1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Stage 1: Desired ResultsEstablished Goals: TEKS Transfer

ELAReading1 (ABCDEF)2 (ABCDEF)3 (Ai, Aii, Aiii, B,Ci,DHI)4 (C)5 (A)6 (C)8 (A)9 (AB)12 (A)14 (BC)15 (A)16 (AB)Fig.19 (ABCDEF)Writing17 (ABE)18 (A)19 (AC)Oral & Written Conventions20 (BC)21 (A,Bi,C)22 (A,Bi,Biii,CE)Listening & Speaking27 (AB)28 (A)29 (A)

SOCIAL STUDIESGovernment11 (AB)12 (AC)Citizenship13 (AC)14 (ABCF)Social Studies Skills17 (ABC)18 (AB)19 (AB)

Students will be able to independently use their learning to…● Read and comprehend a variety of texts written for different purposes.● Communicate ideas effectively in writing and orally to suit a particular audience and purpose.● Evaluate and synthesize ideas and information.

● Participate as an informed citizen of a democracy.Meaning

Understandings Students will understand that…● Language is written and printed in an organized manner.● Words and images impact meaning.● Effective readers apply the relationship between letters and

sounds, spelling patterns, and morphological analysis to decode language.

● Effective readers use strategies to construct meaning in a variety of genres.

● Writing is a process.● A writer’s purpose, audience, and text structure shape the style,

development, and organization of reading and writing.● Punctuation and grammar guide readers through the text.● Listening and speaking are critical components to communicate

effectively.

● A democratic society is based on individual rights, freedoms, and responsibilities.

● Symbols, customs and celebrations represent American beliefs.● Government reflects the changing needs of the people.

Essential Questions Students will keep considering…● Why are words and pictures important?● What do good readers do?● How do I understand what I read?● How can I help others understand what I am thinking?● What is a complete thought?

● How do people get along with each other?● How do customs, celebrations, and symbols represent what

people believe?● How does the constitution help meet the needs of the people?

AcquisitionStudents will know…● upper and lower case letters.● words can be manipulated into new words.● different genres have different text structures.● different resources to find correct spellings within classroom.

● characteristics of good citizenship.● rules in home, school, and community.● symbols that represent American beliefs.

Students will be skilled at …● generating rhyming words orally and in written form.● blending and segmenting one-syllable words orally.● using patterns to spell words.● reading aloud text with improved fluency (rate, accuracy,

expression, appropriate phrasing).● following written multi-step directions with picture cues to assist

with understanding.● recognizing purposes for and techniques used in media.● noticing when text makes sense and using strategies when

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

ELA Critical VocabularyRefer to the First Grade Scope and Sequence for this list.

SS Critical Vocabularyanthemcitizenshipmottorespectresponsibilitysymboltruthfulnesschoicelaw

SS Critical PeopleN/A

SS Critical Documents, Symbols, and EventsStatue of LibertyLiberty Bell

meaning breaks down.● describing text structure: narrative vs. expository.● identifying character, setting, and plot● sequencing the events of story.● responding to rhythm, rhyme, and alliteration in poetry.● generating and organizing ideas (plan) to write a personal

narrative focused on one topic.● reading and writing high frequency words.● writing a simple sentence using correct conventions.● forming upper and lower case letters legibly.● listening attentively to speaker and following oral instruction.

● using a decision-making process to solve a problem as a team.● applying attributes of good citizenship in daily life.● expressing ideas orally based on knowledge and experiences.

Figure 19: Include the following metacognitive strategies in all reading instruction and through all genre:● establish purposes for reading● ask literal questions● monitor and adjust comprehension● make inferences and use textual evidence to support understanding● retell important events in logical order● make connections and discuss textual evidence

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Stage 2: EvidenceEvaluative Criteria Transfer Task(s):

Evaluative Criteria Other Evidence:● Culminating Task: Citizenship Stories - Students plan and create stories to demonstrate the importance of being a good citizen at

school. They present their stories to their classmates individually or with a partner. They may share their stories through drawings, writing, or by acting them out. (L12)

● TPRI● IRIs● writing samples● independent station activities● quizzes and assessments created through the SS Assessment Bank located on the LA/SS Planner● quizzes and assessments created through Pearson ExamView● McGraw Hill weekly and unit assessments● respond to Brave Leader! handout (L4)● write about “How I Can Be a Good Student” (L2)● create and organize a Leader Chart (L5)● sequence story events (L6)● respond to responsibility scenario (L7)● create a symbol (L9)● analyze Texas Symbols (L11)

ELL STUDENTS: In assessing, students who are Limited English Proficient for mastery of TEKS, teachers shall make every effort to allow students to demonstrate knowledge or competence independent of their English Language Skills.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Stage 3: The Learning Plan

ReadingEvery classroom should reflect the Balanced Literacy reading components: Read-Aloud - Text read aloud by the teacher

Shared Reading - Grade level text that is read together by teacher and students

Guided Reading - Differentiated small group instruction at students’ instructional reading levels (90-94% word accuracy)

Independent Reading - Differentiated text assignments based on students’ independent reading levels (95-100% word accuracy)

*Suggestions for Guided and Independent Reading materials are not included in Stage 3 because texts should be chosen based on specific student needs.

ComprehensionComprehension will be taught and supported through the Balanced Literacy components. Strategies – Process-

oriented, cognitive operations the reader uses while reading

Skills – Behaviors the reader uses to aid in comprehension

Word StudyInstruction and practice in phonemic awareness, letter recognition, letter-sound relationships, phonics, spelling patterns, and vocabulary.

WritingEvery classroom should reflect the Balanced Literacy writing components: Modeled - Writing composed in front of students Shared - Teacher and students share the composing

process Guided - Differentiated small-group writing instruction Independent - Students apply the writing process

Grammar will be taught and applied in context through reading and writing.

Handwriting: Review slant manuscript as appropriate.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Core Resources Additional Resources

Reading McGraw-Hill Unit Materials McGraw-Hill leveled readers ConnectEd Access McGraw-Hill Literacy Station Cards through ConnectEd

(Student Practice) Station Resource Bank (this can be found in the ELA Resources tab

in the planner)

Writing Benson Handwriting MH Grammar Practice Book Writing Resource Bank (this can be found in the ELA Resources tab

in the planner)

Social Studies Pearson myWorld Pearson leveled readers Mind Missions 1 st Grade Vocabulary Cards LA/SS Station Cards (these can be found in the Station Cards in the

planner)

LA/SS Acronym Chart

Reading Primary Comprehension Toolkit Toolkit Texts Pre-K-7 (located in App Depot) Selected ReadWorks Reading Passages Climb Inside a Poem Unit 1 Plans Small Group Reading Instruction by Beverly Tyner Next Steps in Guided Reading by Jan Richardson Words Their Way High Frequency Word List Literacy library leveled readers

Writing Writer’s Workshop Unit 1 Lessons Handwriting Quick Talk

Social Studies Unit 1 Library Resources Teacher Created Materials leveled readers or ebooks (located in PISD Apps) Nystrom Atlas Knowledge Box (located in App Depot as DLKB) Maps101

See Reading/Language Arts or Social Studies websites for additional online resources.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Reading and Comprehension Word Study Writing Social Studies

Strategiesand Skills

Genre(s): Lit.Fiction/Inf.Expository

Vocabulary Strategies

GraphophonemicKnowledge Grammar and Writing Rules at School

WEE

K 1

Strategies PCTK: Monitor

Comprehension MH: Analyze story

structure

Skills Character and

setting

Text Features Photographs

Read Aloud LIB: David Goes to School by

David Shannon (L2) MH: “Mary Had a Little

Lamb” (RAA) MH: “The Town Mouse and

the Country Mouse” (RAA) MH: “The Princess and the

Pea” (OVC)

Shared/Modeled MH: “Nat Can Jump!” MH: “Pam and Sam” MH: “Rules at School” MH: That Big Cat! Climb Inside a Poem in 1st

Grade Unit 1A, Lesson 1 P: Ch1 L3 “I Follow Rules

and Laws” (L2) TCM: Respect the Rules

Primary Source Reader (LL)

Guided*

Independent*

Fluency Intonation

Phonemic Awareness Phoneme

isolation Blending

(onset/rime) Phoneme

segmentation Rhyme

Phonics/Word Study Review letter

sounds Short a (CV, CVC

words)

Grammar Sentences Sentence capitalization

Handwriting Review stroke, grip, and letters Review uppercase and lowercase Ii Formation and placement lines

WritingWriter’s Workshop U1W1 Lessons Establish routines and procedures for

Writer’s Workshop

Modeled, Shared and/or Guided Good Student T-Chart (L2)

Independent Good Student Response (L2)

Suggested Pacing:*indicates recommended lesson

*Unit 1 Launch Lesson -Good Citizens RuleThis lesson is an introduction to the Citizenship unit. It provides opportunities for shared writing.

*L1 LA/SS Notebook This lesson allows students to set up their LA/SS Notebook.

*L2 David Goes to School This lesson explores how following rules helps people get along. It provides opportunities for listening comprehension, shared and independent writing.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Reading and Comprehension Word Study Writing Social Studies

Strategiesand Skills

Genre(s): Lit.Fiction/Inf.Expository

Vocabulary Strategies

GraphophonemicKnowledge Grammar and Writing Leadership Traits

WEE

K 2

Strategies PCTK: Monitor

Comprehension MH: Analyze story

structure

Skills Sequence of events Review: Character

and setting

Text Features Labels

Read Aloud MH: “The Great Rope Tug”

(OVC) MH: “The Tortoise and the

Hare” (RAA) MH: “Beverly Billingsly

Borrows a Book” (RAA) TCM: Be a Good Leader!

Primary Source Reader (L3)

Shared/Modeled MH: From Head to Toe MH: “Jump Over It” MH: “I Can, Too!” MH: “Run! Jump! Swim!” Climb Inside a Poem in 1st

Grade Unit 1A, Lesson 2

Guided*

Independent*

Fluency Appropriate phrasing

Phonemic Awareness Initial alliteration Phoneme

categorization Phoneme blending Phoneme

segmentation

Phonics/Word Study Short a (CV, CVC,

CVCC words)

Grammar Word order Sentence punctuation

Handwriting Manuscript: Ll Formation and placement on lines

WritingWriter’s Workshop U1W2 Lessons Genre: Personal narrative Trait: Ideas, voice Skill: Sentence structure

Modeled, Shared and/or Guided

Independent Brave Leader Response (L3)

Suggested Pacing:*indicates recommended lesson

*L3 Bad Bunny MM This lesson explains the traits of a good leader and provides opportunities for identifying text features in expository text.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Reading and Comprehension Word Study Writing Social Studies

Strategiesand Skills

Genre(s): Inf. Expository

Vocabulary Strategies

GraphophonemicKnowledge Grammar and Writing Rights and

Citizenship

WEE

K 3

Strategies PCTK: Monitor

Comprehension MH: Analyze story

structure

Skills Sequence of events Review:

informational text

Text Features Book parts

Read Aloud MH: “Lion Cub Grows Up”

(OVC) MH: “Close Friends” (RAA) MH: “I’m Growing Up” (RAA) LIB: The Story of Ruby

Bridges by Robert Coles(L5) LIB: Separate is Never Equal

by Duncan Tonatiuh (L5)

Shared/Modeled MH: Growing Up MH: “I Am a Big Kid” (TFK) MH: “How You Grew” (TFK) MH: “Birds Get Big” (TFK) Climb Inside a Poem in 1st

Grade Unit 1A, Lesson 3 TCM: Who Makes the Rules?

Primary Source Reader (L4) TCM: Be Fair Primary Source

Reader (L6) P: Ch1, L4 “My Leaders” (L4) P: Ch1, L2 “My Rights and

Responsibilities” pp. 20-21 (L5)

Guided*

Independent*

Fluency Intonation

Phonemic Awareness Contrast vowel

sounds Phoneme

substitution Phoneme blending

onset/rime Phoneme

segmentation

Phonics/Word Study Short i (CV, CVC,

CVCC words)

Grammar Statements Sentence punctuation (period)

Handwriting Manuscript: Tt Formation and placement on lines

WritingWriter’s Workshop U1W3 Lessons Genre: Personal narrative Trait: Organization Skill: Sound spelling

Modeled, Shared and/or Guided Want Ad (L4)

Independent Leader Chart (L4) Beginning, Middle, End student

handout (L5)

Suggested Pacing:*indicates recommended lesson

*L4 Who Makes the Rules? This lesson identifies who authority figures are and provides opportunities to explain new vocabulary and use text features to locate information in text.

L5 What is a Right? This less explores rights of citizens and provides opportunities for sequencing story events.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Reading and Comprehension Word Study Writing Social Studies

Strategiesand Skills

Genre(s): Lit.Fiction/Inf.Expository

Vocabulary Strategies

GraphophonemicKnowledge Grammar and Writing Responsibilities

WEE

K 4

Strategies PCTK: Monitor

Comprehension MH: Analyze text

structure

Skills Plot Review: Sequence

of events

Text Features Lists

Read Aloud MH: “Pig Goes to the Party”

(OVC) MH: “The Boy Who Called

Wolf” (RAA) MH: “Animal House” (RAA)

Shared/Modeled MH: Along Came Toto MH: “Come Down, Flag!” MH: “Flip” MH: “What Pets Need” Climb Inside a Poem in 1st

Grade Unit 1B, Lesson 1 P: Ch1, L2 “My Rights and

Responsibilities” pp. 22-23 (L7)

Guided*

Independent*

Fluency Intonation

Phonemic Awareness Phoneme

categorization Phoneme

deletion Phoneme

blending Phoneme

segmentation

Phonics/Word Study L Blends (CCVC,

CCVCC words)

Grammar Questions Exclamations Sentence punctuation (question

mark, exclamation point)

Handwriting Manuscript: Ff Formation and placement on lines

WritingWriter’s Workshop U1W4 Lessons Genre: Personal narrative Trait: Conventions Skill: Writing process

Modeled, Shared and/or Guided Responsibility responses (L6)

Independent

Suggested Pacing:*indicates recommended lesson

L6 Responsibilities This lesson demonstrates how to be a responsible citizen and provides opportunities to write a response to a scenario.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Reading and Comprehension Word Study Writing Social Studies

Strategiesand Skills

Genre(s): Inf.Expository/Lit.Poetry

Vocabulary Strategies

GraphophonemicKnowledge Grammar and Writing U.S. Symbols and

Pledge

WEE

K 5

Strategies PCTK: Monitor

Comprehension MH: Analyze text

structure

Skills Author’s purpose Review: Plot

Literary Elements Rhyme

Read Aloud MH: “Roberto Clemente”

(OVC) MH: “Up, Up, Up! It’s Apple

Picking Time” (RAA) MH: “The Hokey Pokey”

(RAA)

Shared/Modeled MH: Teamwork MH: “The Gift” MH: “Soccer” MH: “Guess What!” Climb Inside a Poem in 1st

Grade Unit 1B, Lesson 2 TCM: I Pledge Allegiance to

the Flag Primary Source Reader

P: Ch1, L6 “Symbols of My Country” pp. 44-45 (L7)

Guided*

Independent*

Fluency Appropriate phrasing

Phonemic Awareness Phoneme

categorization Phoneme blending

(onset/rime) Phoneme

segmentation Phoneme deletion

Phonics/Word Study Final blends

(CVCC, CCVCC words)

Grammar Writing sentences Sentence punctuation

Handwriting Manuscript: Ee Formation and placement on lines

WritingWriter’s Workshop U1W5 Lessons Genre: Personal narrative Trait: Word choice Skill: Descriptive words

Modeled, Shared and/or Guided Pledge of Allegiance (L8)

Independent Explaining the US Symbols (L7) Friendship Pledge (L8)

Suggested Pacing:*indicates recommended lesson

*L7 U.S. Symbols This lesson explains the meaning of American Symbols and provides opportunities for writing about an invented symbol.

L8 Pledge of Allegiance This lesson analyzes the meaning of the Pledge of Allegiance and provides opportunities for writing a Friendship Pledge.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

Reading and Comprehension Word Study Writing Social Studies

Strategiesand Skills

Genre(s): Inf. Expository/Poetry

Vocabulary Strategies

GraphophonemicKnowledge Grammar and Writing Texas Symbols

WEE

K 6

Strategies Review PCTK: Monitor

Comprehension MH: Review

Analyze text or story structure

Skills Review Character, setting Plot Sequence of event Author’s purpose

Text Features Review Photographs Labels Lists

Literary Elements Review Rhyme

Study Skills Review Book parts

Read Aloud LIB: Armadillo Rodeo by Jan

Brett (L10)

Shared/Modeled MH: “Jill and Nat” MH: “Cats and Dogs” Climb Inside a Poem in 1st

Grade Unit 1B, Lesson 3 P: “Celebrating Texas and

the Nation” pp. 4, 8-9, 11 (L10)

Guided*

Independent*

Fluency Assessment

Phonemic Awareness: Review Phoneme

isolation Phoneme

blending Phoneme

segmentation Phoneme

categorization Phoneme

substation Phoneme

deletion Rhyme Initial alliteration Contrast vowel

sounds

Phonics/Word Study: Review Short a Short i L blends Final blends CV, CVC words

Grammar: Review Sentences Sentence punctuation (period,

question mark, exclamation mark) Word order

Handwriting Review

WritingWriter’s Workshop U1W6 Lessons Genre: Personal narrative Trait: Conventions Skill: Complete sentences,

capitalization, end punctuation

Modeled, Shared and/or Guided Texas Symbols (L9)

Independent Citizenship Story (L10)

Suggested Pacing:*indicates recommended lesson

*L9 Texas SymbolsThis lesson identifies symbols of Texas and provides opportunities to read and understand non-fiction text.

L10 Citizenship Stories This lesson will allow students to share examples of good citizenship and provides opportunities for personal narrative writing.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

ELA TEKS1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:A) recognize that spoken words are represented in written English by specific sequence of letters.B)identify upper-and lower-case letters.C)sequence the letters of the alphabets.D)recognize the distinguishing features of a sentence (eg., capitalization of first word, ending punctuation):E)read texts by moving from top to bottom of the page and tracking words from left to right with return sweep.F)identify the information that different part of a book provide (e.g ., title, author, illustrator, table of contents).1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr); B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite); C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/); D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr); E) isolate initial, medial, and final sounds in one-syllable spoken words; and F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).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:A) 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=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z; ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i; iii) consonant blends (e.g., bl, st); B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words; C) use common syllabication patterns to decode words, including:i) closed syllable (CVC) (e.g., mat, rab-bit); D) decode words with common spelling patterns (e.g., -ink, -onk, -ick);

H) identify and read at least 100 high-frequency words from a commonly used list; and I) monitor accuracy of decoding.1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:C) 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).1.5 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:A) read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:C) determine what words mean from how they are used in a sentence, either heard or read;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. Students are expected to:A) respond to and use rhythm, rhyme, and alliteration in poetry.1.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to

support their understanding. Students are expected to:A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and B) describe characters in a story and the reasons for their actions and feelings.1.12 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:A) read independently for a sustained period of time.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:B) identify important facts or details in text, heard or read; C) retell the order of events in a text by referring to the words and/or illustrations; and

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

1.15 Reading/Comprehension of Information Text/Procedurals Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:A) follow written multi-step directions with picture cues to assist with understand:1.16 Reading/Media Literacy. Students use comprehension skills to analyze how to words, images, graphics, and sounds works together in various forms to impact meaning. Students continue to

apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance): andB) identify technique used in media (e.g., sound, movement)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, re-reading a portion aloud); D) make inferences about text and use textual evidence to support understanding; E) retell or act out important events in stories in logical order; and F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.1.17 Writing /Writing Process. Student use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expect to:A) plan to first draft by generating ideas for writing (e.g., drawing ,sharing ideas, listing key ideas)B) develop drafts by sequencing ideas through writing sentences.E) publish and share writing with others.1.18 Writing/Literacy Text. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected toA) write brief stories that include a beginning ,middle and end.1.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audience for specific purposes.

Students are expected to.A) write brief composition about topics of interest to the student.C) write brief comments on literary or informational texts.Oral & Written Conventions1.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply

earlier standards with greater complexity. Students are expect to:B) speak in complete sentences with correct subject-verb agreement:C) ask questions with appropriate subject-verb inversion.1.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

Students will continue to apply earlier standards with greater complexity. Students are expect to :A) form upper and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences:B) recognize and use basic capitalization for :i) the beginning of the sentences;C) recognize and use punctuation marks at the end of declarative, exclamatory and interrogative sentences.1.22 Oral and Written Conventions/Spelling: Students spell correctly. Students are expected to:A) use phonological knowledge to match sounds to letters to construct known words.B) use letter-sound patterns to spell:i) consonant-vowel-consonant: (CVC) words;iii) one-syllable words with consonant blends (e.g.,- “drop” );C) spell high-frequency words from a commonly used list;E) use resources to find correct spellings.1.27 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with

greater complexity. Students are expect to:A) listen attentively to speakers and ask relevant questions to clarify information’s.B) follow, restate and give oral instructions that involve a short related sequence of actions.

1st Grade/ELA-Social Studies/30 days Unit 1 - Citizenship

1.28 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply early standards with greater complexity. Students are expected to:

(A) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.1.29 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to:(A) follow agreed upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

SOCIAL STUDIES TEKS1.11 Government The student understands the purpose of rules and laws.A) explain the purpose for rules and laws in the home, school, and communityB) identify rules and laws that establish order, provide security, and manage conflict.1.12 Government The student understands the role of authority figures, public officials, and citizens.A) identify the responsibilities of authority figures in the home, school, and communityC) identify and describe the role of a good citizen in maintaining a constitutional republic1.13 Citizenship The students understand characteristics of good citizenship as exemplified by historical figures and other individuals.A )identify characteristics of good citizenship including truthfulness, justice, equality, respect for oneself, and others, responsibility in daily life, and participation in government by votingC) identify other individuals who exemplify good citizenship1.14 Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity.A) explain state and national patriotic symbols, including the U.S. and Texas flags, the Liberty Bell, the Statue of Liberty and the AlamoB) recite and explain the meaning of the Pledge of Allegiance to the U.S and the Pledge to the Texas FlagC) identify anthems and mottoes of Texas and the U.SF) identify Constitution Day as a celebration of American freedom1.17 Social Studies Skills The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and musicB) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifactsC) sequence and categorize information1.18 Social Studies Skills The student communicates in oral, visual, and written forms. A) express ideas orally based on knowledge and experiencesB) create and interpret visual and written material1.19 Social Studies Skills The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. 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 solutionB) 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