· web view1.2d blend spoken phonemes to form one-and two-syllable words , including consonant...

Department of Teaching & Learning__________________________________________________________________________________________________________________________________

1st Grade Reading Scope and Sequence 2018-2019

1.1A

1.1B

1.1C1.1D

1.1E

1.1F

1.2A

1.2B

1.2C

1.2D

1.2E

1.2F

1.3Ai

1.3Aii

1.3Aiii

1.3Aiv

1.3Av

1.3Avi

1.3B

1.3Ci

1.3Cii

1.3Ciii

1.3Civ

1.3Cv

1.3Cvi

1.3D

1.3E

1.3F

1.3G

1.3Hi

1.4A

1.4B

1.4C

1. 5A

1.6A

1.6B

1.6C

1.6D

1.6E

1.7A

1.7B

1.8A

1.9A

1.9B

1.10A

1.11A

1.12A

1.13A

1.14A

Unit 1 X X X X X X X X X X X X X X X X XUnit 2 X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 3 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 4 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 5 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 6 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 7 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 8 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XXX

1.14B

1.14C

1.14D

1.15A

1.15B

1.16A

1.16B

1.Fig19A1.Fig19B

1.Fig19C

1.Fig19D

1.Fig19E

1.Fig19F

1.23A

1.23B

1.24A

1.24B

1.24C

1.25A

1.26A

1.27A

1.27B

1.28A

1.29A

1.19C

Unit 1 X X X X X X X X X X X XUnit 2 X X X X X X X X X X X XUnit 3 X X X X X X X X X X X XUnit 4 X X X X X X X X X X X X X X X X X XUnit 5 X X X X X X X X X X XUnit 6 X X X X X X X X X X XUnit 7 X X X X X X X X X X X X X X X X X X X X X X XUnit 8 X X X X X X X X X X X X X X

1st Grade Reading Scope and Sequence 2018-2019

Grading Period 1


Unit 1: Readers Build Good HabitsEstimated Date Range: 8/15 – 9/14

Estimated Time Frame: 22 daysNote: Re-engagement is incorporated through regular instruction

Concepts within the Unit TEKSConcept #1 Readers Build a Reading Community Suggested Days: 8

Priority Standards1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

Important Standards1.12A read independently for a sustained period of time1. Fig 19E Retell or act out important events in a logical order

Concept #2: Readers Read in Different WaysSuggested Days: 8

Priority Standards1.Fig 19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud)

Important Standards1. Fig 19E Retell or act out important events in a logical order 1. Fig 19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 1.7B Explain the function of recurring phrases (e.g., “Once upon a time” or “They lived happily ever after”) in traditional folk- and fairy tales

Integrated Standards1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information


1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #3: Readers Analyze Text Suggested Days: 6

Priority Standards1.13A identify the topic and explain the author’s purpose in writing about the text.  1.Fig 19D make inferences about text and use textual evidence to support understanding

Important Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19E retell or act out important events in stories in logical order 1.7A  Connect the meaning of a well-known story or fable to personal experiences 1.7B Explain the function of recurring phrases (e.g., “Once upon a time” or “They lived happily ever after”) in traditional folk- and fairy tales

Integrated Standards1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.


1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Beginning Reading Skills and VocabularySuggested Days: 10

Priority Standards1.6B determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime) 1.6C determine what words mean from how they are used in a sentence, either heard or read

Important Standards1.1A recognize that spoken words are represented in written English by specific sequences of letters 1.1B identify upper and lower case letters1.1C sequence the letters of the alphabet1.1E read texts by moving from top to bottom of the page and tracking words from left to right with return sweep1.1F identify the information that different parts of the book provide (e.g., title, author, illustrator, table of contents) 1.2E isolate initial, medial, and final sounds in one-syllable spoken words1.6D identify and sort words into conceptual categories (e.g., opposites, living things)

Unit 2: Readers Practice Word Solving Skills Estimated Date Range: 9/17 – 10/5


Concepts within the Unit TEKSConcept #1 Word Solving StrategiesSuggested Days: 14

Priority Standards1.Fig 19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud)

Important Standards1.3A decode words in context and in isolation by applying common letter-sound correspondences, including:

i. Single letters (consonants) including b, c=/k/, c=/s/, d, f, g - soft and hard, h, j, k, l, m, n, p, qu, r, s=/s/, s=/z/, t. v, w, x, y, z

ii. Single letters (vowels) including short a, short e, short I, short o, short u, long a, long e, long I, long o, long u

iii. Consonant blends


1.3B Combine sounds from letters and common spelling patterns (e.g. consonant blends, long and short vowel patterns) to create recognizable words 1.3C use common syllabication patterns to decode words, including: i. closed syllable (CVC) ii. open syllable (CV)

Integrated Standards1.13A identify the topic and explain the author’s purpose in writing about the text.  1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.Fig 19E retell or act out important events in stories in logical order 1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.12A read independently for a sustained period of time1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time




Important Standards1.1A recognize that spoken words are represented in written English by specific sequences of letters 1.1B identify upper and lower case letters1.1C sequence the letters of the alphabet1.1D recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation) 1.1E read texts by moving from top to bottom of the page and tracking words from left to right with return sweep1.1F identify the information that different parts of the book provide (e.g., title, author, illustrator, table of contents) 1.2B distinguish between long and short vowel sounds in spoken one-syllable words (e.g., bit/bite) 1.2E isolate initial, medial, and final sounds in one-syllable spoken words1.6D identify and sort words into conceptual categories (e.g., opposites, living things)

Unit 3: Readers Think Deeply About StoriesEstimated Date Range: 10/8 – 11/9


Concepts within the Unit TEKSConcept #1 Readers Know that Stories Have a StructureSuggested Days: 7

Priority Standards1.9A Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events 1.9B Describe characters in a story and the reasons for their actions and feelings 1.13A identify the topic and explain the author’s purpose in writing about the text.

Important Standards1.Fig 19E retell or act out important events in stories in logical order 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.10A Determine whether a story is true or a fantasy and explain why

Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence


1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #2: Readers Keep Track of What They ReadSuggested Days: 7 (Note: 2 of these days will be in the 1st nine weeks and the remaining 5 will be in the 2nd 9 weeks)

Priority Standards1.9A Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events1. Fig 19E Retell or act out important events in a logical order

Important Standards1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud)

Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.Fig 19D make inferences about text and use textual evidence to support understanding 1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge,


generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Grading Period 2Unit 3: Readers Think Deeply About Stories

Estimated Date Range: 10/8 – 11/9Estimated Time Frame: 24 days

Note: Re-engagement is incorporated through regular instruction

Concepts within the Unit TEKSConcept #2: Readers Keep Track of What They ReadSuggested Days: 7 (Note: 2 of these days will be in the 1st nine weeks and the remaining 5 will be in the 2nd 9 weeks)

Priority Standards1.9A Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events1. Fig 19E Retell or act out important events in a logical order


Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’


1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #3: Readers Think About the CharactersSuggested Days: 10

Priority Standards1.Fig 19D make inferences about text and use textual evidence to support understanding1.9B Describe characters in a story and the reasons for their actions and feelings1.7A connect the meaning of a well-known story or fable to personal experiences

Important Standards1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.13A identify the topic and explain the author’s purpose in writing about the text.

Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19E retell or act out important events in stories in logical order 1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge,


generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time



Important Standards1.1A recognize that spoken words are represented in written English by specific sequences of letters 1.1B identify upper and lower case letters1.1C sequence the letters of the alphabet1.1D recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation) 1.1E read texts by moving from top to bottom of the page and tracking words from left to right with return sweep1.1F identify the information that different parts of the book provide (e.g., title, author, illustrator, table of contents) 1.2B distinguish between long and short vowel sounds in spoken one-syllable words (e.g., bit/bite) 1.2D blend spoken phonemes to form one-and two-syllable words , including consonant blends (e.g., spr)1.2E isolate initial, medial, and final sounds in one-syllable spoken words1.3A decode words in context and in isolation by applying common letter-sound correspondences, including:



iii. Consonant blends


1.3B Combine sounds from letters and common spelling patterns (e.g. consonant blends, long and short vowel patterns) to create recognizable words 1.3C use common syllabication patterns to decode words, including: i. closed syllable (CVC) ii. open syllable (CV) iv. vowel consonant silent ‘e’ words (VCe)1.6A identify words that name actions (verbs) and words that name persons, places, or things (nouns) 1.6D identify and sort words into conceptual categories (e.g., opposites, living things)

Unit 4: Readers Learn From Informational Texts Estimated Date Range: 11/12 – 12/21


Concepts within the Unit TEKSConcept #1 Readers Know that Informational Texts Have a StructureSuggested Days: 10

Priority Standards1.13A identify the topic and explain the author’s purpose in writing about the text.1.14D use text features (e.g. title, tables of contents, illustrations) to locate specific information in text

Important Standards1.14C retell the order of events in a text by referring to the words and/or illustrations1.16A recognize different purposes of media (e.g. in inform, to entertain with adult assistance) 1.16B identify techniques used in media (e.g. sound, movement) 1.15A follow written multi-step directions with picture cues to assist with understanding 1.15B explain the meaning of specific signs and symbols (e.g., map features)

Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.Fig 19E retell or act out important events in stories in logical order 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’


1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #2: Readers Retell and React When They ReadSuggested Days: 15

Priority Standards1.14A restate the main idea, heard or read 1.14B identify important facts or details in text, heard or read 1.Fig 19D make inferences about text and use textual evidence to support understanding1.14C retell the order of events in a text by referring to the words and/or illustrations

Important Standards1.15A follow written multi-step directions with picture cues to assist with understanding 1.15B explain the meaning of specific signs and symbols (e.g., map features) 1.16A recognize different purposes of media (e.g. in inform, to entertain with adult assistance) 1.16B identify techniques used in media (e.g. sound, movement) 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud)

Integrated Standards1.13A identify the topic and explain the author’s purpose in writing about the text.  1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance


1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19E retell or act out important events in stories in logical order 1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time







iii. Consonant blends 1.3B Combine sounds from letters and common spelling patterns (e.g. consonant blends, long and short vowel patterns) to create recognizable words 1.3C use common syllabication patterns to decode words, including: i. closed syllable (CVC) ii. open syllable (CV)

iv. final stable syllable (ap-‘ple)v. vowel consonant silent ‘e’ words (VCe)

vi. vowel digraphs and diphthongs (e.g., boy-hood, oat-meal) 1.6A identify words that name actions (verbs) and words that name persons, places, or things (nouns) 1.6D identify and sort words into conceptual categories (e.g., opposites, living things)1.6E alphabetize a series of words to the first or second letter and use a dictionary to find words

Grading Period 3 Unit 5: Readers Study Characters



Concepts within the Unit TEKS

Concept #1 Readers Pay Close Attention to CharactersSuggested Days: 8

Priority Standards1.9B Describe characters in a story and the reasons for their actions and feelings 1. Fig 19E Retell or act out important events in a logical order 1.13A identify the topic and explain the author’s purpose in writing about the text. 

Important Standards1.9A Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events


Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #2: Readers Notice Characters and How They ChangeSuggested Days: 10

Priority Standards1.9B Describe characters in a story and the reasons for their actions and feelings 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.7A  Connect the meaning of a well-known story or fable to personal experiences


Integrated Standards


1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19E retell or act out important events in stories in logical order 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #3: Readers Put Themselves in the Character’s ShoesSuggested Days: 5

Priority Standards1.9B Describe characters in a story and the reasons for their actions and feelings 1. Fig 19E Retell or act out important events in a logical order 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud)

Important Standards1.Fig 19D make inferences about text and use textual evidence to support understanding

Integrated Standards1.13A identify the topic and explain the author’s purpose in writing about the text.  1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss


textual evidence1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time




i. Single letters (consonants) including b, c=/k/, c=/s/, d, f, g - soft and hard, h, j, k, l, m, n, p, qu, r, s=/s/, s=/z/,


t. v, w, x, y, z ii. Single letters (vowels) including short a, short e, short I, short o, short u, long a, long e, long I, long o, long

u iii. Consonant blends iv. Vowel diphthongs including oy, oi, ou, and ow


v. final stable syllable (ap-‘ple)vi. vowel consonant silent ‘e’ words (VCe)

vii. vowel digraphs and diphthongs (e.g., boy-hood, oat-meal) 1.3D decode words with common spelling patterns (e.g., -ink, -onk, -ick)1.3E read base words with inflectional endings (e.g., plurals, past tenses) 1.3F use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream) 1.6A identify words that name actions (verbs) and words that name persons, places, or things (nouns) 1.6D identify and sort words into conceptual categories (e.g., opposites, living things)1.6E alphabetize a series of words to the first or second letter and use a dictionary to find words

Unit 6: Readers Study AuthorsEstimated Date Range: 2/11 – 3/8


Concepts within the Unit TEKSConcept #1 Readers Pay Close Attention to Authors and Make ConnectionsSuggested Days: 9

Priority Standards1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.13A identify the topic and explain the author’s purpose in writing about the text.

Important Standards1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1. Fig 19E Retell or act out important events in a logical order


Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #2: Readers Study the Authors They LoveSuggested Days: 10

Priority Standards1.Fig 19D make inferences about text and use textual evidence to support understanding 1.7A  Connect the meaning of a well-known story or fable to personal experiences 1. Fig 19E Retell or act out important events in a logical order

Important Standards1.11A recognize sensory details in literary text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud)

Integrated Standards1.13A identify the topic and explain the author’s purpose in writing about the text.  1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss


textual evidence1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time




i. Single letters (consonants) including b, c=/k/, c=/s/, d, f, g - soft and hard, h, j, k, l, m, n, p, qu, r, s=/s/, s=/z/,


t. v, w, x, y, z ii. Single letters (vowels) including short a, short e, short I, short o, short u, long a, long e, long I, long o, long

u iii. Consonant blends iv. Vowel diphthongs including oy, oi, ou, and ow


v. final stable syllable (ap-‘ple)vi. vowel consonant silent ‘e’ words (VCe)

vii. vowel digraphs and diphthongs (e.g., boy-hood, oat-meal) 1.3D decode words with common spelling patterns (e.g., -ink, -onk, -ick)1.3E read base words with inflectional endings (e.g., plurals, past tenses) 1.3F use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream) 1.6A identify words that name actions (verbs) and words that name persons, places, or things (nouns) 1.6D identify and sort words into conceptual categories (e.g., opposites, living things)1.6E alphabetize a series of words to the first or second letter and use a dictionary to find words

Grading Period 4Unit 7: Readers are Researchers



Concepts within the Unit TEKSConcept #1 Researchers Think About What They Want to Research and Read MoreSuggested Days: 5

Priority Standards1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.14C retell the order of events in a text by referring to the words and/or illustrations1.14D use text features (e.g., title, tables of contents, illustrations) to locate specific information in text1.13A identify the topic and explain the author’s purpose in writing about the text.


Important Standards1.23A Generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics (with adult assistance) 1.23B Decide what sources of information might be relevant to answer these questions (with adult assistance)

Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19E retell or act out important events in stories in logical order 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time1.16A recognize different purposes of media (e.g. in inform, to entertain with adult assistance) 1.16B identify techniques used in media (e.g. sound, movement)

Concept #2: Researchers Gather FactsSuggested Days: 6

Priority Standards1.14A restate the main idea, heard or read 1.14B identify important facts or details in text, heard or read 1.14C retell the order of events in a text by referring to the words and/or illustrations1.14D use text features (e.g., title, tables of contents, illustrations) to locate specific information in text


Important Standards1.24A Gather evidence from available sources (natural and personal) as well as from interviews with local experts (with adult assistance) 1.24B use text features (tables of contents, alphabetized index) in an appropriate reference works (e.g. picture dictionaries) to locate information (with adult assistance)

Integrated Standards1.13A identify the topic and explain the author’s purpose in writing about the text.  1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.Fig 19E retell or act out important events in stories in logical order 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time1.16A recognize different purposes of media (e.g. in inform, to entertain with adult assistance) 1.16B identify techniques used in media (e.g. sound, movement)


Concept #3: Researchers Make a Research Plan and Publish Their WorkSuggested Days: 9


Important Standards1.24C Record basic information in simple visual formats (e.g. notes, charts, picture, graphs, diagrams) (with adult assistance) 1.25A revise the topic as a result of answers to initial research questions (with adult assistance) 1.26A create a visual display or dramatization to convey the results of the research (with adult assistance)

Integrated Standards1.13A identify the topic and explain the author’s purpose in writing about the text.  1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.Fig 19E retell or act out important events in stories in logical order 1.Fig 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using


the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time1.16A recognize different purposes of media (e.g. in inform, to entertain with adult assistance) 1.16B identify techniques used in media (e.g. sound, movement)






iii. Consonant blends iv. Vowel diphthongs including oy, oi, ou, and owv. Vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as

in snow, out as in out, ay, ai, aw, au, ew, oa, ie as in chief, ie as in pie, and igh1.3B Combine sounds from letters and common spelling patterns (e.g. consonant blends, long and short vowel patterns) to create recognizable words


1.3C use common syllabication patterns to decode words, including: i. closed syllable (CVC) ii. open syllable (CV)

vi. final stable syllable (ap-‘ple)vii. vowel consonant silent ‘e’ words (VCe)

viii. vowel digraphs and diphthongs (e.g., boy-hood, oat-meal) 1.3D decode words with common spelling patterns (e.g., -ink, -onk, -ick)1.3E read base words with inflectional endings (e.g., plurals, past tenses) 1.3F use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream) 1.3G identify and read contractions1.6A identify words that name actions (verbs) and words that name persons, places, or things (nouns) 1.6D identify and sort words into conceptual categories (e.g., opposites, living things)1.6E alphabetize a series of words to the first or second letter and use a dictionary to find words

Unit 8: Readers Read Across Genres Estimated Date Range: 4/15 – 5/24


Concepts within the Unit TEKSConcept #1 Readers Study PoetrySuggested Days: 10

Priority Standards1.Fig 19D make inferences about text and use textual evidence to support understanding 1.13A identify the topic and explain the author’s purpose in writing about the text.

Important Standards1.11A recognize sensory details in literary text 1.8A respond to and use rhythm, rhyme, and alliteration in poetry 1. Fig 19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence

Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19D make inferences about text and use textual evidence to support understanding


1.Fig 19E retell or act out important events in stories in logical order 1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #2: Readers Use Everything They Know to Study Fiction Suggested Days: 7

Priority Standards1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.7A connect the meaning of a well-known story or fable to personal experiences 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.13A identify the topic and explain the author’s purpose in writing about the text. 

Important Standards1.Fig 19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 1.9A Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events 1.9B Describe characters in a story and the reasons for their actions and feelings

Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance


1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #3: Readers Use Everything They Know to Study Informational TextsSuggested Days: 7

Priority Standards1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.13A identify the topic and explain the author’s purpose in writing about the text. 

Important Standards1.14A restate the main idea, heard or read 1.14B identify important facts or details in text, heard or read 1.14C retell the order of events in a text by referring to the words and/or illustrations1.14D use text features (e.g., title, tables of contents, illustrations) to locate specific information in text1. Fig 19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence

Integrated Standards1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text


1.Fig 19E retell or act out important events in stories in logical order 1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.27A listen attentively to speakers and ask relevant questions to clarify information 1.27B follow, restate, and oral instructions that involve a short related sequence of actions 1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 1.12A read independently for a sustained period of time

Concept #3: Readers Celebrate and Set GoalsSuggested Days: 4


Integrated Standards1.13A identify the topic and explain the author’s purpose in writing about the text.  1.Fig 19A establish purposes for reading selected texts based upon desired outcome to enhance 1.Fig 19B Ask literal, interpretive, and evaluative questions of text 1.Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) 1.Fig 19D make inferences about text and use textual evidence to support understanding 1.Fig 19E retell or act out important events in stories in logical order 1.4A confirm predictions about what will happen next in text by ‘reading the part that tells’


1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts1.4C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 1.5A Read grade-level text with fluency and comprehension; read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.19C Write brief comments on literary or informational texts1.12A read independently for a sustained period of time






iii. Consonant blends iv. Vowel diphthongs including oy, oi, ou, and owv. Vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as

in snow, out as in out, ay, ai, aw, au, ew, oa, ie as in chief, ie as in pie, and igh1.3B Combine sounds from letters and common spelling patterns (e.g. consonant blends, long and short vowel


patterns) to create recognizable words 1.3C use common syllabication patterns to decode words, including: i. closed syllable (CVC) ii. open syllable (CV)

vi. final stable syllable (ap-‘ple)vii. vowel consonant silent ‘e’ words (VCe)

viii. vowel digraphs and diphthongs (e.g., boy-hood, oat-meal) 1.3D decode words with common spelling patterns (e.g., -ink, -onk, -ick)1.3E read base words with inflectional endings (e.g., plurals, past tenses) 1.3F use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream) 1.3G identify and read contractions1.6A identify words that name actions (verbs) and words that name persons, places, or things (nouns) 1.6D identify and sort words into conceptual categories (e.g., opposites, living things)1.6E alphabetize a series of words to the first or second letter and use a dictionary to find words

Learning Assessments

Semester Assessment Administration Window Content Reporting Due Date

First Semester December 3-7, 2018 1.Fig19E retell or act out important events in stories in logical order

December 14, 2018

Second Semester

March 25-29, 2018 1.Fig19E retell or act out important events in stories in logical order

April 5, 2019

· web view1.2d blend spoken phonemes to form one-and two-syllable words , including consonant...

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