ELAR/Social Studies
Grade: 1st Grade
Unit: Texas – Landforms, Patriotism, Historical Figures
TEKS
Assessment & Specificity
Timeframe
2 Weeks
1 Week
4 Weeks
Designated Instructional Period: Unit 5
Weeks to Teach: 7
Vocabulary
Instructional
Strategies
Resources/
Google Drive
Social Studies Units/Connections Guide
*Does not include all Reading/Writing TEKS as some are taught without integration (i.e. phonics, spelling, etc.).
Social Studies
English Language Arts and Reading
*During the first two weeks of Unit 5, you will instruct on Texas Landforms, Natural Resources, Bodies of Water, and Weather. Integrate the
ongoing ELAR TEKS on Expository Text (text features) Poetry, as well as adjectives and sensory poetry.
(6) Geography
(8) Poetry
(A)Identify/describe the physical characteristics of places such as (A) rhythm, rhyme, and alliteration
landforms, bodies of water, natural resources, and weather
(14) Expository
(B)Identify examples/uses for natural resources in TX
(A) main idea, (B) facts/details, (C)retell order of events, (D) text features
(C) Identify/describe how the human characteristics of place such (18) Writing – Literary
as shelter, clothing, food, and activities are based upon
(B) poems that convey sensory details
geographic location
(20) Conventions
(Aiii) use/understand adjectives
*During instruction about Sam Houston, integrate read-alouds for Fiction and Expository, as well the writing process. Students can research
and write about the contribution of Sam Houston to the state of Texas.
(2) History
(9) Fiction
(A) identify Texas historical figures (Sam Houston)
(A) plot/(B) characterization
(14) Expository
(A) main idea, (B) facts/details, (C)retell order of events, (D) text features
(17) Writing Process
(23-26) Research
*During the 4-week SS Unit on Texas Patriotic Symbols, Customs, and Celebrations, you will integrate the ELAR research, writing process, and
comprehension TEKS. Students will take each patriotic symbols using books, passages, and websites (ex. PebbleGo) to research and gain
comprehension. Students can then record basic information and go through the writing process. Use examples of literature (Fiction, Poetry,
and Expository)…you can use part of this time to read about things unrelated to SS.
(14) Citizenship
(4) Reading/Beginning Reading Strategies
(A) explain Texas patriotic symbols
(B) ask relevant questions, seek clarification, and locate facts and details
(B) recite and explain the Texas Pledge
(C) establish purpose for reading texts and monitor comprehension
(C) identify anthems and mottos of Texas
(9) Fiction
(A) plot/(B) characterization
(14) Expository
(A) main idea, (B) facts/details, (C)retell order of events, (D) text features
(17) Writing Process
(23-26) Research
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: Texas – Landforms, Patriotism, Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 5
Weeks to Teach: 7
Vocabulary
Instructional
Strategies
Resources/
Google Drive
*Continue Teaching ONGOING Curriculum*
(ELAR 1.2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(2)(A)orally generate a series
Students should be able to generate
Making words using word
Treasures Unit 5: TE
 word family
of original rhyming words
rhyming words
families
pgs. 53B, 117H, 125Q,
 phonogram
using a variety of phonograms Who can find a word that rhymes
Use
photo
cards
to
show
125CC, 127B
 rhyme
(e.g., -ake, -ant, -ain) and
with ____?
students
how
to
identify
 consonant blends
consonant blends (e.g., bl, st,
What other words rhyme with
rhyming words
 consonant
tr);
______?
Generate rhyming words
 syllable
Which word does not rhyme with the
Read multiple poems and
word ______?
identify pairs of rhyming
words
(ELAR 1.3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological
analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
(3)(A)(v)vowel digraphs
Students will read and decode words
Making words activity
Treasures Unit 4: 7C-7F,
 vowel
including ee, ow as in how,
in context and in isolation.
Create
real/nonsense
word
37C-37F, 67C-67F, 83C vowel digraph
ow as in snow, ou as in out,
list based on the pattern and
83F, 111C-111F
and ew
have students sort
Phonics/Word Study
Foldable-spelling pattern
Chart for Students: pg 36
(See 66K in TE)
Consonant Patterns
(3)(C)use common
How many syllables does the word
Teacher models how to break FCRR Syllables
 syllable
syllabication patterns to
_____ have?
a longer word into syllables
 consonant
decode words, including:
What sounds do you hear in the first
by dividing the word between FCRR Phonics
 vowel
(v) vowel digraphs and
syllable of the word ______? What
consonants.
 vowel digraph
diphthongs (e.g., boy-hood,
sound do the vowels ____ make?
Students keep a list of two
Treasures
 vowel diphthong
oat-meal);
syllable words as they read
during the week.
(3)(C)(vi)r-controlled vowel
What sound does the vowel ___
r-controlled vowel
Treasures Practice book
sounds (e.g., tar); including er, make followed by the letter "r"?
pgs. 206, 217, 228
ir, ur, ar, and or);
(3)(D)decode words with
What word can you make if you add
making words activities
FCRR Onset & Rime
 word family
common spelling patterns
this letter to the word family ____?
word sorts
 consonant
What other words can you make with
Word Study
Treasures
 blend
the word family____?
 digraph
 vowel
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: Texas – Landforms, Patriotism, Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 5
Weeks to Teach: 7
Vocabulary
Instructional
Strategies
(3)(H)identify and read at least Student should be able to read sight
read the word wall
 sight word
100 high-frequency words
words from MISD list with fluency.
sight word matching games
 word wall word
from a commonly used list;
or bingo
(see MISD list)
MISD Sight Words
(Social Studies 1.6) Geography. The student understands various physical and human characteristics.
(6)(A)Identify and describe the Texas: A physical characteristic is
Physical characteristics
Class discussion on natural
physical characteristics of
something that can be observed using
resources and weather.
place such as landforms,
the five senses. Examples include
*Landforms, *bodies of
bodies of water, natural
color, size, shape, texture, etc.
water, natural resources,
Identify and describe the
resources, and weather
A landform is one of the features that and weather
different landforms according
make up the earth’s surface such as a
to the regions of Texas.
mountain or valley.
Bodies of water: ocean, river, stream,
ELPS 4F, 3H
lake, pond
Natural resources are anything that
the earth provides that people can
use.
Examples: water, wood, etc.
Weather is what the outside air is
like.
What are the different type of
landforms, bodies of water, natural
resources, and weather in Texas?
What are the characteristics of each
one?
(6)(B)Identify examples of and Examples of natural resources: water, Uses for natural resources
Class discussion of the
uses for natural resources in
wood, gas, metal, rocks, minerals,
following Texas natural
the community, state, and
and plants.
resources: citrus fruit, pecans,
nation
Uses for natural resources: food,
fish, wood, wild game, oil.
shelter, heat.
Earth Day: “Don’t Mess with
What are examples of/ uses for
Texas” discuss reduce, reuse,
natural resources in community/state
and recycle.
(6)(C)Identify and describe
Human characteristics are observable Human characteristics,
Assign various locations to
how the human characteristics properties of people.
geographic location
small groups. Have students
of place such as shelter,
Geographic location is where you
make a house and dress a
clothing, food, and activities
live.
Shelter, clothing, food, and paper doll to meet the needs
Resources/
Google Drive
High Frequency Games
MISD Sight Word
assessment sheets
MISD sight word wall
Texas Video K-4 Safari
Chapter 3: City &
Culture of Texas
World Atlas:
www.worldatlas.com
Safari Montage: Texas
(26 min) (landforms,
Alamo, natural
resources)
Google Drive activities
Texas Landforms
Reader-2.pdf (google
drive: 1st grade social
studies folder)
http://tpwd.texas.gov/kid
s/about_texas/regions/
Learn About Texas
Regions (landforms,
water, weather)
Texas Video K-4 Safari
Chapter 2: Natural
Recourses and Features
of Texas
Texas Natural Resources
flipchart
Google Drive activities
Google Drive activities
Harcourt: p. 70-71, 240
Safari Forest Video
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: Texas – Landforms, Patriotism, Historical Figures
TEKS
Assessment & Specificity
are based upon geographic
location
Climate changes with geographic
location, so shelter, clothing, food,
and activities change.
How does geographic location affect
shelter, clothing, food, and activities?
Designated Instructional Period: Unit 5
Weeks to Teach: 7
Vocabulary
Instructional
Strategies
activities
of the location.
ELPS 3E
Resources/
Google Drive
Safari Videos: Little Human
Planet (all around 5 minutes
long-showing kids and how
they live in different
countries): In the Jungle of
Brazil, Collecting Water in
Mali, Collecting water in
Samburu Land, Collecting
Yams in Yap, Helping and
Playing, Homes around the
World, Living in Ethiopia and
North Canada, Living in the
Jungle, Papua, Living on the
Ocean, Malaysia, My Life by
the Rio Negro River, My life in
Greenland and on the Rio
Negro, My Life in Mongolia
Extension for Little Human
Planet Videos: Give an
outline map of the world,
have the children glue the
map to a large piece of
manila paper. Around the
edges of the map (on the
manila paper) have the kids
label the country from the
video shown, and draw a
small box for each one. In
the box, draw the child
from the video with the
clothing, home, food,
activities, for that
geographic location.
Repeat with several videos. In
the end, the children end up
with a labeled world map
(ELAR 1.11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an
author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: Texas – Landforms, Patriotism, Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 5
Weeks to Teach: 7
Vocabulary
Instructional
Strategies
Resources/
Google Drive
Lesson Idea
Sensory Detail Activity
 touch, feel
 taste
Discuss Sensory Language
 see, look
used in Pledge and Patriotic
 hear, sound
Symbols
 smell
 senses
 sensory detail
(Social Studies 1.14) Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles
and contribute to our national identity.
(14)(A)Explain state and
Patriotic symbols are something that
State and national patriotic Make a symbol book for the
Harcourt: p. 20
national patriotic symbols,
stands for or suggests the love for
symbols
state of Texas.
Enchantedlearning.com
including the United States
and defense of country/state.
– Alamo, state symbols,
and Texas flags, the Liberty
Texas Flag, The Alamo,
ELPS 4F
motto (Texas motto:
Bell, the Statue of Liberty, and What are the state and national
Mockingbird, bluebonnet
Friendship)
the Alamo
patriotic symbols and what do they
Texas Mini Unit pdf
stand for?
(Texas symbols)
RAZ Kids leveled reader
– Remembering the
Alamo by Kira Freed
Safari Montage: Texas
(26 min) (landforms,
Alamo, natural
resources)
http://www.spangledwith
stars.com/stateflags/texas-state-flag.htm
(Texas state flag)
(14)(B)Recite and explain the
Pledge of Allegiance is a promise to
Pledge of Allegiance
Have students glue the
Harcourt- p. 116-119,
meaning of the Pledge of
be faithful to the country/state
US Flag
pledge into their journal and
p.140
Allegiance to the United States
Liberty
discuss the meaning of
Texas Mini Unit pdf
Flag and the Pledge to the
Recite the Pledge of Allegiance and
Justice
important vocabulary.
(Texas symbols)
Texas Flag
the Pledge to the Texas Flag. What Indivisible
ELPS 4F
http://www.forthoodsenti
is the meaning of each pledge?
nel.com/story.php?id=66
71 How to explain the
Texas flag pledge
http://kids.house.state.tx.
(11)(A)recognize sensory
details in literary text.
Students should be able to identify
words in text and describe which of
the 5 senses is being used.
What words help appeal to your
senses?
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: Texas – Landforms, Patriotism, Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 5
Weeks to Teach: 7
Vocabulary
Instructional
Strategies
Resources/
Google Drive
us/rangers/places/lonesta
r.htm Kids House
http://listenlearnmusic.co
m/2010/10/texas-pledgesong-childre.html (TX)
http://www.youtube.com
/watch?v=UbJC6recwO
Q (Texas Our Texas
sing-a-long Kenny Dee)
Texas Mini Unit pdf
(Texas symbols)
Texas Motto: Don’t Mess with Texas Anthems, mottoes
Class discussion.
A motto is a short expression of a
ELPS 4F
guiding principle.
Texas
“Texas, Our Texas” Anthems are
songs of praise or gladness.
What are the anthem and motto of
the State of Texas?
(ELAR 1.17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose
text. Students are expected to
(17)(A)plan a first draft by
Tell me about your drawing.
Guided writing
Treasures:
 plan
generating ideas for writing
What can you tell me about
Modeled writing
-Shared & Interactive
 brainstorm
(e.g., drawing, sharing ideas,
______?
Shared writing
writing lesson
 draft
listing key ideas);
Teaching the Youngest
Writer By:M. Freeman
Empowering Writers
(17)(B)develop drafts by
Can you add more to tell me what
Teacher modeling
Teaching the Youngest
 sentence
sequencing ideas through
happened next?
Writer Marcia Freeman
 sequence ideas
writing sentences;
 logical order
 transition words
(17)(C)revise drafts by adding Would it make sense if we
revise
Teacher modeling through
Teaching the Youngest
or deleting a word, phrase, or
added/took away the word_____?
shared writing
Writer
sentence;
How many times did you use the
By: Marcia Freeman
word and or then?
(17)(D)edit drafts for
(D) edit drafts for grammar,
Teacher modeling
Teaching the Youngest
 edit
grammar, punctuation, and
punctuation, and spelling using a
Use checklists
Writer
 punctuation
spelling using a teacherteacher-developed rubric; and
By: Marcia Freeman
 capitalization
developed rubric
 sight words
(14)(C)Identify anthems and
mottoes of Texas and the
United States
(ELAR 1.18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.
Students are expected to:
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: Texas – Landforms, Patriotism, Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 5
Weeks to Teach: 7
Vocabulary
Instructional
Strategies
Resources/
Google Drive
Student will write poems that include
Teacher models using senses
Treasures- Writing
 Poem
sensory details. The expectation is
to describe
Literacy Workstation
 sensory details
free style poetry. Rhyme is
Writing Theme Poetry
Flip Chart (47)
encouraged but not required.
5 Senses Chart
(ELAR 1.20) 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)(A)understand and use the What words can we use to tell what
adjectives
use color-coded word strips or Treasures-Grammar
following parts of speech in
______ looked like, smelled like, felt
word tiles to build sentences
Practice Book
the context of reading, writing, like, sounded like, or tasted like
and speaking:
Sensory Language/Adjective
(iii)adjectives (e.g. green, tall)
connections
(ELAR 1.23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult
assistance) are expected to:
(23)(A)generate a list of topics Students should actively listen to
Teachers design the I-chart
3 Week integrated
 Inquiry chart
of class-wide interest and
read-alouds as teacher explores
around several questions
unit of study Sources
formulate open-ended
topics.
about a topic. Students read or
research, text
 Topic
questions about one or two of
listen to several sources on
features, writing
the topics
Students should ask questions and
the topic & record answers to
process
formulate topics for study.
the questions within the IInquiry Chart
chart. Students generate a
Graphic organizers:
Integrated Research Topic:
summary in the final row.
Cluster Word Web 1
Sam Houston
Cluster Word Web 3
(23)(B)decide what sources of What would be the best source to use relevant information
Teacher works with students
KWS Chart
information might be relevant
to find information about ______?
to brainstorm about “What I
to answer these questions.
know, What I Want to Learn,
and Possible Sources”
(Social Studies 1.2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
(2)(A)Identify contributions of Historical figure is an important
Contribution, historical
Journaling-Have students
Pebble Go
historical figures, Sam
person in history.
figures, influence
write about Houston, in
Houston, George Washington, Influence is the power affecting a
Social Studies Journal. Then, Google Drive- Lincoln
Abraham Lincoln, and Martin
person, thing, or course of events.
*Sam Houston,
in small groups, create and
Houston activities
Luther King Jr., who have
What contributions did Sam
share a poster of information
Eharcourtschool.com
influenced the community,
Houston, make that influenced the
A Picture Book of Sam
state, and nation
community, state, and nation?
ELPS 3E, 4F, 2G
Houston by David Adler
Sam Houston (1793-1863) Sam Houston provided leadership for more than 25 years in Texas, commanding the army, and serving as president of the Republic,
U.S. senator, and then governor. He was already a well-known American when he came to Texas. He lived several years in Tennessee and with the Cherokee.
(18)(B)write short poems that
convey sensory details.
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: Texas – Landforms, Patriotism, Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 5
Weeks to Teach: 7
Vocabulary
Instructional
Strategies
Resources/
Google Drive
Houston led the Texas army against Santa Anna's Mexican troops. Texans proclaimed Houston the hero of the Battle of San Jacinto during which Santa Anna was
captured and his Mexican army was defeated. Houston became the first elected president of the Republic of Texas. Houston supported Texas becoming part of the
United States.
(ELAR 1.24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research
question and systematically record the information they gather. Students (with adult assistance) are expected to:
(24)(A)gather evidence from
ISP Chart
 Source
available sources (natural and
 Interview
personal) as well as from
 Expert
interviews with local experts;
 Natural
(24)(B)use text features (e.g.,
What part of this book can we use to
Model using text features
ISP Chart
 table of contents
table of contents, alphabetized help us find the information we are
such as table of contents and
 index
index) in age-appropriate
looking for?
index to quickly locate
reference works (e.g., picture
information or determine
dictionaries) to locate
information is not located in a
information; and
source.
(24)(C)record basic
What will be the
Teacher can choose to utilize
Four Column Chart
 charts
information in simple visual
easiest way to record
available
graphic
organizers
 pictures
formats (e.g., notes, charts,
the information we
to help students organize the
 notes
picture graphs, diagrams).
learned?
information.
 graphs/diagrams
(ELAR 1.25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students
(with adult assistance) are expected to
(25)(A)revise the topic as a
How can we change our notes now
Revise
Teacher models for students
Planning Chart
result of answers to initial
that we have answered more or our
to identify purpose and
research questions
questions?
audience for writing.
(ELAR 1.26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the
research and their audience. Students (with adult assistance) are expected to
(26)(A)create a visual display
What will be the best way to present
visual display
Create a project-based
or dramatization to convey the the information we have learned?
dramatization
learning checklist for
results of the research.
students.
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: Texas – Landforms, Patriotism, Historical Figures
TEKS
Assessment & Specificity
Word Families for Spelling
Vowel Diagraphs (e, ea, ee, ie, y, igh, o,
oa, ow, oe, ue, ew, oo, oo)
R-Controlled Vowels (er, ir, ur, ar, or_
Spelling Sight Words
Knew
Know
Don’t
Designated Instructional Period: Unit 5
Weeks to Teach: 7
Vocabulary
Instructional
Strategies
Resources/
Google Drive
Google Drive Links
ELAR – 1 Grade Instructional Resources
https://drive.google.com/a/misdmail.net/folderview?id=0B_hUmJc8d0A0VERzR1RNb21x
UkE&usp=sharing
Social Studies – 1st Grade Instructional Resources
https://drive.google.com/a/misdmail.net/folderview?id=0B5OpEv9dRKgjaGY3UDJfSllrQ
1U&usp=sharing
st
*Ongoing ELAR/Social Studies TEKS – see Ongoing Document for Resources and Instructional Strategies
ELAR Figure 19(A) establish purpose, (B) ask literal questions, (C) monitor & adjust comprehension, (D) make inferences, (E) retell events, (F) connections
ELAR 1.3 Phonics (B) combine sounds to create words, (I) monitor for accuracy
ELAR 1.4 Strategies (A) confirm predictions, (B) ask questions to find facts and details, (C) monitor and make corrections for comprehension
ELAR 1.5 Fluency-read fluently
ELAR 1.6 Vocabulary (C) determine what words mean how they are used in a sentence
ELAR 1.8 Poetry-respond to rhythm, rhyme and alliteration
ELAR 1.9 Fiction - (A) describe plot, retell beginning, middle, end, (B) describe characters’ actions, feelings
ELAR 1.10 Literary Non-Fiction – Real vs. Fantasy
ELAR 1.12 Independent Reading- read independently
ELAR 1.14 Expository (A) restate main idea, heard or read, (B) identify important facts and details, (C) retell order of events,(D) use text features
ELAR 1.17Writing Process (E) publish and share writing
ELAR 1.19 Expository Writing (C) write comment on literary or informational text
ELAR 1.20 Conventions (B) speak in complete sentences with subject-verb agreement, (C) ask questions with correct subject-verb inversion
ELAR 1.21Handwriting (A) handwriting and print conventions
ELAR 1.22 Spelling (A) match sound to letters to construct known words, (C) spell high-frequency words (E) use resources to find correct spelling
ELAR 1.27 Listening (A) ask questions to clarify, (B) follow and restate directions/ELAR 1.28 Speaking-share information orally
ELAR 1.29 Teamwork-work as a team
SOCIAL STUDIES 1.17 Critical Thinking Skills
(A) obtain information about a topic using a variety of valid oral sources such as conventions, interviews, and music
(B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts
(C) sequence and categorize information
SOCIAL STUDIES 1.18 Communication Skills
(A) express ideas orally based on knowledge and experiences, (B) create and interpret visual and written material
SOCIAL STUDIES 1.19 Problem-Solving and Decision-Making Skills
(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.
May 2016