web viewfirst grade ela and social studies yag. the year at a glance (yag) is to be implemented...

FIRST GRADE ELA AND SOCIAL STUDIES YAG

The Year at a Glance (YAG) is to be implemented during the 2015-2016. This document is to be utilized to pace instruction throughout the school year. The following ELA TEKS should be taught ongoing with each genre.

Figure 19. Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand and 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 desired outcome to enhance comprehension; (B) ask literal questions of text; (C) monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, re-reading a portion aloud); (D) make inferences about text and use textual evidence to support understanding; (E) retell or act out important events in stories in logical order; and (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: 1 (A) recognize that spoken words are represented in written English by specific sequences of letters; (B) identify upper- and lower-case letters; (C) sequence the letters of the alphabet; (D) recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation); (E) read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and (F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 4 (A) confirm predictions about what will happen next in text by "reading the part that tells"; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and (C) 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).

Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: 5 (A) read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to: 12 (A) read independently for a sustained period of time.

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: 20 (B) speak in complete sentences with correct subject-verb agreement; and (C) ask questions with appropriate subject-verb inversion. Handwriting. 21 (A) form upper-and lowercase letters legibly in text, using the basic conventions of print.

Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: 27 (A) listen attentively to speakers and ask relevant questions to clarify information; and (B) follow, restate, and give oral instructions that involve a short related sequence of actions.Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to: 28 (A) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to: 29 (A) follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

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The following Social Studies TEKS should be taught ongoing.History. The student understands the concepts of time and chronology. The student is expected to: 3 (A) distinguish among past, present, and future; (B) describe and measure calendar time by days, weeks, months, and years; and (C) create a calendar and simple timeline.

Government. The student understands the role of authority figures, public officials, and citizens. The student is expected to: 12 (A) identify the responsibilities of authority figures in the home, school, and community;

Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: 13 (A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;

Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: 14 (B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: 18 (A) express ideas orally based on knowledge and experiences; and (B) create and interpret visual and written material.

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:19 (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision.

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Genre Sequence

TEKS Rdg

Phonics andPhonological Awareness

TEKSVocabulary & Spelling

SkillsTEKSVocab

Writing Artifact6+1

Trait Focus

TEKSWrtg

Grammar Skill

TEKSGram

Social Studies Focus/TEKS

B1

18/22-8/26

Launch (Multi-genre) 1E-FCardinal directions and locations, rules

4A, 4B, 11A, 11B

28/29-

9/2Literary/Fiction 9B

(P) short a, o(PA) Rhyming words using

phonograms

3Ai2A

Sequence lettersUpper and lowercase

letters1B,C Writing Process

6+1 Traits Focu

s:Idea D

evelopment

Model 17A-E

Maps5A

3(4)

9/6- 9/9

Literary/Fiction 9B(P) short i, u

(PA) Rhyming words using phonograms

3Aii3Ci2A

Features of a sentence 1D

Brief Stories 18A

Capitalize 1st word w/ simple sent.

21Bi20B

Jobs10A, 10B

LABOR DAY

49/12- 9/16

Literary/Fiction 9A(P) short e

(PA) Rhyming words using phonograms

3Aii3Ci2A

Consonant-vowel-consonant words

22BiSimple

sentence20B20C

12C, 14FCONSTITUTION DAY

59/19-9/23

Literary/Fiction 9A(P) l blends

(PA) isolate initial, medial, final sounds

3E2E

Consonant blends 22BiiiSimple

sentence20B20C

Note ongoing TEKS

69/26 -9/30

Literacy/Theme & Genre 7A

(P) r blends(PA) isolate initial, medial, final

sounds

3Aiv3Ci2E

Consonant blends 22BiiiSimple

sentence20B20C

Folktales15B

FIRST GRADE ELA AND SOCIAL STUDIES YAGGenre Sequence TEKS

RdgPhonics and

Phonological AwarenessTEKS Vocabulary & Spelling

SkillsTEKSVocab

Writing Artifact 6+1 Trait Focus

TEKSWrtg

Grammar Skill

TEKSGram


B2

7(4)

10/4- 10/7

Literacy/Theme & Genre

7A (P) s blends(PA) segment spoken words into

phonemes

3Aiii3B2D2E

Consonant blends 22Biii

Responses to literary text

6+1 Traits Focu

s:Idea D

evelopment

19C

Model 17A-E

Garrett Morgan2B, 2C

FIRE PREVENTION WEEK

810/10 - 10/14

Literacy/Theme & Genre

7B (P) digraph sh-, th-(PA) segment spoken words into

phonemes

3Aiii3B2D2E

Nouns 20aiiEnding

punctuation21C

2B, 2C

B3

910/17-10/21

Informational/Expository

14D (P) diagraph wh-, ch-(PA) segment spoken words into

phonemes

3B2F

Nouns 22Biii

Expository composition**Portfolio artifact**

6+

1 T

raits Focus:

Organ

ization

19A

Model composition

17A-E

Use maps and globes

5B10

10/24- 10/28


14C Base words w/ inflectional endings(-ed, -ing, -s)

(PA) isolate initial, medial, final sounds

3Aiv2C2F

Base words with inflectional endings

3E22D

PronounI/me

20Avi21Bii

Landforms and natural resources

6A, 6B, 6C

1110/31-

11/4


14B (P) diagraph –ck(PA) isolate initial, medial, final

sounds

3Aiv2C2F

Base words with inflectional endings

3E22D

Nounssingular,

plural w/in a simple

sent

20Aii20B20C

Landforms and natural resources

6A, 6B, 6C

1211/7- 11/11


14A (P) consonant diagraph –ng(PA) segment spoken words into

phonemes

3Aiv3D2F

Word meaning 6C Common/proper nouns

20Aii Public officials1A, 12B, 14E

VETERAN’S DAY 1

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Genre Sequence TEKS Rdg


TEKS Vocabulary & SpellingSkills

TEKSVocab


TEKSWrtg

Grammar Skill

TEKSGram


B413

11/14-11/18

Informational/Culture & History

13A(P) consonant diagraph -nk

(PA) segment spoken words into phonemes

3Aiv3D2F

Word meaning 6CResponses to informational

text

6+

1 T

raits Focu

s:O

rganizati

19CModel 17

A-EGoods and services

8A, 8B, 8C

THANKSGIVING BREAKNovember 21-25

B4 14

11/28- 12/2

Informational/Culture & History

13A (P) long a (a-e), long o (o-e)(PA) segment spoken words into

phonemes

3Aii3Civ2F

Consonant-vowel-consonant-silent e

22Bii Responses to informational

text 6+

1 T

raits Focus:

Organ

ization

19C

Capitalize proper nouns

21Biii

B5

15

12/5 – 12/9

Literary/Fiction 9A, B (P) long u (u-e), long i (i-e)(PA) segment spoken words into

phonemes

3Aii3Civ2F

Consonant-vowel-consonant-silent e

22Bii

Responses to literary text

Model 17A-E

Basic needs7A, 7B

16

12/12- 12/16

(DDI) FIG 19 (P) compound words 3F Compound words 6B Capitalize names of

people

21Biii Family and community

15A

CHRISTMAS BREAKDecember 19 - 30

B6

17

1/2 - 1/6

Literary/Literary Nonfiction

10A (P) ai, ay(PA) blend spoken words to form

words

3Av2B2D

Compound words 6B

Letters

6+

1 T

raits Focus:

Word Choice

19B

Model 17A-E

Note ongoing TEKS

18(4)

1/9 – 1/13


10A (P) e, ee, ea(PA) blend spoken words to form

words

3Av2B2D

Alphabetize w/ the 1st

letter6E Adjectives

w/in a simple

sentence

20Aiii20B

Note ongoing TEKS





TEKSVocab


TEKSWrtg

Grammar Skill

TEKSGram


B619

1/17-1/20


10A (P) sounds of long ooa, ow, oe,

(PA) blend spoken words to form words

3Av2B2D

Alphabetize w/ the 2nd

letter6E Letters

6+

1 T

raits Focus:

Word Choice

Adjectivesw/in a simple

sentence

20Aiii20B

2A, 2C, 13BEleanor Roosevelt MARTIN LUTHER

KING DAY

B7

20

1/23-1/27

Literary/Poetry 8A (P) sounds of long iie, igh

(PA) blend spoken words to form words

3Av2B2D

Verbs 6A

Poetry** portfolio artifact**

18B

Model 17A-E

Note ongoing TEKS

21

1/30- 2/3

Literary/Poetry 8A (P) sounds long u made with:eu, ew, ue

(PA) recognize and change phonemes to create words

3Cv2C

Verbs 6A Verbsw/in a simple

sentence

20Ai20B

Note ongoing TEKS

22

2/6- 2/10

Literary/Poetry 11A (P) y as long i and long e (PA) recognize and change phonemes to create words

3Cv2C

Verbs 6A Verbsw/in a simple

sentence

20Ai20B

Note ongoing TEKS

B8

23

2/13-2/17

Informational/Procedural

15B (P) ar, or (PA) recognize and change phonemes to create words

3Cvi2C

Contractions 3G

Procedural 19A

Model 17A-E

2A, 2CPRESIDENT’S DAY

24(4)

2/20– 2/24


15A (P) ir, ur, er (PA) recognize and change phonemes to create words

3Cvi2C

Contractions 3G Transition words

20Avii 2BInventors

4





TEKSVocab

Writing Artifact 6+1 Focus

TEKSWrtg

Grammar Skill

TEKSGram


B8

25

2/27- 3/3


15A (P) sounds of oocontinue PA as needed

3Av

Contractions 3G Procedural

6+

1 T

raits Focu

s:W

ord Choice

19A

Transition words

20Avii Note ongoing TEKS

26

3/6-3/10


15A (P) ow, ou 3Av Adverbs 20Aiv Note ongoing TEKS

B9

27(4)

3/20- 3/24


14A-D16A, B

(P) oi, oy 3Avi Word Meaning 6C Research

6+

1

Traits

Focus:

23A-26A

Model Research and technology

2B, 16A, 16B, 19A

28

3/27- 3/31


14A-D16A, B

(P) au, aw 3Av Word Meaning 6C Prepositional phrases

20Av Historical figures and research13B, 16C, 19B

294/3-7


14A-D16A, B

(P) final stable syllables-ble, -ple

3Ciii Word Meaning 6C Prepositional phrases

20Av Research13C, 17A

30(4)

4/10-13


14A-D16A, B

(P) final stable syllables-dle, -tle,

3Ciii Word Meaning 6C Prepositional phrases

20Av Research17B, 17C

314/18-

21

Literary/Fiction 9A, B16A, B

(P) –tch, -ch 3Ciii Identify and sort words 6D Brief Stories**portfolio artifact**

18A Model 17A-E

1A, 2A, 2C, 14ASAN JACINTO DAY

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Genre Sequence

TEKS Rdg Phonics andPhonological Awareness

TEKS Vocabulary & Spelling

Skills

TEKSVoca

b

Writing Artifact 6+1 Focus

TEKSWrtg

Grammar Skill

TEKSGram


32

4/24- 4/28


(P) –dge, -ge 3B Identify and sort words

6D Quotation marks

21C Note ongoing TEKS

33

5/1- 5/5


DDI Use resources for spelling

22E Quotation marks

21C Note ongoing TEKS

34

5/8- 5/12


DDI Use resources for spelling

22E Note ongoing TEKS

35

5/15- 5/19


DDI 1A, 1B, 13B, 14C, 14E

Frances Scott KeyJULY 4

36

5/22- 5/26

37

5/30- 6/1

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1st Grade – SS Technology Integration15B 1A,1B iPad-Book Creator

iPad-Chatterpix Kids webhttp://pbskids.org/storyfactory/index.html

TLW recall interesting details about their favorite folktale story or character by creating a digital representation/book.

5B 3A,3C iPad-Google Earth Google Earth TLW search for then locate the United States and Texas on Google Earth.2B 1A, 1B iPad-Photo/Camera App

web-http://www.abcya.com/abcya_paint.htmwebhttp://pbskids.org/storyfactory/index.html

TLW create a video reporting on their favorite inventor or using ABCYa Paint students draw their favorite invention.

13B, 19B 3B iPad-BrainPOP Jr. Social Studies webhttp://www.worldbookonline.com/kids/home

Haiku Deck – PebbleGo - Nearpod

TLW research historical figures using databases in Technology. TLW research topics of class-wide interest and record basic information in simple visual formats (presentation.)

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Week 1 2 3 4 5 6 7 8 9Principle Short a,o Short i, u Short e l Blends r Blends s Blends Diagraphs sh-, th- Diagraphs wh-, ch-

TEKS

3Ai 3Aii 3Aii 3AIII 3Aiii 3B 3Aiv 3Aiv2A 3Ci 3Ci 3B 3B 2F 2F 2F

2A 2A 2D 2D2E 2E

Fountas and Pinnell Lesson Connections

SP1 SP1 SP1 LS9 LS11 LS10 LS17 LS17SP3 SP3 SP3 PA5 WSA4 WS2 LS18 LS18

WSA2 WSA2 WSA2 PA9 PA5 PA6 PA6 PA6PA1 PA1 PA5 PA9PA2 PA2 PA9

Principle Words

ran hip red flip drip stop thin chatmad pig yes slap brag snip bath chopfat kit leg glad grab swim cloth chiplap him let slam prop skin than muchbag sit ten plan trip snag that bunchdog cut hen flop frog skid shot whizmom fun pet blob crib skip ship whensob gum bed club crop stand shed whamgot bug jet clap grip stem blush whymop rub beg plum gram spot dish whim

High Frequency Words

read all here help said his one byrun came come went ran her him makesat did little this with was back howman where going if they out that nowthan there into off do yes good will

put jump big has

Application Words

cab wig peg blot grin snap math suchrag bit fed flat prom step thing lunchnod kid web slip drum skim shop crunchfog bun wet plus trap spin wish whipcot rug net slid drag smog dash whip

1

7

10 11 12 13 14 15 16 17 18Base Words with Inflectual endings

(ed, s, ing)Diagraph -ck Consonant Diagraph -ng Consonant Diagraph -nk Long a (a-e) Long o (o-e) Long u (u-e) Long I (i-e) Compound Words Sounds of Long a ai,

aySounds of Long e e,

ee, ea

3E 3Aiv 3Aiv 3Aiv 3Aii 3Aii 3F 3Av 3Av2E 3Ci 3D 3D 3Civ 3Civ 2B 2B

2E 2F 2F 2F 2F 2D 2D

WS2 SP2 SP1 SP1 SP5 LS14 WSA13 SP7 LS13WS5 SP3 SP2 SP2 PA6 LS15 PA7 PA7WS6 WSA3 PA6 PA6 LS16 PA8 PA8

PA5 SP10PA9 PA6

wags pick bring blank snake dude mailman paid speechsits tick strong sink flake flute bedroom saint jeeprubs back fang drink wave rule bathrobe sail bleedstops pack ring think plane cute bookmark stain sweeprips neck king chunk gate flute football chain wheel

playing deck song trunk poke slice homeroom bay fleajumped sock long link rope time backstop play bleachlooking rock rung bunk smoke pride campsite stay leapmelted luck sing sank slope dime doorbell sway sneakhelping buck sting tank rose wife indoor pay cream

or I'm have way your find many dear motherfor four let keep today not what love father

down very when our goes who of from couldplay their three eat made but after take wouldgirl get old some away saw new wantboyfits hack clang blink grade use fireman faint creep

bumped sick bring skunk grape tune catfish chair greethops peck prong dunk vote grime bedtime train sweet

staying duck lung prank dome drive cookbook pray reachruns lock bang rink broke spine mailbox lay wheat

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19 20 21 22 23 24 25 26 27Sounds of Long o oa, ow,

oe Sounds of long i ie, igh Sounds of long u ew, ue y as long i and long e ar, or ir, er, ur Sounds of oo ow, ou oi, oy

3Av 3Av 3Cv 3Cv 3Cvi 3Cvi 3Av 3Av 3Avi2B 2B 2C 2C 2C 2C

2D 2D

SP7 LS14 LS15 LS13 LS20 LS20 LS13 N/A N/ALS21 PA7 PA10 LS14 PA10 PA10 PA10PA7 PA8 PA11 PA10 PA11 PA11 PA11PA8 PA11

coach flight blue by farm bird good pouch joyroad bright cue cry card dirt food couch coinsoak light due sky hard girl roof loud toytoast high TRUE dry part stir tooth proud joinblow sight glue my horn germ brook house boybowl skies blew sorry fork her boot chow moist

show lie chew silly short blur cook bow soydoe die crew fussy barn burp zoo brown oiltoe slight flew lucky corn hurt pool town coilfoe tries new penny art turn school growl soil

us again before about every were does next prettybeen because too funny think round right them knowlaugh two them say same own above under otherfriend just over need also live across last anotherwhy night more please around left each

boast might clue try born shirt goof clown ploycloak night hue why form firm booth howl coyslow sight stew fry pork term cool found point

grow pie grew lady yard curb hook crouch spoilhoe tie few messy harm surf moon cloud boil

28 29 30 31 32 33 34 359

au, aw Final Stable Syllables -ble, -ple Final Stable Syllables -dle, -tle tch, ch dge, ge Two sounds of c and g DDI DDI

3Av 3Ciii 3Ciii 3Ciii 3B 3Ai

N/A N/A N/A N/A N/A

fault ramble bottle bench age callhaul tumble shuttle crunch cage cutbawl gamble castle lunch page costcrawl gobble bustle march large centfawn bubble rustle pinch range citypaw table nestle batch badge gemlawn noble handle catch bridge giantshawl purple ladle latch pledge goodstraw simple puddle pitch sledge gigglejaw apple needle witch dodge game

ask thing along walkmuch always give talkcried stop sure says

teacher finally tiny atesoon until these once

vault fumble candle punch huge cellraw fable middle ranch stage castsaw marble cradle ditch judge gingerthaw sample hustle crutch edge gooselawn dimple whistle patch fudge gym

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web viewfirst grade ela and social studies yag. the year at a glance (yag) is to be implemented...

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