TEKS Across All Concepts Content TEKS K.1A: Recognize that spoken words can be represented by print for communication K.1B: Identify upper and lower case letters K.1C: Demonstrate the one to one correspondence between a spoken word and a printed word in text K.1D: Recognize the difference between a letter and a printed word K.1E: Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping) K.1F: Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right K.1G: Identify different parts of a book (e.g., front and back covers, title page) K.6A: Identify elements of a story including setting, character, and key events. K.6B: Discuss the big idea (theme) of a well known folktale or fable and connect it to personal experience K.6(C)* recognize sensory details K.6D: Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures K.7A: Respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. K.8A: Retell a main event from a story read aloud. K.8B: Describe characters in a story and the reasons for their actions K.9 Analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from text to support their understanding K.10(A)* identify the topic and details in expository text heard or read, referring to the words and/or illustrations K.10B: Retell important facts in a text, heard or read. K.10C: Discuss the ways authors group information in text K.10D: Use titles and illustrations to make predictions about text. K.9A: Identify the topic of an informational text heard K.11(A)* follow pictorial directions (e.g., recipes, science experiments) K.11B: Identify the meaning of specific signs (e.g., traffic signs, warning signs) K.12A: Identify different forms of media (advertisements, newspapers, radio programs) K.12(B) identify techniques used in media (e.g., sound, movement) K.12A: Identify different forms of media (e.g., advertisements, newspapers, radio programs) [with adult assistance] K.12B: Identify techniques used in media (e.g., sound, movement) (with adult assistance)
Process Skills K.Fig. 19: 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. K.Fig.19A: Discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language) K. Fig.19B: Ask and respond to questions about text K.Fig.19C: Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) K Fig.19D: Make inferences based on the cover, title, illustrations, and plot. K Fig.19E: Retell or act out important events in stories K Fig.19F: Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. K.4A: Predict what might happen next in text the cover, title and illustrations K.4B: Ask and respond to questions about texts read aloud Vocabulary Development K.5A: Identify and use words that name actions, directions, positions, sequences, and locations K.5B: Become familiar with grade appropriate vocabulary including content and function words. K.5C: Recognize that compound words are made up by putting two words together (e.g., colors, shapes, and textures. K.5D: Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures) K.5E: Use a picture dictionary to find words Writing Process K.13A: Plan a first draft by generating ideas for writing through class discussion (with adult assistance) K.13B: Develop drafts by sequencing the action or details in the story (with adult assistance) K.13C: Revise drafts by adding details or sentences (with adult assistance) K.13D: Edit drafts by leaving spaces between letters and words (with adult assistance) K.13E: Plan a first draft by generating ideas for writing through class discussion (with adult assistance) develop drafts by sequencing the action or details in the story (with adult assistance) revise drafts by adding details or sentences (with adult assistance) edit drafts by leaving spaces between letters and words (with adult assistance) share writing with others (with adult assistance)
Writing Process Continued K.14: Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. K.14A: Dictate or write sentences to tell a story and put the sentences in chronological sequence K.14B: Write short poems K.15: 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. K.15A: Dictate or write information for lists, captions, or invitations K.16: 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. K.16A: Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): K.16A: Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (i)*verbs including commands and past and future tenses when speaking (ii)* nouns (singular/plural) (iii)* descriptive words (iv)* prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., en, de, por la tarde, en la mañana) (v)* personal pronouns (e.g., yo, ellos) K.16B: Speak in complete sentences to communicate K.17B: Capitalize the first letter in a sentence K.16C: Use complete simple sentences K.17: Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. K.17A: Form upper and lower case letters legibly using the basic conventions of print (left to right and top to bottom progression) K.17B: Capitalize the first letter in a sentence K.17C: Use punctuation at the end of a sentence K.18: Oral and Written Conventions/Spelling. Students spell correctly. K.18A: Use phonological knowledge to match sounds to individual letters or syllables K.18B: Use letter sound correspondences to spell mono and multi syllabic words K.18C: Use knowledge of consonant/vowel sound relationships to spell syllables and words in text and independent of content (e.g., CV, ma; VC, un; VCV, oso; CVC, sol; CVCV, mesa. K.18D: Use y to represent /i/ when used as a conjunction (e.g., mama y papa). K.18E: Write one s own name. Listening and Speaking
K.21: 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. SEs Not Included in Assessed Curriculum K.21A: Listen attentively by facing speakers and asking questions to clarify information K.21B: Follow oral directions that involve a short related sequence of actions K.22: 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 share information and ideas by speaking audibly and clearly using the conventions of language. K.23: Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed upon rules for discussion, including taking turns and speaking one at a time. Research/Research Plan: Students ask open ended research questions and develop a plan for answering them. K.19A: Ask questions about topics of class wide interest (with adult assistance) K.19B: Decide what sources or people in the classroom, school, library, or home can answer these questions (with adult assistance) K.20: 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. SEs Not Included in Assessed Curriculum K.20A: Gather evidence from provided text sources (with adult assistance) K.20B: Use pictures in conjunction with writing when documenting research (with adult assistance) Six Week Unit Concept Focus/Foci: Description Content TEKS Processing Skills # of Days Dates
Print Awareness Recognize that spoken words can be represented by print for communication Recognize the difference between a letter and a printed word Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right Identify different parts of a book (e.g., front and back covers, title page) SLA K.1A, K.1D, K.1F, K.1G On going Reading Media/Literacy Identify different forms of media (advertisements, newspapers, radio programs) identify techniques used in media (e.g., sound, movement) Identify different forms of media (e.g., advertisements, newspapers, radio programs) [with adult assistance] Identify techniques used in media (e.g., sound, movement) (with adult assistance) SLA K.12A, K.12(B), K.12A, K.12B K.14, K.14A, K.14B Writing/Literary Texts Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Dictate or write sentences to tell a story and put the sentences in chronological sequence Write short poems Oral and Written Conventions/ Spelling Use knowledge of consonant/vowel sound relationships to spell syllables and words in text and independent of content (e.g., CV, ma; VC, un; VCV, oso; CVC, sol; CVCV, mesa. Use y to represent /i/ when used as a conjunction (e.g., mama y papa). K.18C, K.18D
First 9 Weeks: Week 1 Unit 1 Welcome to School Reading Strategies predict what might happen next in text based on the cover, title and illustrations Reading Comprehension of Literary Text/Theme and Genre identify elements of a story including setting, character, and key events Literary Comprehension of Literary Text/Fiction describe characters in a story and the reasons for their actions SLA K.4A, SLA K.4B SLA K.6A SLA K.8B 5 days Aug 15 Aug 21 Comprehension of Informational Text/Expository Text Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. use titles and illustrations to make predictions about text Reading Comprehension of Informational Text/Procedural Texts follow pictorial directions (e.g., recipes, science experiments) identify the meaning of specific signs (e.g., traffic signs, warning SLA K.10A, SLA K.10D SLA K.11A, SLA K.11B Oral and Written Conventions/Spelling Use phonological knowledge to match sounds to individual letters or syllables Write one s own name SLA K.18A, SLA K.18E Process Skills discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events SLA K.Fig19A
Lucy Calkins: Unit 1 Launching the Writing Workshop: (Book 1) Writing Process Plan a first draft by generating ideas for writing Develop drafts by sequencing the action or details in the story with adult assistance (through shared writing). Revise drafts by adding details or sentences (with adult assistance) Edit drafts by leaving spaces between letters and words (with adult assistance) Share writing with others (with adult assistance) Write about important personal experiences (3 rd grade TEK) SLA K.13A, B, C, D, E 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. SLA 3.19A (3 rd Grade) Oral and written Conventions Understand and use the following parts of speech (verbs, nouns, descriptive words, prepositions, personal pronouns, in the context of reading, writing and speaking (with adult assistance) Speak in complete sentences to communicate Use complete simple sentences SLA K.15A SLA K.16A, B, C Oral and written Conventions/Handwriting, Capitalization, and Punctuation Form upper and lowercase letters legibly using the basic conventions of print (left to right and top to bottom progression). SLA K.17A
Oral and Written Conventions/Spelling Use phonological knowledge to match sounds to letters Use letter sound correspondences mono and multi syllabic words SLA K.18A, B Research/Research Plan SLA K.19A Discuss the purposes for reading and listening to various Texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language)
First 9 Weeks: Week 2 Unit 1:Welcome to School *Refer to Unit 1 Welcome to School Week 1 for detailed TEKS and Description Lucy Calkins: Unit 1 Launching the Writing Workshop: (Book 1) *Refer to Unit 1 Week 1 for detailed TEKS and Description 6 days Aug 22 Aug 29 First 9 Weeks: Week 3 Unit 2: All About Me Phonological Awareness SLA K.2A, 2B, 2C, 2F Identify a sentence is made up of a group of words. Identify syllables in spoken words. Orally generate rhymes in response to spoken words (e.g., Qué rima con mesa? ) Blend spoken phonemes to form syllables and words (e.g., /m/ /a/ says ma, ma pa says mapa ). Phonics SLA K.3A, 3B, 3D, 3H Decode the five vowel sounds. Decode syllables Decode the written y when used as a conjunction, as in mamá y papá. Use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words). 5 days Aug 30 Sept 6
Vocabulary Identify and use words that name actions, directions, positions, sequences, and locations. Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, sizes, textures). SLA K.5A, 5D Comprehension Recognize sensory details. SLA K.6C Process Skills Discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). Ask and respond to questions about text. Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). Make inferences based on the cover, title, illustrations, and plot. Retell or act out important events in stories. Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. Fig19A,19B,19C, 19D,19E,19F Lucy Calkins: Unit 1 Launching the Writing Workshop: (Book 1) *Refer to Unit 1 Week 1 for detailed TEKS and Description
First 9 Weeks: Week 4 Unit 2: All About Me *Refer to Unit 2 All About Me Week 3 For detailed TEKS and Description 4 days Sept 7 Sept 12 Lucy Calkins: *Refer to Unit 1 Launching the Writing Workshop (Book 1) Week 1 For detailed TEKS and Description First 9 Weeks: Week 5 Unit 2: All About Me *Refer to Unit 2 All About Me Week 3 for detailed TEKS and Description 6 days Sept 13 Sept 20 Lucy Calkins: Show and Tell: From Labels to Pattern Books *Refer to Unit 1 Launching the Writing Workshop (Book 1) Week 1 for detailed TEKS and Description
First 9 Weeks: Week 6 Unit 3: Discovering the Genres, Part I Print Awareness Identify upper and lowercase letters. SLA K.1B, 1C, 1E Demonstrate the one to one correspondence between a spoken word and a printed word in text. Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping) Phonological Awareness SLA K.2B, 2C, 2D, 2E, 2F Identify syllables in spoken words. Orally generate rhymes in response to spoken words (e.g., Qué rima con mesa? ). Distinguish orally presented rhyming pairs of words from nonrhyming pairs. Recognize spoken alliteration or groups of words that begin with the same initial sound (e.g., Pepe Pecas pica papas ) Blend spoken phonemes to form syllables and words (e.g., /m/ /a/ says ma, ma pa says mapa ) Phonics Decode the five vowel sounds Decode syllables SLA K.3A, 3B, 3D, 3H Decode the written y when used as a conjunction (e.g., mamá y papá ) Use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words) Vocabulary Development Recognize that compound words are made by putting two words SLA K.5C, 5D together (e.g., saca + puntas = sacapuntas). Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, sizes, textures). 5 days Sept 24 Sept 28
Comprehension of Literary Text/Poetry SLA K.7A Understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding; and respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. Comprehension of Literary Text/Fiction Retell a main event from a story read aloud SLA K.8A, 8B Describe characters in a story and the reasons for their actions. Comprehension of Informational Text/Expository Text Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. SLA K.10A, 10B, 10C Process Skills make inferences based on the cover, title, illustrations, and plot Retell or act out important events in stories. Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. K.Fig19D, 19E, 19F Lucy Calkins: Show and Tell: From Labels to Pattern Books *Refer to Unit 1 Launching the Writing Workshop (Book 1) Week 1 for detailed TEKS and Description Sept 24 Sept 28
First 9 Weeks: Week 7 Unit 3 *Refer to Unit 3 Discovering the Genres, Part I Week 6 for detailed TEKS and Description 5 days Oct 1 Oct 5 Lucy Calkins: Show and Tell: From Labels to Pattern Books *Refer to Unit 1 Launching the Writing Workshop (Book 1) Week 1 for detailed TEKS and Description First 9 Weeks: Week 8 Unit 3 *Refer to Unit 3 Discovering the Genres, Part I Week 6 For detailed TEKS and Description 4 days Oct 9 Oct 12 Lucy Calkins: Show and Tell: From Labels to Pattern Books *Refer to Unit 1 Launching the Writing Workshop (Book 1) Week 1 for detailed TEKS and Description
First 9 Weeks: Week 9 Unit 3: Discovering the Genres, Part I *Refer to Unit 3 Discovering the Genres, Part I Week 6 for TEKS and Description 5 days Oct 15 Oct 23 Oral and Written Conventions/Spelling Use phonological knowledge to match sounds to individual letters or syllables Use letter sound correspondences to spell mono and multisyllabic words. SLA K.18A, 18B Composition create brief compositions that: (i)* establish a central idea in a topic sentence (ii)* include supporting sentences with simple facts details and explanations (iii)* contain a concluding statement SLA 3.20A (3 rd Grade) Research Record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams) SLA 1.24C (first grade)
Second 9 Weeks Week 1 Unit 4: Discovering the Genres, Part II Print Awareness Identify all upper and lowercase letters. SLA R K.1B, K1C, K.1E Demonstrate the one to one correspondence between a spoken word and a printed word in text. Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping). Phonological Awareness Identify syllables in spoken words. SLA K.2B, K.2C, K.2D, K.2F, Orally generate rhymes in response to spoken words (e.g., Qué K.2H rima con mesa? ) Distinguish orally presented rhyming pairs of words from nonrhyming pairs. Blend spoken phonemes to form syllables and words (e.g., /m/ /a/ says ma, ma pa says mapa ). Separate spoken multi syllabic words into two to three syllables (e.g., /to/ /ma/ /te/). Phonics Become familiar with the concept that h is silent. SLA K.3E, K.3H Use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words). Vocabulary Development Become familiar with grade appropriate vocabulary including SLA K.5B, K.5C, K.5D content and function words. Recognize that compound words are made by putting two words together (e.g., saca + puntas = sacapuntas). Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, sizes, textures). 5 days Oct 24 Oct 30 Reading Comprehension of Literary Text/Theme and Genre Discuss the big idea (theme) of a well known folk tale, fable (and other genre), and connect it to personal experience. Recognize sensory details. SLA K.6B, K.6C, K.6D
Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures. Literary Comprehension of Literary Text/Fiction Retell a main event from a story read aloud. SLA K.8A Reading Comprehension of Informational Text/Procedural Texts Identify the topic and details in expository text heard or read, SLA K.10A, 10B, 10C, 10D, referring to the words and/or illustrations Retell important facts in a text, heard or read Discuss the ways authors group information in text Use titles and illustrations to make predictions about text Lucy Calkins: Unit 2: Writing for Readers *Refer to Unit 3 Week 9 for detailed TEKS and Description Second 9 Weeks: Week 2 *Refer to Unit 4 Week 1 for TEKS and Description 4 days Oct 31 Nov 6 Discovering the Genres,
Part II Unit 4 Lucy Calkins: Unit 2: Writing for Readers *Refer to Unit 3 Week 9 for detailed TEKS and Description Second 9 Weeks: Week 3 *Refer to Unit 4 Week 1 for detailed TEKS and Description 5 days Nov 7 Nov 14 Unit 4: Discovering the Genres, Part II Lucy Calkins: Unit 2: Writing for Readers *Refer to Unit 3 Week 9 for detailed TEKS and Description
Second 9 Weeks Week 4 Unit 5: Weather and Seasons Print Awareness Demonstrate the one to one correspondence between a spoken word and a printed word in text. Phonological Awareness Blend spoken phonemes to form syllables and words (e.g., /m/ /a/ says ma, ma pa says mapa ) Isolate the initial syllabic sound in spoken words (e.g., /pa/ta/, /la/ta/,/ra/ta/). Separate spoken multi syllabic words into two to three syllables (e.g., /to/ /ma/ /te/) Phonics Use phonological knowledge to match sounds to individual letters and syllables including hard and soft consonants such as r, c, and g. Become familiar with the concept that h is silent. Use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words) Vocabulary Development Become familiar with grade appropriate vocabulary including content and function words. Recognize that compound words are made by putting two words together (e.g., saca + puntas = sacapuntas). Use a picture dictionary to find words. SLA K.1C SLA K.2F, 2G, 2H SLA K.3C, K.3E, K.3H SLA K.5B, 5C, 5E 5 days Nov 15 Nov 28
Second 9 Weeks Week 4 Unit 5: Weather and Seasons Reading Comprehension of Literary Text/Fiction Retell a main event from a story read aloud. Reading Comprehension of Informational Text/Expository Text Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. (Expository) Retell important facts in a text, heard or read. Discuss the ways authors group information in text (description, cause and effect, how to). (Expository) Use titles and illustrations to make predictions about text. Comprehension of Informational Text/Procedural Texts Identify the meaning of specific signs (e.g., traffic signs, warning signs). SLA R K.8A SLA R K.10A, 10B, 10C, 10D SLA R K.11B
Second 9 Weeks Week 4 Unit 5: Weather and Seasons Lucy Calkins Unit 3: How to Books: Writing to Teach Others Writing Process plan a first draft by generating ideas for writing through class discussion (with adult assistance) develop drafts by sequencing the action or details in the story (with adult assistance) revise drafts by adding details or sentences (with adult assistance) edit drafts by leaving spaces between letters and words (with adult assistance) share writing with others (with adult assistance) Writing Composition dictate or write information for lists, captions, or invitations Editing Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): speak in complete sentences to communicate Use complete simple sentences form upper and lower case letters legibly using the basic conventions of print (left to right and top to bottom progression) Capitalize the first letter in a sentence. Use punctuation at the end of a sentence SLA K.13A, K.13B, K.13C, K.13D, K.13E SLA K.15.A SLA K.16A, K.16B, K.16C SLA K.17A, K.17B, K.17C )
Second 9 Weeks Week 4 Unit 5: Weather and Seasons Writing/Expository and Procedural Texts Use phonological knowledge to match sounds to individual letters and syllables including hard and soft consonants such as r, c, and g. Use letter sound correspondences to spell mono and multi syllabic words. SLA K.18A, K.18B Process Skills (Expository) Identify the topic and details in expository text heard or SLA 3.20.A (3 rd grade) read, referring to the words and/or illustrations. SLA 1.19A (1 st grade Second 9 Weeks: Week 5 Unit 5: Weather and Seasons *Refer to Unit 5 Week 4 for detailed TEKS and Description 4 days Nov 29 Dec 4 *Refer to Lucy Calking Unit 5 Week 1 for detailed TEKS and Description How to Books: Writing to teach Others
Second 9 Weeks: Week 6 Print Awareness Demonstrate the one to one correspondence between a spoken word and a printed word in text. SLA K.1C 5 days Dec 5 Dec 11 Unit 6: Traveling the Globe Phonological Awareness Blend spoken phonemes to form syllables and words (e.g., /m/ /a/ says ma, ma pa says mapa ). Isolate the initial syllabic sound in spoken words (e.g., /pa/ta/, /la/ta/,/ra/ta/). Separate spoken multi syllabic words into two to three syllables (e.g., /to/ /ma/ /te/). Phonics Use phonological knowledge to match sounds to individual letters and syllables including hard and soft consonants such as r, c, and g. Become familiar with the digraphs /ch/, /rr/. Become familiar with the concept that ll and y have the same sound (e.g., llave, ya). Use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words). Recognize that new words are created when syllables are changed, added, or deleted. SLA K.2F, 2G, 2H SLA K.3C, 3F, 3G, 3H, 3I Vocabulary Development Identify and use words that name actions, directions, positions, sequences, and locations Use a picture dictionary to find words SLA K.5A, 5E
Second 9 Weeks: Week 6 Unit 6: Traveling the Globe Reading/Comprehension of Literary Text/Fiction (Fiction) Retell a main event from a story read aloud. Reading Comprehension of Informational Text/Culture and History Identify the topic of an informational text heard. LA K.8A SLA K.9A Reading Comprehension of Informational Text/Expository Text Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. Retell important facts in a text, heard or read. Discuss the ways authors group information in text (description, cause and effect, how to). Use titles and illustrations to make predictions about text. SLA K.10A, 10B, 10C, 10D *Refer to Lucy Calkins Unit 5 Week 1 for detailed TEKS and Description How to Books: Writing to teach Others
Second 9 Weeks: Week 7 Unit 6: Traveling the Globe *Refer to Unit 6: Traveling the Globe Week 6 for detailed TEKS and description 5 days Dec 12 Dec 18 *Refer to Lucy Calkins Unit 5 Week 1 for TEKS and Description How to Books: Writing to teach Others
Second 9 Weeks: Week 8 Unit 7: Geo Detectives Print Awareness Identify upper and lowercase letters. Demonstrate the one to one correspondence between a spoken word and a printed word in text. Phonological Awareness Identify syllables in spoken words. Distinguish orally presented rhyming pairs of words from nonrhyming pairs. Separate spoken multi syllabic words into two to three syllables (e.g., /to/ /ma/ /te/). Phonics Use phonological knowledge to match sounds to individual letters and syllables including hard and soft consonants such as r, c, and g. Use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words). Recognize that new words are created when syllables are changed, added, or deleted. SLA K.1B, 1C SLA K.2B, 2D, 2H SLA K.3C, 3H, 3I 5 Days Jan 8 Jan 15 Vocabulary Development Identify and use words that name actions, directions, positions, sequences, and locations. Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, sizes, textures). SLA K.5A, 5D
Oral and Written Conventions/Spelling use letter sound correspondences to spell mono and multisyllabic words SLA K. 18B Comprehension of Informational Text/Expository Text Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. Retell important facts in a text, heard or read. Discuss the ways authors group information in text (description, cause and effect, how to). SLA K.10A, 10B, 10C Media Literacy Identify the meaning of specific signs (e.g., traffic signs, warning signs). SLA K.11B, Process Skills Discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). Make inferences based on the cover, title, illustrations, and plot Fig19A, Fig19C, Fig19D
Lucy Calkins: Unit 4: Persuasive Writing of All Kinds: Using Words to Make a Change Writing Process Plan a first draft by generating ideas for writing through class SLA K.13A,13B, 13C, 13D, discussion (with adult assistance) 13E Develop drafts by sequencing the action or details in the story (with adult assistance) Revise drafts by adding details or sentences (with adult assistance) Edit drafts by leaving spaces between letters and words (with adult assistance) Share writing with others (with adult assistance) Writing/Expository and Procedural Texts Dictate or write information for lists, captions, or invitations SLA K.15A Oral and Written Conventions/Conventions Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): Speak in complete sentences to communicate Use complete simple sentences Oral and Written Conventions/Spelling K.18(A) use phonological knowledge to match sounds to letters K.18(B)* use letter sound correspondences to spell monoand Multi syllabic words. SLA K16A, 16B, 16C SLA K.18A,18B
Editing Understand and use the following parts of speech in the context of reading, writing, and speaking: o verbs (past, present, and future) o nouns (singular/plural, common/proper) o adjectives (e.g., descriptive: green, tall) o adverbs (e.g., time: before, next) o prepositions and prepositional phrases o pronouns (e.g., I, me) o (vii) time order transition words SLA 1.19A (1 st grade) Composition Write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community SLA 2.20A (2 nd grade) Writing/Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. SLA 3.21A (3 rd grade)
Second 9 Weeks: Week 9 Unit 7 *Refer to Unit 7: Geo Detectives Week 8 for detailed TEKS and description 5 days Jan 16 Jan 23 Lucy Calkins Unit 4: Unit 4: Persuasive Writing of All Kinds: Using Words to Make a Change *Refer to Week 8 Unit 7: Geo Detectives for detailed TEKS and description Third 9 Weeks: Week 1 Unit 7: Geo Detectives *Refer to Unit 7: Geo Detectives Week 8 for detailed TEKS and description 5 days Jan 24 Jan 30 Lucy Calkins Unit 4: Unit 4: Persuasive Writing of All Kinds: Using Words to Make a Change *Refer to Week 8 Unit 7: Geo Detectives for detailed TEKS and description
Third 9 Weeks: Week 2 Unit 8 I am a Resource in My Community Phonological Awareness Separate spoken multi syllabic words into two to three syllables (e.g., /to/ /ma/ /te/). Phonics Use phonological knowledge to match sounds to individual letters and syllables including hard and soft consonants such as r, c, and g. Use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words). Recognize that new words are created when syllables are changed, added, or deleted. Vocabulary Development Identify and use words that name actions, directions, positions, sequences, and locations. Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, sizes, textures). SLA K.2H SLA K.3C, 3H, 3I SLA K.5A, 5D 6 days Jan 31 Feb 6 Oral and Written Conventions/Spelling Use letter sound correspondences to spell mono and multi syllabic words SLA K.18B Reading Comprehension of Literary Text/Theme and Genre Identify elements of a story including setting, character, and key events. Recognize sensory details. SLA K.6A, 6C Reading Comprehension of Literary Text/Fiction Retell a main event from a story read aloud Describe characters in a story and the reasons for their actions. 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. SLA K.8A, 8B SLA K.9A
Third 9 Weeks: Week 3 Reading/Comprehension of Informational Text/Expository Text Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. Retell important facts in a text, heard or read. SLA K.10A, 10B Unit 8 *Refer to Unit 8: I am a Resource in My Community Week 2 for detailed TEKS and description 5 days Feb 7 Feb 13 Lucy Calkins: Unit 1 Launching the Writing Workshop: (Book 1) *Refer to Reading Unit 1 Week 1 for detailed TEKS and Description Third 9 Weeks: Week 4 *Refer to Unit 8: I am a Resource in My Community Week 2 for TEKS and description 5 days Feb 14 Feb 21 Unit 8 Lucy Calkins: Unit 1 Launching the Writing Workshop: (Book 1) *Refer to Reading Unit 1 Week 1 for detailed TEKS and Description
Third 9 Weeks: Week 5 Unit 8: People who are Entrepreneurs *Refer to Unit 8: I am a Resource in My Community Week 2 For detailed TEKS and description 5 days Feb 22 Feb 28 Lucy Calkins: Unit 1 Launching the Writing Workshop: (Book 1) *Refer to Reading Unit 1 Week 1 for detailed TEKS and Description
Third 9 Weeks: Week 6 Unit 9: Texas my Home Phonological Awareness distinguish orally presented rhyming pairs of words from nonrhyming pairs SLA R K.2D Phonics SLA K.3C, 3H, 3I Use phonological knowledge to match sounds to individual letters and syllables including hard and soft consonants such as r, c, and g. Use knowledge of consonant/vowel sound relationships to decode SLA K.5A, 5D syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words). Recognize that new words are created when syllables are changed, added, or deleted. Vocabulary Development Identify and use words that name actions, directions, positions, sequences, and locations. Identify and sort pictures of objects into conceptual categories SLA K.18B (e.g., colors, shapes, sizes, textures). 7 days March 1 March 7 Oral and Written Conventions/Spelling Use letter sound correspondences to spell mono and multi syllabic words SLA K.6A, 6C Reading Comprehension of Literary Text/Theme and Genre Identify elements of a story including setting, character, and key events. Recognize sensory details. SLA K.8A, 8B Reading Comprehension of Literary Text/Fiction Retell a main event from a story read aloud Describe characters in a story and the reasons for their actions. SLA K.9A
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. Reading/Comprehension of Informational Text/Expository Text Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. Retell important facts in a text, heard or read. SLA K.10A, 10B Third 9 Weeks: Week 6 Unit 9: Texas my Home Lucy Calkins: Unit 1 Launching the Writing Workshop: (Book 1) *Refer to Reading Unit 1 Week 1 for detailed TEKS and Description March 1 March 7
Third 9 Weeks: Week 7 Unit 9 Texas my Home *Refer to Unit 9 Texas My Home week 6 for TEKS and Description Lucy Calkins: Unit 2: Writing for Readers 5 days March 8 March 21 *Refer to Unit 3 Week 9 for detailed TEKS and Description Third 9 Weeks: Week 8 Unit 10: Green Thumbs Growing a Garden Print Awareness Identify upper and lowercase letters. Demonstrate the one to one correspondence between a spoken word and a printed word in text. Phonological Awareness Orally generate rhymes in response to spoken words (e.g., Qué rima con mesa? ). Blend spoken phonemes to form syllables and words (e.g., /m/ /a/ says ma, ma pa says mapa ) SLA K.1B, 1C SLA R K.2C, 2F 5 days March 25 March 29
Phonics Use phonological knowledge to match sounds to individual letters and syllables including hard and soft consonants such as r, c, and g. Use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words). Recognize that new words are created when syllables are changed, added, or deleted. Vocabulary Development Recognize that compound words are made by putting two words together (e.g., saca + puntas = sacapuntas). Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, sizes, textures). Use a picture dictionary to find words. Oral and Written Conventions/Handwriting, Capitalization, and Punctuation K.18(B)* use letter sound correspondences to spell monoand multi syllabic words Reading/Comprehension of Literary Text/Theme and Genre Recognize sensory details Retell important facts in a text, heard or read. Discuss the ways authors group information in text (description, cause and effect, how to). Follow pictorial directions (e.g., recipes, science experiments). Reading Comprehension of Informational Text/Expository Text Retell important facts in a text, heard or read. Discuss the ways authors group information in text (description, cause and effect, how to). SLA K.3C, 3H, 3I SLA K.5C, 5D, 5E SLA K.18B SLA K.6C SLA K.7A 8A/Fig19E SLA K.10B, 10C Reading Comprehension of Informational Text/ Procedural Texts
Follow pictorial directions (e.g., recipes, science experiments). SLA K.11A Lucy Calkins: Unit 2: Writing for Readers *Refer to Unit 3 Week 9 for detailed TEKS and Description Third 9 Weeks: Week 9 Unit 10 Green Thumbs Growing a Garden *Refer to Unit 10 Green Thumbs Growing a Garden week 8 for detailed TEKS and descriptors 5 days April 1 April 8 Lucy Calkins: Unit 2: Writing for Readers *Refer to Unit 3 Week 9 for detailed TEKS and Description
Fourth 9 Weeks: Week 1 Green Thumbs Growing a Garden Unit 10 *Refer to Unit 10 Green Thumbs Growing a Garden week 8 for detailed TEKS and descriptors Lucy Calkins: Unit 2: Writing for Readers *Refer to Unit 3 Week 9 for detailed TEKS and Description 5 days April 9 April 15
Fourth 9 Weeks: Week 2 Unit 11: All About Animals Phonological Awareness recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., Pepe Pecas pica papas ) Isolate the initial syllabic sound in spoken words (e.g., /pa/ta/, /la/ta/,/ra/ta/). Phonics Use knowledge of consonant/vowel sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words). Recognize that new words are created when syllables are changed, added, or deleted. Vocabulary Development Recognize that compound words are made by putting two words together (e.g., saca + puntas = sacapuntas). Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, sizes, textures). Use a picture dictionary to find words. SLA K.2E, 2G SLA K 3H, 3I SLA K 5C,5D, 5E 5 days April 16 April 23rd Oral and Written Conventions/Spelling Use letter sound correspondences to spell monoand Multi syllabic words. SLA K.18B Process Skills Discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). Ask and respond questions about text Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). Make inferences based on the cover, title, illustrations, and plot Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence Fig19A, Fig19B, Fig19C, Fig19D, Fig19E, Fig19F
*Refer to Lucy Calking Unit 5 Week 1 for detailed TEKS and Description How to Books: Writing to teach Others Fourth 9 Weeks: Week 3 Unit 11 Refer to Unit 11 All About Animals Week 2 for detailed TEKS and descriptions 5 days April 24 April 30 *Refer to Lucy Calking Unit 5 Week 1 for detailed TEKS and Description How to Books: Writing to teach Others
Fourth 9 Weeks: Week 4 Unit 11 Refer to Unit 11 All About Animals Week 2 for detailed TEKS and descriptions 5 days May 1 May 7 *Refer to Lucy Calking Unit 5 Week 1 for detailed TEKS and Description How to Books: Writing to teach Others Fourth 9 Weeks: Week 5 Unit 11 Refer to Unit 11 All About Animals Week 2 for detailed TEKS and descriptions 5 days May 8 May 14 Lucy Calkins Unit 4: Unit 4: Persuasive Writing of All Kinds: Using Words to Make a Change *Refer to Week 8 Unit 7: Geo Detectives for detailed TEKS and description Fourth 9 Weeks: Week 6 Unit 11 Refer to Unit 11 All About Animals Week 2 for detailed TEKS and descriptions 5 days May 15 May 21
Lucy Calkins Unit 4: Unit 4: Persuasive Writing of All Kinds: Using Words to Make a Change *Refer to Week 8 Unit 7: Geo Detectives for detailed TEKS and description Fourth 9 Weeks: Week 7 Unit 11 Refer to Unit 11 All About Animals Week 2 for detailed TEKS and descriptions 5 days May 22 May 29 Lucy Calkins Unit 4: Unit 4: Persuasive Writing of All Kinds: Using Words to Make a Change *Refer to Week 8 Unit 7: Geo Detectives for detailed TEKS and description