we are saying or writing?• How can we use letter patterns and rules to help our reading, spelling, and writing?• How can we gather information to research or learn more about a topic?• What types of words can we use to add "sensory details" to our writing?• What should we include when we write a letter?• How can we fix our writing to make it better?• Writing/Oral & Written TEKS 25 - 26• write short poems that convey sensory details.[18B]• spell high-frequency words from a commonly used list.[22C]• PHONICS• Phonics TEKS 25-26• orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr).[2A]• distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite).[2B]• recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/).[2C]• blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).[2D]• isolate initial, medial, and final sounds in one-syllable spoken words.[2E]• segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).[2F]

• decode words in context and in isolation by applying common letter-sound correspondences, including single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z.[3Ai]• decode words in context and in isolation by applying common letter-sound correspondences, including single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i.[3Aii]• decode words in context and in isolation by applying common letter-sound correspondences, including consonant blends (e.g., bl, st).[3Aiii]• decode words in context and in isolation by applying common letter-sound correspondences, including consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph.[3Aiv]• decode words in context and in isolation by applying common letter-sound correspondences, including vowel diphthongs including oy, oi, ou, and ow.[3Avi]• combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words.[3B]• use common syllabication patterns to decode words, including closed syllable (CVC) (e.g., mat, rab-bit).[3Ci]• use common syllabication patterns to decode words, including open syllable (CV) (e.g., he, ba-by).[3Cii]• use common syllabication patterns to decode words, including final stable syllable (e.g., ap-ple, a-ble).[3Ciii]• use common syllabication patterns to decode words, including vowel-consonant-silent "e" words (VCe) (e.g., kite, hide).[3Civ]• use common syllabication patterns to decode words, including vowel digraphs and diphthongs (e.g., boy-hood, oat-meal).[3Cv]• use common syllabication patterns to decode words, including r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or).[3Cvi]• decode words with common spelling patterns (e.g., -ink, -onk, -ick).[3D]• read base words with inflectional endings (e.g., plurals, past tenses).[3E]• use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream).[3F]• alphabetize a series of words to the first or second letter and use a dictionary to find words.[6E]• Essential Questions• How do spelling patterns and rules help me be a better reader and writer?• Phonics TEKS 25-26• use phonological knowledge to match sounds to letters to construct known words.[22A]• explain the meaning of specific signs and symbols (e.g., map features).[15B]• ask relevant questions, seek clarification, and locate facts and details about stories and other texts.[4B]• establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).[4C]• use phonological knowledge to match sounds to letters to construct known words.[22A]• understand and use the following parts of speech in the context of reading, writing, and speaking nouns (singular/plural, common/proper).[20Aii]• use letter-sound patterns to spell consonant-vowel-consonant (CVC) words.[22Bi]• use letter-sound patterns to spell consonant-vowel-consonant (CVC) words.[22Bi]• use letter-sound patterns to spell consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope").[22Bii]• use letter-sound patterns to spell one-syllable words with consonant blends (e.g., "drop").[22Biii]• spell high-frequency words from a commonly used list.[22C]• use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information.[24B]• record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).[24C]• listen attentively to speakers and ask relevant questions to clarify information.[27A]• establish purposes for reading selected texts based upon desired outcome to enhance comprehension.[RCA]

4th Nine Weeks :: The student is expected to...

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

• Academic Vocabulary• draft, publish, edit, fiction, nonfiction• Weeks 27-28 • READING TEKS 27 - 28• identify the topic and explain the author's purpose in writing about the text.[13A]• determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime).[6B]• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• identify the topic and explain the author's purpose in writing about the text.[13A]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• Essential Questions• How can we identify a topic and determine the author's purpose in writing?• What is the author trying to tell us?• What strategies can we use to help up understand what we read?• Writing/Oral & Written TEKS 27 -- 28• spell high-frequency words from a commonly used list.[22C]• use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream).[3F]• Weeks 29-31• Reading wk 29-31• Essential Questions• What are some examples of media from which we can get information?• READING TEKS 29-31• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• recognize different purposes of media (e.g., informational, entertainment) (with adult assistance).[16A]• identify techniques used in media (e.g., sound, movement).[16B]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• WRITING TEKS 29-31• understand and use the following parts of speech in the context of reading, writing, and speaking nouns (singular/plural, common/proper).[20Aii]• spell high-frequency words from a commonly used list.[22C]• identify and read contractions (e.g., isn't, can't).[3G]• Weeks 32-34• READING • Essential Questions• READINGS TEKS 32-34• restate the main idea, heard or read.[14A]• ask relevant questions, seek clarification, and locate facts and details about stories and other texts.[4B]• identify important facts or details in text, heard or read.[14B]• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• identify the topic and explain the author's purpose in writing about the text.[13A]

English Language Arts and Reading, Grade 1

• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• Writing wk 32-34• Writing/Oral & Written TEKS 32-34• plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).[17A]• develop drafts by sequencing ideas through writing sentences.[17B]• revise drafts by adding or deleting a word, phrase, or sentence.[17C]• edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.[17D]• publish and share writing with others.[17E]• spell high-frequency words from a commonly used list.[22C]• Weeks 35-37• Reading 35-37• Essential Questions• READING TEKS wk 35-37• write brief compositions about topics of interest to the student.[19A]• use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.[14D]• identify important facts or details in text, heard or read.[14B]• share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.[28A]• identify and read at least 100 high-frequency words from a commonly used list.[3H]• monitor accuracy of decoding.[3I]• identify and sort words into conceptual categories (e.g., opposites, living things).[6D]• read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.[5A]• PHONICS 35-37• Essential Questions• How do spelling patterns and rules help me be a better reader and writer?• TEKS• decode words in context and in isolation by applying common letter-sound correspondences, including single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z.[3Ai]• decode words in context and in isolation by applying common letter-sound correspondences, including single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i.[3Aii]• decode words in context and in isolation by applying common letter-sound correspondences, including consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph.[3Aiv]• decode words in context and in isolation by applying common letter-sound correspondences, including vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh.[3Av]• decode words in context and in isolation by applying common letter-sound correspondences, including vowel diphthongs including oy, oi, ou, and ow.[3Avi]• combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words.[3B]• use common syllabication patterns to decode words, including closed syllable (CVC) (e.g., mat, rab-bit).[3Ci]• use common syllabication patterns to decode words, including open syllable (CV) (e.g., he, ba-by).[3Cii]• use common syllabication patterns to decode words, including final stable syllable (e.g., ap-ple, a-ble).[3Ciii]• use common syllabication patterns to decode words, including vowel-consonant-silent "e" words (VCe) (e.g., kite, hide).[3Civ]• use common syllabication patterns to decode words, including vowel digraphs and diphthongs (e.g., boy-hood, oat-meal).[3Cv]

• use common syllabication patterns to decode words, including r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or).[3Cvi]• decode words with common spelling patterns (e.g., -ink, -onk, -ick).[3D]• read base words with inflectional endings (e.g., plurals, past tenses).[3E]• identify and read contractions (e.g., isn't, can't).[3G]• WRITING• Essential Questions• What are the components of a good short story?• What are strategies we can use to be a good writer?• Writing/Oral & Written TEKS wk 35-37• gather evidence from available sources (natural and personal) as well as from interviews with local experts.[24A]• use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information.[24B]• record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).[24C]• spell high-frequency words from a commonly used list.[22C]• listen attentively to speakers and ask relevant questions to clarify information.[27A]• generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics.[23A]• decide what sources of information might be relevant to answer these questions.[23B]• gather evidence from available sources (natural and personal) as well as from interviews with local experts.[24A]• revise the topic as a result of answers to initial research questions.[25A]• create a visual display or dramatization to convey the results of the research.[26A]• PHONICS wk 35-37• Essential Questions• How can we use letter patterns and rules to help us be a better speller?• How can we use our knowledge of words to help us speak and write?• PHONICS TEKS wk 35-37• use phonological knowledge to match sounds to letters to construct known words.[22A]• use letter-sound patterns to spell consonant-vowel-consonant (CVC) words.[22Bi]• use letter-sound patterns to spell consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope").[22Bii]• use letter-sound patterns to spell one-syllable words with consonant blends (e.g., "drop").[22Biii]• decide what sources of information might be relevant to answer these questions.[23B]• revise the topic as a result of answers to initial research questions.[25A]• create a visual display or dramatization to convey the results of the research.[26A]

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English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1

English Language Arts and Reading, Grade 1