ELAR/Social Studies
Grade: 1st Grade
Unit: US - Landforms, Patriotism, and Historical Figures
TEKS
Assessment & Specificity
Timeframe
1 Week
1 Weeks
3 Weeks
2 Weeks
Designated Instructional Period: Unit 4
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 SS Unit on Landforms, Bodies of Water, and Weather in the US, integrate Expository reading (text features) and prepositional
phrases. You can integrate alphabetizing during this time – using a glossary, etc.
(6) Geography
(14) Expository
(A)Identify/describe the physical characteristics of places such as (D) use text features to locate specific information
landforms, bodies of water, natural resources, and weather
(20) Conventions
(B)Identify examples/uses for natural resources in the nation
(Av) prepositions/prepositional phrases
(6) Vocabulary
(E) alphabetize a series of words to the 1st or 2nd letter
*As MLK Day approaches, provide instruction on Martin Luther King, Jr. Integrate the ongoing ELAR TEKS for Fiction, Poetry, and
Expository reading (read-alouds, shared reading, and guided reading) to gather information and reflect on the life and contributions of MLK, Jr.
Students can distinguish between Author’s Purpose based on genre. Resources can be found on Reading A-Z. Students can respond to readalouds by writing (i.e. explain the contributions of MLK, Jr and/or why do we celebrate MLK Day).
(8) Poetry/(9) Fiction/(14) Expository – about MLK, Jr.
(2) Historical Figures
(A) identify contributions of historical figures (MLK, Jr.)
(13) Author’s Purpose – identify the topic and explain the author’s purpose
(17) Writing Process
*During the 3-week SS Unit on 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.
(14) Citizenship
(4) Reading/Beginning Reading Strategies
(A) explain national patriotic symbols
(B) ask relevant questions, seek clarification, and locate facts and details
(B) recite and explain the Pledge of Allegiance to US Flag
(C) establish purpose for reading texts and monitor comprehension
(C) identify anthems and mottos of the United States
(17) Writing Process
(E) explain how patriotic customs and celebrations reflect
(23)(24)(25)(26) Research
freedom and individualism
*As President’s Day approaches, provide instruction on the following historical figures (Key, Roosevelt, Washington, and Lincoln). Integrate
the ELAR research, writing process, and comprehension TEKS. Students will take each historical figure using books, passages, and websites (ex.
PebbleGo) to research and gain comprehension. Students can then record basic information and go through the writing process.
(2) Historical Figures
(4) Reading/Beginning Reading Strategies
(A) identify contributions of historical figures (Washington/Lincoln) (B) ask relevant questions, seek clarification, and locate facts and details
(13)Historical Figures
(C) establish purpose for reading texts and monitor comprehension
(B) contributions of historical figures who have exemplified good (17) Writing Process
citizenship (Francis Scott Key, Eleanor Roosevelt)
(23)(24)(25)(26) Research
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: US - Landforms, Patriotism, and Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 4
Weeks to Teach: 7
Vocabulary
Instructional Strategies
Resources/
Google Drive
*Continue Teaching ONGOING Curriculum*
(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)(iii)consonant blends (e.g., Student can isolate letter sounds and
Texas Treasures Unit 1
 constant blends
 While reading point out
bl, st);
blend sounds to form a word.
83E, 107C, 107K, 111E,
words with the
127G, 131D
sound/spelling pattern
Consonant Patterns
(3)(A)(iv)consonant digraphs
including ch, tch, sh, th=as in
thing, wh, ng, ck, kn, -dge, ph;
Student can identify letter pairs
(digraphs) and the sounds they
represent.
 consonant
digraph
 Teach key words to help
students identify the sound
of the paired letters
(digraphs)
Consonant Patterns
(3)(A)(v)vowel digraphs
including ee, ow as in how, ow
as in snow, ou as in out, and ew
Students will read and decode words
in context and in isolation.
 vowel
 vowel digraph
 Making Words Activities
 Create a real/nonsense word
list based on the pattern and
have students sort.
 Foldables – Sp. Patterns
(3)(D)decode words with
common spelling patterns
Have students orally read a list of
words from the studied spelling
pattern.






Making Words
Making Words methodology
Making words- letter patterns
Treasures Unit 4: 7C-7F,
37C-37F, 67C-67F, 83C83F, 111C-111F
Phonics/Word Study
Chart for Students: pg 36
(See 66K in TE)
Consonant Patterns
Treasures Unit 4: 35M
Treasures Teaching Charts
82 and 86.
spelling pattern
word family
consonant
blend
digraph
vowel
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: US - Landforms, Patriotism, and Historical Figures
TEKS
Assessment & Specificity
(3)(F)use knowledge of the
meaning of base words to
identify and read common
compound words (e.g., football,
popcorn, daydream);
What two words make up the
compound word _______?
(3)(G)identify and read
contractions (e.g., isn't, can't);
What is the job of an apostrophe?
What two words were put together to
make the contraction ________?
What letters were replaced by the
apostrophe?
Student should read words sight
words with automaticity and fluency.
Designated Instructional Period: Unit 4
Weeks to Teach: 7
Vocabulary
Instructional Strategies
 base word
 compound word
What does the base word _______
mean?
 contraction
apostrophe
Show students that some words
are made up of 2 smaller words.
You can use the meaning of the
smaller word to figure out what
the longer word means. (Ex:
football, basketball, sunshine,
fireman, baseball, homemade,
doghouse)
 Matching Game (don’t-do
not)
 Contractions Flip Book
Resources/
Google Drive
Treasures: 59K, 141A
Treasures Teaching Chart
95
Treasures Practice Book pg
168
Treasures Student Book pg
142
Treasures Unit 3- 117G,
121A, 141B, 145B, 147H,
147V, 7E, 7M, 11G, 37M,
41G, 67M, 69G, 77J, 83M,
87G, 117M
(3)(H)identify and read at least
High frequency Games
 sight word
 Use flash cards to practice
100 high-frequency words from
MISD Sight Word
reading sight words.
 word wall word
a commonly used list; (see
Assessment Sheets
 Play sight word bingo
 high-frequency
MISD list)
MISD Sight Word Wall
 MISD Sight Words
(ELAR 1.6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(6)(B)determine the meaning of
What do these 2 words mean?
Compound Boogie
 Compound word  Modeling
compound words using
What does this compound word
Have Fun Teaching
 Cards to create compound
knowledge of the meaning of
mean?
Compound Lesson Plan
words
their individual component
 Foldables
words (lunchtime)
Exemplar Lesson 1.6B
(6)(E)alphabetize a series of
Would _ come before or after _ ?
Give students photo cards and
Treasures Unit 4: 6E,
 alphabetize
words to the first or second letter
have them order the words in
14/15, 29K, 77K, 77O,
and use a dictionary to find
alphabetical order.
133K
words.
Treasure Photo Cards
(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 Contribution is something that is
Contribution,
Journaling-Have students write Promethean Planet
historical figures, including Sam given.
historical figures,
about Washington, Lincoln, and flipchart: Let’s Learn about
Houston, George Washington, Historical figure is an important
influence
MLK in Social Studies Journal. President’s Day!
Abraham Lincoln, and Martin person in history.
Then, in small groups, create
Martin Luther King, Jr.
Luther King, Jr. who have Influence is the power affecting a
*George
and share a poster of
A Picture Book of George
influenced the community, state, person, thing, or course of events.
Washington,
information about assigned
Washington by David A.
and nation.
*Abraham Lincoln,
historical figure.
Adler
Biographies below:
and Martin Luther
A Picture Book of
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: US - Landforms, Patriotism, and Historical Figures
TEKS
Assessment & Specificity
George Washington
Abraham Lincoln
Martin Luther King Jr.
Designated Instructional Period: Unit 4
Weeks to Teach: 7
Vocabulary
Instructional Strategies
King Jr.
ELPS
3E, 4F, 2G
Resources/
Google Drive
Abraham Lincoln by David
A. Adler
Martin’s Big Words by
Doreen Rappaport
What contributions did George
Washington, Abraham Lincoln, and
Harcourt: GW: p.110-111
Martin Luther King, Jr. make that
AL- 130, MLK-130
influenced the community, state, and
Eharcourtschool.com
nation?
Lincoln DBQ Lesson
(13)(B)Identify historical figures Good citizen supports his/her
Historical figures,
-Independent or small group
Harcourt- FSK p.119
such as Benjamin Franklin, government, obeys the law, and
good citizenship
research of Key, or Roosevelt.
Francis Scott Key, and Eleanor functions in the best interest of all
Then, create report, artwork,
Roosevelt who have exemplified citizens.
Francis Scott Key,
and present to class.
good citizenship
Who has exemplified good
and Eleanor
citizenship?
Roosevelt
ELPS 2G
How did they show they were good
citizens?
George Washington (1732-1799) Since George Washington was considered a military hero and was a leader; he was elected as the first President of the United
States. He served two terms. Prior to serving as president he was a resident of Virginia, a surveyor, a planter, and the commander-in-chief of the Continental
Army during the American Revolution. His plantation home was Mount Vernon. He is known as the "Father of Our Country" and his likeness is one of four
presidents carved into the monument at Mount Rushmore, South Dakota. Presidents' Day, a federal holiday, occurs on the third Monday in February, near his
birthday, February 22.
Abraham Lincoln (1809-1865) Abraham Lincoln served as the 16th president of the United States and served during the Civil War. He began his political career
by serving in the Illinois state legislature and the U.S. House of Representatives. He is known for the Gettysburg Address and Emancipation Proclamation during
the Civil War period. He was assassinated (shot) by John Wilkes Booth. His likeness is one of four presidents carved into the monument at Mount Rushmore,
South Dakota. Presidents' Day, a federal holiday, occurs on the third Monday in February, near his birthday, February 12.
Martin Luther King Jr. (1929-1968) Martin Luther King, Jr. was a minister and one of several African-Americans concerned with equal rights for all people
and believed in achieving that through non-violent action. King coordinated the Montgomery bus boycott and led the March on Washington in support of the
Civil Rights Act of 1964. During the March on Washington, King gave his now famous speech, "I Have a Dream". He was assassinated (shot) on April 4, 1968, in
Memphis, Tennessee.
Francis Scott Key (1779-1843) Francis Scott Key was a lawyer but is best remembered as the author of the national anthem of the United States, "The StarSpangled Banner". He wrote this during the War of 1812 while on a British ship watching the bombing of Fort McHenry.
Eleanor Roosevelt (1884-1962) When President Franklin Roosevelt became ill with polio his wife, Eleanor, overcame her shyness and became involved in
politics. She helped African-American men and women and working-class whites, and promoted the political careers of women. She was considered by many to
be the most influential First Lady and one of the most significant American women of the 20th century. She was appointed as a delegate to the United Nations.
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: US - Landforms, Patriotism, and Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 4
Weeks to Teach: 7
Vocabulary
Instructional Strategies
Resources/
Google Drive
(ELAR 1.13) 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. Students are
expected to
(13)identify the topic and
What was the topic of this article?
Use Author’s Purpose graphic
Treasures Unit 4: 30/31,
 author's purpose
explain the author's purpose
The author wrote this to –
organizer when reading
100, 132
in writing about the text.
Why is it important that ____ did ___?
selections.
(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
Guided writing
Treasures Unit 4: 9D, 29Q,
 plan
generating ideas for writing (e.g.,
Modeled
writing
39D, 59Q, 69D, 133Q
 brainstorm
drawing, sharing ideas, listing
Shared
writing
 draft
key ideas);
3-Week Integrated Unit of
Empowering Writers
Study-research, text features,
Getting Ready to Write Kwriting process
1: 77-90
(17)(B)develop drafts by
Can you add more to tell me what
Teacher modeling
Treasures Unit 4: 29C,
 sentence
sequencing ideas through writing happened next?
29P-29Q, 59P, 77Q, 85D,
sentences;
101Q, 133Q
(17)(C)revise drafts by adding or
deleting a word, phrase, or
sentence;
Would it make sense if we
added/took away the word_____?
How many times did you use the
word and or then?
 revise
Teacher modeling through
shared writing
Empowering Writers
Treasures Unit 4: 33B,
63B, 81, B, 107B, 135B
Treasures Practice Book p.
25
Empowering Writers
K-1: 77-90, 91-101, 10344
Treasures Unit 4: 34/35.
64/65, 108/109, 136/137
Teacher modeling
 edit
Use checklists
 punctuation
 capitalization
(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)(v)prepositions and
Treasures-Grammar
 Preposition
prepositional phrases
Practice Book
 prepositional
phrase
(17)(D)edit drafts for grammar,
punctuation, and spelling using a
teacher-developed rubric
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: US - Landforms, Patriotism, and Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 4
Weeks to Teach: 7
Vocabulary
Instructional Strategies
Resources/
Google Drive
(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
The Inquiry Chart teachers
3 Week integrated unit
 Inquiry chart
of class-wide interest and
read-alouds as teacher explores
design the I-chart around
of study-research, text
 Sources
formulate open-ended questions
topics.
several questions about a
features, writing
 Topic
about one or two of the topics
Integrated Research Topics:
topic. Students read or listen
process
US Flags
to several sources on the topic
Liberty Bell
and record answers to the
Inquiry Chart
Statue of Liberty
posed questions within the IGraphic organizers to
Pledge of Allegiance
chart. Students generate a
record information:
US Anthems/Mottos
summary in the final row.
Cluster Word Web 1
George Washington, Abraham
Different answers from
Cluster Word Web 3
Lincoln, Martin Luther King, Jr.,
various perspectives can be
Francis Scott Key, Eleanor Roosevelt
explored as a class.
(23)(B)decide what sources of
What would be the best source to use relevant information Teacher works with students to
 KWS chart
information might be relevant to
to find information about ______?
brainstorm about “What I know,
answer these questions.
What I Want to Learn, and
Possible Sources”
(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
Make a symbol book for US
Harcourt. 98-99, 116-127,
national patriotic symbols,
stands for or suggests the love for
patriotic symbols
(see TPT Resource)
116-119, 140
including the United States and
and defense of country/state.
TPT: America, the
Texas flags, the Liberty Bell, the
United States, the
ELPS 4F
Beautiful- An Introduction
Statue of Liberty, and the Alamo
Liberty Bell, the
to American Symbols
What are the state and national
Statue of Liberty
Statue of Liberty video
patriotic symbols and what do they
(Watch Stars Come Out)
stand for?
U.S. Symbols video
(United States Flag)
The Statue of Liberty by
Lucille Recht.
Red, White, and Blue The
Story of the American
Flag- Herman
(14)(B)Recite and explain the
Pledge of Allegiance is a promise to
Pledge of
Have students glue the pledge
Understanding the Pledge
meaning of the Pledge of
be faithful to the country/state.
Allegiance, US Flag into their journal and discuss
video
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: US - Landforms, Patriotism, and Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 4
Weeks to Teach: 7
Vocabulary
Instructional Strategies
Resources/
Google Drive
Recite the Pledge of Allegiance to
the meaning of important
 Liberty
the U.S. Flag and the Pledge to the
vocabulary.
Harcourt- p. 116-119,
 Justice
Texas Flag. What is the meaning of
140
Indivisible
each pledge?
ELPS 4F
(14)(C)Identify anthems and
US Motto: In God We Trust
Anthems, mottos
Promethean Planet interactive
The Star-Spangled Banner
mottoes of Texas and the United A motto is a short expression of a
class discussion.
video
States
guiding principle.
United States
“The Star Spangled Banner”
Harcourt- 119
Anthems are songs or hymns of
ELPS 4F
praise or gladness.
Promethean Planet: Star
What are the anthem and motto of
Spangled Banner
the United States?
(14)(E)Explain how patriotic
Customs are ways of doing things
Patriotic customs
Have students journal to
I Pledge Allegiance by Bill
customs and celebrations reflect
within a group/society, which are
and celebrations,
express how their family shows Martin, Jr.
American individualism and
adopted as tradition.
American
their patriotism.
Harcourt p. 233
freedom
American individualism is the
individualism,
freedom to make your own choices.
freedom
ELPS 2G
Holidays Around the
Freedom is being able to make
World: Celebrate
choices.
Independence Day: With
How do patriotic customs and
Parades, Picnics, and
celebrations reflect American
Fireworks by Deborah
individualism and freedom?
Heiligman
(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
 Source
 ISP chart
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 such
 table of contents
 ISP chart
table of contents, alphabetized
help us find the information we are
as table of contents and index
 index
index) in age-appropriate
looking for?
to quickly locate information or
reference works (e.g., picture
determine information is not
dictionaries) to locate
located in a source.
information; and
(24)(C)record basic information
What will be the
Teacher can choose to utilize
 charts
 Four Column Chart
in simple visual formats (e.g.,
easiest way to record
available graphic organizers to
 pictures
 Cluster Word Web 1
Allegiance to the United States
Flag and the Pledge to the Texas
Flag
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: US - Landforms, Patriotism, and Historical Figures
TEKS
Assessment & Specificity
Designated Instructional Period: Unit 4
Weeks to Teach: 7
Vocabulary
Instructional Strategies
Resources/
Google Drive
help students organize the
 notes
 Cluster Word Web 3
information.
 graphs
 ISP chart
 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 to
Planning Chart
result of answers to initial
that we have answered more or our
identify purpose and audience
research questions
questions?
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 or What will be the best way to present
visual display
Create a project-based learning Checklist
dramatization to convey the
the information we have learned?
dramatization
checklist for students. (see link)
results of the research.
(Social Studies 1.6) Geography. The student understands various physical and human characteristics.
(6)(A)Identify and describe the
A physical characteristic is
Physical
Make flipbooks for landforms
Harcourt: p.84-87
physical characteristics of places something that can be observed using characteristics
(plains, mountains, hills, and
What Is a Landform?
such as landforms, bodies of
the five senses.
valleys) and water (pond, lake,
(Acorn Read Aloud:
water, natural resources, and
Examples :color, size, shape, texture
*Landforms,
stream, river, and ocean).
Landforms) by Rebecca
weather
Examples: water, wood, etc.
*bodies of water,
Rissman
Weather is what the outside air is like natural resources,
Class discussion on natural
Oh Say Can You Say
What are the different type of
and weather
resources and weather.
What’s the Weather
landforms, bodies of water, natural
-A landform is one
Today?: All About
resources, and weather? What are
of the features that
ELPS 4F, 3H
Weather (Cat in the Hat’s
the characteristics of each one?
make up the earth’s
Learning Library) by Tish
surface such as a
Rabe and Aristides Ruiz
mountain or valley.
Landform video clip
Bodies of water:
United States Chp.2
ocean, river, stream,
Landform video clip
lake, pond
United States – Ch 4
Natural resources
are anything that the
earth provides that
people use
(6)(B)Identify examples of and
Examples of natural resources: water, Uses for natural
Picture Sort, class discussion
TPT: Natural Resources
Picture Sort Earth’s Resources
uses for natural resources in the
wood, gas, metal, rocks, minerals,
resources
What are examples of and uses
by Sue Barraclough
community, state, and nation
and plants. Uses: food, shelter, heat
for natural resources in nation?
notes, charts, picture graphs,
diagrams).
the information we
learned?
May 2016
ELAR/Social Studies
Grade: 1st Grade
Unit: US - Landforms, Patriotism, and Historical Figures
TEKS
Assessment & Specificity
Word Families for Spelling
End Blends (nd, st, nk)
Consonants Digraphs (ch, tch, sh, th, wh)
Compound Words
Contractions (n’t, ‘ll, ‘re, ‘s, ‘d, ‘ve)
Vowel Diagraphs (ai, ay)
Spelling Sight Words
Once
Right
Saw
Also
Upon
Because
Says
Or
Were
Them
Designated Instructional Period: Unit 4
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