Grade 1 SLAR
Unit 4
Title
Nonfiction and Publishing
Students should be exposed to all types of genre through a variety of reading all year, regardless
of when it is explicitly taught
Big Ideas/Enduring Understandings
Reading
● Readers will determine whether a story is true or fantasy and
explain why.
● Readers will use text features to help understand the organization of
the story/information written.
Writing
● Writers write brief compositions about things of interest.
● Writers publish finished pieces and share with a specific audience.
Guiding Questions
Reading
● What is the author’s purpose in writing the text?
● Is the story true or fantasy? Why?
● What are the important facts or details?
● What kind of text features are in the text?
● How do I read the text features?
Writing
●
●
●
CISD 2015
Suggested Time Frame
4th Six Weeks
34 Days
What am I interested in?
How can I explain (topic) to a reader?
What specific audience would be interested in my topic?
*Highlighted TEKS are authentic to the Spanish language and Spanish literacy and are not found in the ELAR Curriculum.
Reading and Writing Connections
Reading TEKS
Word Study/Phonics TEKS
Fig 19 A and E
1.1.F table of contents
(expository)
1.4.A confirm predictions
1.4.B ask questions/locate facts
1.8.A poetry
1.10.A true or fantasy
1.14.D use text features
1.15.B explain signs/symbols
1.3.Eiii, iv blends/diagraphs
1.3.G decode syllables
1.3.H letters with same sound
1.3.I sílaba tónica
1.3.K base words/compound
words
1.6.B determine the meaning of
compound words
Writing TEKS
1.17.E publish and share
1.19.A topics of interest
(procedural)
1.23.AB generate lists/resources
1.24.ABC gather sources
1.25.A revise topic
1.26.A create to convey results
The Writing Academy
Conventions TEKS
1.20.Ai verbs
1.20.Aii nouns
1.20.Avi personal
pronouns
1.21.C beginning & ending
punctuation
1.22.B generate rhyming
words
1.22.CDv spell words with
same sounds
1.22.E consonant blends
1.22.H accents
1.22.I plurals
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
http://ipsi.utexas.edu/EST/files/standards/TEKS/SLAR_TEKS_K-6.pdf
CISD 2015
Listening & Speaking
TEKS
1.27.AB
1.28.A
1.29.A
1.20.C
Sample Assessment Question
-Students should be able to identify parts of a book and what information it provides.
-Students should be able to use text features such as; table of contents, captions, labels, glossary, index,
-What information is provided in the photograph, label?
-Do you think the story and the illustration are connected? Why?
-Describe how the picture has helped you to understand what the author is trying to s
Nonfiction text
-This story was mainly written to—
-Could the events in this story really happen in real life?
-Why or why not?
-Why did the author write this story?
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper
depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the
suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the
district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Reading Bundle
Ongoing TEKS: Fig. 19 A-F,3B,I, 4A-C,5, 6C, 8, 9AB, 12, 14A-D
Knowledge and Skills with
Student Expectations
CISD 2015
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources must be
aligned with the TEKS.
Figure 19:
Reading/Comprehension
Skills. 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. 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,
rereading a portion aloud);
(D) make inferences about
text and use textural
evidence to support
understanding;
CISD 2015
-Read Alouds
-Graphic
Organizers
-Think alouds
-Riddles
-puppets
-re-enact story
retells
-sequencing
story
(A)
•
¿Por qué crees que leímos __?
•
¿Cómo te hizo sentir esta
historia?
•
¿Qué te gusta más en __?
•
¿Qué aprendiste al
escucharme leer __?
(B)
•
¿Quién era la mamá de __?
•
¿Quién hizo __ en la historia?
•
¿Qué sucedió en la historia?
•
¿Cuándo se escribió este
artículo?
(C)
Lee esto otra vez para determinar por
qué __ es importante.
(D)
•
Puedes determinar de esta
historia que __
•
¿Cuál oración en la historia te
muestra que __?
•
Con este artículo, el lector
puede determinar que ___
-Propósito
-Preguntas literales
Children’s Literature:
Journeys
Various Children’s literature
Activities:
Websites:
Sequencing
http://www.internet4classrooms.com/skill_buil
ders/sequencing_language_arts_first_1st_grad
e.htm
Reading Rockets
http://www.readingrockets.org/strategies/thin
k_alouds
http://www.readingrockets.org/strategies/infer
ence
https://sites.google.com/a/alaska.edu/dianekardash/Home/making-connections
Lessons:
-Comprensión
-Haga ajustes
-Conocimientos
previos
-Imágenes
sensorales
-Inferencias
-Evidencia textual
(E) retell or act out important
events in stories in logical
order;
(F) make connections to own
experiences, to ideas in other
texts, and to the larger
community and discuss
textual evidence.
(E)
Dime los tres eventos más
importantes en el orden en que
sucedieron. (separando lo importante
de lo no importante)
•
¿Qué sucedió después que__?
•
¿Qué sucedió antes que__?
¿Qué sucedió cuando __?
(F)
•
¿Cómo se parecen tus
experiencias a las del personaje en la
historia?
•
¿Has leído sobre esta
información antes de un artículo
diferente?
•
¿Qué información en este
artículo te recordó de tu comunidad?
CISD 2015
-Orden lógico
-Secuencia
-Conexiones del
texto
-comunidad
-evidencia del texto
1.1 Reading/Beginning
Reading Skills/Print
Awareness. Students
understand how Spanish is
written and printed.
Students are expected to:
1.1 (F) identify the
information that different
parts of a book provide (e.g.,
title, author, illustrator, table
of contents).
(e.g., title, author, illustrator, table of
contents).
Students should be able to identify
parts of a book and what information
it provides.
Identifiquen
El título
La página del título
El autor
El ilustrador
El índice
El lomo
-Model and
explain in shared
reading Teacher Think
Aloud
Children’s Literature:
Journeys
Various trade books
Activities:
Websites:
http://mrsnthebookbug.blogspot.com/2013/09
/parts-of-book-good-fit-books-and-shelf.html
Why is the title important?
What information does it tell you?
https://elementarylibrarian.com/k1resources/
Lessons:
1.4 Reading/Beginning
Reading/Strategies.
Students comprehend a
variety of texts drawing on
useful strategies as needed.
Students are expected to
1.4(A) confirm predictions
about what will happen next
in text by "reading the part
that tells";
1.4 (B) ask relevant
questions, seek clarification,
and locate facts and details
about stories and other texts;
and
Students should use the texts to
provide evidence to support their
predictions.
Prediction- a guess that can be
confirmed as either correct or
incorrect through use of the text.
El lector puede determinar que ___
(predicción declarada) porque __.
El lector puede determinar que __
(predicción no declarada) porque __.
Students should be able to use text
features such as; table of contents,
captions, labels, glossary, index, etc.,
to locate facts.
¿Que sucedió cuando __ hizo __?
¿Por qué fue __ al __?
¿Por qué es importante __?
CISD 2015
predicciones
-Guided reading
-shared reading
Children’s Literature:
Journeys
Guided reading-leveled readers
Various books
Activities:
Websites:
http://www.scholastic.com/teachers/lessonplan/reading-clinic-use-predictions-help-kidsthink-deeply-about-books
Hagan preguntas
Hechos
Detalles
Localizar
-ask questions
-teacher model
Children’s Literature:
Journeys
Leveled readers
Various books
Activities:
-Use graphic organizers
-Kids can create their own questions
Websites:
1.8 Reading/Comprehension
of Literary Text/ Poetry.
Students understand, make
inferences and draw
conclusions about the
structure and elements of
poetry and provide evidence
from text to support their
understanding.
1.8 respond to and use
rhythm, rhyme, and
alliteration in poetry
This should be done throughout the
year in many different formats.
¿Cuáles palabras riman en el primer
verso de este poema?
¿Qué otra palabra rimaría con __ en
este poema?
¿Qué sonidos se repiten una y otra vez
en este poema? (aliteración)
Maestro: Encontremos el ritmo en
este poema al escuchar cómo doy
palmadas siguiendo el ritmo mientras
leo el poema.
La poesía
El ritmo
La rima
La aliteración
-daily poems
-poetry
notebook
Children’s Literature:
Journeys
Various poems
Activities:
Websites:
Spanish songs/poems:
http://www.aprenderespanol.org/canciones/ca
nciones-infantiles.html
http://www.esc1.net/cms/lib/TX21000366/Cen
tricity/Domain/38/Concienciafonologica_2009_
corrected.pdf
English:
http://www.poetry4kids.com/poems
http://imaginationsoup.net/2015/03/poetrydaily-for-kids/
http://www.gigglepoetry.com/
Lessons:
Background/Extra Information:
CISD 2015
1.10
Reading/Comprehension of
Literary Nonfiction. Students
understand, make
inferences and draw
conclusions about the varied
structural patterns and
features of literary
nonfiction and respond by
providing evidence from text
to support their
understanding.
determine whether a story is
true or a fantasy and explain
why.
Esta historia se escribió
principalmente para __.
¿Podrían los eventos en esta historia
suceder en la vida real? ¿Por qué si o
por qué no?
Puedes determinar que esta historia
es imaginaria porque __.
Fantasía
Verdadera
Ficticia
Literatura de no
ficción
-Tchart (real
vs.fantasy)
Children’s Literature:
Journeys
leveled readers
various books
Various books by Doreen Cronin
Click, Clack, Moo: Cows that Type
Giggle, Giggle, Quack
Activities:
Websites:
http://oceansoffirstgradefun.blogspot.com/201
2/09/realism-and-fantasy.html
http://theschoolpotato.blogspot.com/2012/03/
fantasy-and-realism.html
Lessons:
1.14
Reading/Comprehension of
Informational
Text/Expository Text.
Students analyze, make
inferences, and draw
conclusions about
expository text and provide
evidence from text to
support their understanding.
Students are expected to:
1.14 (D) use text features
(e.g., title, tables of contents,
illustrations) to locate
specific information in text.
CISD 2015
(e.g., title, table of contents,
illustrations)
Students should be able to use text
features to locate information in the
text.
¿Cómo encontrarías _- en esta
información?
¿Cuál de los siguientes sería útil para
encontrar información sobre __?
Textos expositivos
Textos informativos
Características de
un texto:
El título
La página del
contenido
El índice
Los ilustraciones
Children’s Literature:
Journeys
various books
Activities:
Websites:
http://mrswheelerfirst.blogspot.com/2014/04/
nonfiction-text-features.html
Lessons:
Background/Extra Information:
1.15
Reading/Comprehension of
Informational
Text/Procedural Texts.
Students understand how to
glean and use information in
procedural texts and
documents. Students are
expected to
1.15 (B) explain the meaning
of specific signs and symbols
(e.g., map features).
(e.g., map features) This could be
taught in a whole group procedural
text of how to get from your
classroom to the cafeteria.
Explicar
Señales específicos
Símbolos
examples of
signs-discuss
Children’s Literature:
Journeys
Activities:
¿Qué le pide esto a una persona que
haga?
¿Cómo seguirías las direcciones en
esta señal?
¿Qué debes hacer si ves esta señal?
Websites:
http://educators.brainpop.com/bp-jrtopic/safety-signs/
Lessons:
Word Study/Phonics Bundle
Ongoing TEKS: 3B,I
Knowledge and Skills
with Student
Expectations
CISD 2015
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources must be
aligned with the TEKS.
1.3 Reading/Beginning
Reading Skills/Phonics.
Students use the
relationships between
letters and sounds to
decode written Spanish.
Students will continue to
apply earlier standards
with greater depth in
increasingly more
complex texts. Students
are expected to:
(E) decode words in
context and in isolation by
applying the knowledge of
letter-sound relationships
in different structures
including:
(iii) consonant blends
(e.g., bra/bra-zo; glo/globo); and
(iv) consonant digraphs
(e.g., ch/chi-le; ll/lla-ve;
rr/pe-rro);
Consonantes
Grafías de
consonantes
(G) decode words that
use syllables que-, qui-, as
in queso and quito; gue-,
gui-, as in guiso and
juguete; and güe-, güi-, as
in pingüino and agüita;
Palabras
Sílabas
-Word Sorts digraphs studied
-Create a list of
words that
begin/end with
digraph being
studied.
Children’s Literature:
Journeys
Activities:
Fountas and Pinnell: Phonics Lessons
Letter Sound Relationships pg. 261/265
English Websites:
https://actionfactor.com/pages/lessonplans/v1.07-consonant-digraphs.html
http://bogglesworldesl.com/consonantdig
raphs.htm
http://www.projectsharetexas.org/sites/d
efault/files/resources/documents/Conson
antDigraphs_LP_0.pdf
https://www.youtube.com/watch?v=FnIu
AYk-Jx0
Spanish Websites:
http://www.esc1.net/projecttesoro
http://www.aprenderespanol.org/
CISD 2015
(H) decode words that
have the same sounds
represented by different
letters
e.g., "r" and "rr," as in ratón and perro;
"ll" and "y," as in llave and yate;
"g" and "j," as in gigante and jirafa;
"c," "k," and "q," as in casa, kilo, and
quince;
"c," "s," and "z," as in cereal, semilla, and
zapato;
"j" and "x," as in cojín and México;
"i" and "y," as in imán and doy;
"b" and "v," as in burro and vela
(I) identify the stressed
syllable (sílaba tónica);
(K) use knowledge of the
meaning of base words to
identify and read common
compound words (e.g.,
sacapuntas, abrelata,
salvavida).
Students should be able to use knowledge
of the meaning of base words to identify
and read common compound words
1.6 Reading/Vocabulary
Development. Students
understand new
vocabulary and use it
when reading and writing.
Students are expected to:
Students should be able to use knowledge
of the meaning of base words to identify
and read common compound words
(B) determine the
meaning of compound
words using knowledge of
the meaning of their
individual component
words (e.g., paraguas);
la sílaba
acentuada
(sílaba tónica)
Palabras bases
Raíces
Palabras
compuestas
http://www.aprenderespanol.org/gramatica/
acentuacion-silaba-tonica.html
Children’s Literature:
Journeys
Activities:
Fountas and Pinnell: Phonics Lessons
Letter Sound Relationships
Websites:
What two words make up the compound
word _______?
What does the base word _______ mean?
¿Puedes encontrar dos palabras más
cortas en esta palabra?
¿Qué significan estas dos palabras cortas?
¿Qué significa la palabra que tiene las dos
palabras más cortas?
Palabras
compuestas
-Modeling
-Cards to create
compound words Foldables
Children’s Literature:
Journeys
Activities:
Fountas and Pinnell: Phonics Lessons
Letter Sound Relationships
Websites:
https://www.youtube.com/watch?v=T0X7xM
DXmc8
http://www.havefunteaching.com/worksheet
s/english-worksheets/compound-wordsworksheets/
Lessons:
CISD 2015
Writing Bundle
Ongoing TEKS: 17E, 19C, 20BC, 21A, 22ABCE,
Knowledge and Skills with
Student Expectations
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:
District Specificity/ Examples
Tell me about your drawing. What
can you tell me about ______?
Vocabulary
Publicar
Compartir
Instructional
Strategies
The Writing
Academy
-Guided Writing
-Modeled
Writing -Shared
Writing
1.17E publish and share
Suggested Resources
Resources listed and categorized to indicate suggested
uses. Any additional resources must be aligned with the
TEKS.
Children’s Literature:
Activities:
The Writing Academy Finish Block 6 and Begin
Block 7.
Websites:
http://mrswheelerfirst.blogspot.com/2014/02/publi
shing-writing-1st-grade.html
http://www.education.com/activity/firstgrade/writing/
https://twowritingteachers.wordpress.com/2013/0
9/24/pubparties/
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:
CISD 2015
In the context of reading, writing,
and speaking. Past, present, and
future.
What word in the sentence shows
action?
Students should be able to use
verbs correctly in sentences.
Students should correct verb
usage during editing process for
consistency of tense.
Verbos
Pasado
Presente
Futuro
El modo
indicativo
-Act out the
verbs in a
sentence
-Use colorcoded word
strips or word
tiles to build
sentences
-Create a list of
alternatives to
“boring verbs”
Children’s Literature:
Activities:
Websites:
Teacher information on the indicative mood in
Spanish:
http://www.spanishdict.com/topics/show/112
Lessons:
(A) understand and use the
following parts of speech in the
context of reading, writing, and
speaking:
(i) verbs in the past, present,
and future in the indicative
mode (canto, canté);
(ii) nouns (singular/plural,
common/proper);
CISD 2015
Students should use verbs during
revision process to add specificity
(vivid verbs)
and use to
revise writing
assignments.
(vi) personal pronouns (e.g.,
yo, ellos);
1.21 Oral and Written
Conventions/Handwriting,
Capitalization, and
Punctuation. Students write
legibly and use appropriate
capitalization and punctuation
conventions in their
compositions. Students are
expected to:
(C) recognize and use
punctuation marks at the
beginning and end of
exclamatory and interrogative
sentences and at the end of
declarative sentences.
(ex., yo, ellos)
Students should be able to
understand what a pronoun is and
what it represents in a sentence
Encourage students to begin using
all types of punctuation in
everyday writing. Bring attention
to the differences between English
and Spanish punctuation.
What type of punctuation do we
need for this sentence?
Pronombres
personales
Signos de
puntuación
Oraciones
exclamativas
Oraciones
interrogativas
Oraciones
declarativas
-Distribute
sentence strips
with a variety of
pronouns used
in two
sentences, some
with mistakes in
pronoun
agreement.
Have students
edit sentences
with a partner.
-Teacher
modeling
-Have students
read or act out
the same
sentence with
different ending
punctuation
Children’s Literature:
Journeys
Activities:
-Daily practice in reading, writing , and speaking.
Websites:
https://www.youtube.com/watch?v=ZzyUs4PUy9o
http://www.kidslearningstation.com/grammar/pron
ouns/1st-grade/
http://www.brighthubeducation.com/lesson-plansgrades-1-2/103184-first-grade-activities-that-teachpronouns/
Lessons:
Children’s Literature:
Various books by Mo Williams:
Don’t Let the Pigeon Drive the Bus!
The Pigeon Finds a Hot Dog!
The Duckling Gets a Cookie!?
DOn’t Let the Pigeon Stay up Late!
Journeys
Activities:
Daily practice in reading, writing, and speaking
Websites:
http://www.k12reader.com/subject/grammar/punc
tuation/ending-punctuation/
http://thefabulousfirstgradesarah.blogspot.com/2012/10/crazy-aboutpunctuation-freebies-galore.html
https://www.youtube.com/watch?v=x3XWoTGNoO
E
Lessons:
CISD 2015
1.22 Oral and Written
Conventions/Spelling.
Students spell correctly.
Students are expected to:
(B) use syllable-sound patterns
to generate a series of original
rhyming words using a variety
of ending patterns (e.g., -ción, illa, -ita, -ito);
C) blend phonemes to form
syllables and words (e.g.,
mismo, tarde);
(D) become familiar with
words using orthographic
patterns including:
(v) words that have the same
sound represented by different
letters (e.g., "r" and "rr," as in
ratón and perro; "ll" and "y," as
in llave and yate; "g" and "j," as
in gigante and jirafa; "c," "k,"
and "q," as in casa, kilo, and
quince; "c," "s," and "z," as in
cereal, semilla, and zapato; "j"
and "x," as in cojín and México;
"i" and "y," as in imán and doy;
"b" and "v," as in burro and
vela);
CISD 2015
-Word sorts Making word
activities
Children’s Literature:
Activities:
Fountas and Pinnell: Phonics Lessons
Letter Sound Relationships
Websites:
Lessons:
Students should spell highfrequency words correctly in the
context of writing assignments.
-Various lists
-Practice Daily
-teacher model
Children’s Literature:
Activities:
Fountas and Pinnell: Phonics Lessons
High Frequency Words starting pg. 325
Websites:
http://www.teacher2teacherhelp.com/wordstudy/spelling-strategies/look-say-cover-spellingstudy-technique/
Lessons:
Children’s Literature:
Activities:
Fountas and Pinnell: Phonics Lessons
High Frequency Words starting pg. 325
Websites:
http://www.aprenderespanol.org/
http://www.esc1.net/projecttesoro
(E) become familiar with
words with consonant blends
(e.g., bra/bra-zo-, glo/glo-bo-);
Children’s Literature:
Activities:
Fountas and Pinnell: Phonics Lessons
High Frequency Words starting pg. 325
Websites:
http://www.aprenderespanol.org/
http://www.esc1.net/projecttesoro
(H) become familiar with the
appropriate use of accents on
words commonly used in
questions and exclamations
(e.g., cuál, dónde, cómo);
(I) become familiar with
creating the plural form of
words ending in "z" by
replacing the "z" with "c"
before adding -es (e.g., lápiz,
lápices, feliz, felices);
-Practice Daily
-teacher model
Children’s Literature:
Activities:
Fountas and Pinnell: Phonics Lessons
Word Structure starting pg. 373
Websites:
http://www.teacher2teacherhelp.com/wordstudy/spelling-strategies/look-say-cover-spellingstudy-technique/
Lessons:
CISD 2015