Campus: VALLEY VIEW EL Content Area: English Language Arts ... · 1.17A plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) Writing/Writing

8/9/2017DMAC Solutions ®

*All documents and attachments contained within CIA Alignment were either uploaded or originated by VALLEY VIEW EL

Includes:Reinforced SEs

Campus: VALLEY VIEW ELContent Area: English Language Arts & Reading - 110Course: ELA-Gr1 Map Name: Reading 2017-2018 Grading Period: 1 - 1st Six Weeks

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SENumber SE Description, TEKS Concept and Description Introduced/ Reinforced

ELA-Gr1 1.12

Students read independently for sustained periods of time and produce evidence of theirreading.Reading/Comprehension of Text/Independent Reading: Students read independently forsustained periods of time and produce evidence of their reading.

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ELA-Gr1 1.12A

read independently for a sustained period of timeReading/Comprehension of Text/Independent Reading: Students read independently forsustained periods of time and produce evidence of their reading.

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ELA-Gr1 1.13

Students analyze, make inferences and draw conclusions about the authors purpose incultural, historical, and contemporary contexts and provide evidence from the text to supporttheir understanding.Reading/Comprehension of Informational Text/Culture and History: Students analyze, makeinferences and draw conclusions about the author's purpose in cultural, historical, andcontemporary contexts and provide evidence from the text to support their understanding.

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ELA-Gr1 1.14B

identify important facts or details in text, heard or readReading/Comprehension of Informational Text/Expository Text: Students analyze, makeinferences and draw conclusions about expository text and provide evidence from text tosupport their understanding.

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ELA-Gr1 1.14C

retell the order of events in a text by referring to the words and/or illustrationsReading/Comprehension of Informational Text/Expository Text: Students analyze, makeinferences and draw conclusions about expository text and provide evidence from text tosupport their understanding.

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ELA-Gr1 1.14D

use text features (e.g., title, tables of contents, illustrations) to locate specific information intext.Reading/Comprehension of Informational Text/Expository Text: Students analyze, makeinferences and draw conclusions about expository text and provide evidence from text tosupport their understanding.

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ELA-Gr1 1.17A

plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing keyideas)Writing/Writing Process: Students use elements of the writing process (planning, drafting,revising, editing, and publishing) to compose text.

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ELA-Gr1 1.17B

develop drafts by sequencing ideas through writing sentencesWriting/Writing Process: Students use elements of the writing process (planning, drafting,revising, editing, and publishing) to compose text.

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ELA-Gr1 1.17C

revise drafts by adding or deleting a word, phrase, or sentenceWriting/Writing Process: Students use elements of the writing process (planning, drafting,revising, editing, and publishing) to compose text.

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ELA-Gr1 1.17D

edit drafts for grammar, punctuation, and spelling using a teacher-developed rubricWriting/Writing Process: Students use elements of the writing process (planning, drafting,revising, editing, and publishing) to compose text.

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ELA-Gr1 1.17E

publish and share writing with others.Writing/Writing Process: Students use elements of the writing process (planning, drafting,revising, editing, and publishing) to compose text.

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ELA-Gr1 1.19A

write brief compositions about topics of interest to the studentWriting/Expository and Procedural Texts: Students write expository and procedural orwork-related texts to communicate ideas and information to specific audiences for specificpurposes.

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ELA-Gr1 1.19C

write brief comments on literary or informational texts.Writing/Expository and Procedural Texts: Students write expository and procedural orwork-related texts to communicate ideas and information to specific audiences for specificpurposes.

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ELA-Gr1 1.1A

recognize that spoken words are represented in written English by specific sequences oflettersReading/Beginning Reading Skills/Print Awareness: Students understand how English iswritten and printed.

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ELA-Gr1 1.1B

identify upper- and lower-case lettersReading/Beginning Reading Skills/Print Awareness: Students understand how English iswritten and printed.

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ELA-Gr1 1.1C

sequence the letters of the alphabetReading/Beginning Reading Skills/Print Awareness: Students understand how English iswritten and printed.

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ELA-Gr1 1.1D

recognize the distinguishing features of a sentence (e.g., capitalization of first word, endingpunctuation)Reading/Beginning Reading Skills/Print Awareness: Students understand how English iswritten and printed.

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ELA-Gr1 1.1E

read texts by moving from top to bottom of the page and tracking words from left to right withreturn sweepReading/Beginning Reading Skills/Print Awareness: Students understand how English iswritten and printed.

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ELA-Gr1 1.1F

identify the information that different parts of a book provide (e.g., title, author, illustrator,table of contents).Reading/Beginning Reading Skills/Print Awareness: Students understand how English iswritten and printed.

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ELA-Gr1 1.20B

speak in complete sentences with correct subject-verb agreementOral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.20C

ask questions with appropriate subject-verb inversion.Oral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.21A

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 andsentencesOral and Written Conventions/Handwriting Capitalization, and Punctuation: Students writelegibly and use appropriate capitalization and punctuation conventions in their compositions.

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ELA-Gr1 1.21B

recognize and use basic capitalization forOral and Written Conventions/Handwriting Capitalization, and Punctuation: Students writelegibly and use appropriate capitalization and punctuation conventions in their compositions.

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ELA-Gr1 1.21Bi

recognize and use basic capitalization for: the beginning of sentencesOral and Written Conventions/Handwriting Capitalization, and Punctuation: Students writelegibly and use appropriate capitalization and punctuation conventions in their compositions.

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ELA-Gr1 1.21Bii

recognize and use basic capitalization for: the pronoun "I"Oral and Written Conventions/Handwriting Capitalization, and Punctuation: Students writelegibly and use appropriate capitalization and punctuation conventions in their compositions.

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ELA-Gr1 1.21C

recognize and use punctuation marks at the end of declarative, exclamatory, andinterrogative sentences.Oral and Written Conventions/Handwriting Capitalization, and Punctuation: Students writelegibly and use appropriate capitalization and punctuation conventions in their compositions.

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ELA-Gr1 1.22A use phonological knowledge to match sounds to letters to construct known words

Oral and Written Conventions/Spelling: Students spell correctly.I

ELA-Gr1 1.22B use letter-sound patterns to spell


ELA-Gr1 1.22Bi use letter-sound patterns to spell: consonant-vowel-consonant (CVC) words


ELA-Gr1 1.22Biii use letter-sound patterns to spell: one-syllable words with consonant blends (e.g., "drop")


ELA-Gr1 1.22C spell high-frequency words from a commonly used list


ELA-Gr1 1.23B

decide what sources of information might be relevant to answer these questions.Research/Research Plan: Students ask open-ended research questions and develop a planfor answering them.

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ELA-Gr1 1.24A

gather evidence from available sources (natural and personal) as well as from interviewswith local expertsResearch/Gathering Sources: Students determine, locate, and explore the full range ofrelevant sources addressing a research question and systematically record the informationthey gather.

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ELA-Gr1 1.24C

record basic information in simple visual formats (e.g., notes, charts, picture graphs,diagrams).Research/Gathering Sources: Students determine, locate, and explore the full range ofrelevant sources addressing a research question and systematically record the informationthey gather.

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ELA-Gr1 1.27A

listen attentively to speakers and ask relevant questions to clarify informationListening and Speaking/Listening: Students use comprehension skills to listen attentively toothers in formal and informal settings. Students continue to apply earlier standards withgreater complexity.

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ELA-Gr1 1.27B

áfollow, restate, and give oral instructions that involve a short related sequence of actions.Listening and Speaking/Listening: Students use comprehension skills to listen attentively toothers in formal and informal settings. Students continue to apply earlier standards withgreater complexity.

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ELA-Gr1 1.28A

share information and ideas about the topic under discussion, speaking clearly at anappropriate pace, using the conventions of language.Listening and Speaking/Speaking: Students speak clearly and to the point, using theconventions of language. Students continue to apply earlier standards with greatercomplexity.

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ELA-Gr1 1.2A

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)Reading/Beginning Reading Skills/Phonological Awareness: Students display phonologicalawareness.

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ELA-Gr1 1.2B

distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g.,bit/bite)Reading/Beginning Reading Skills/Phonological Awareness: Students display phonologicalawareness.

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ELA-Gr1 1.2C

recognize the change in a spoken word when a specified phoneme is added, changed, orremoved (e.g.,/b/l/o/w/ to/g/l/o/w/)Reading/Beginning Reading Skills/Phonological Awareness: Students display phonologicalawareness.

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ELA-Gr1 1.2D

blend spoken phonemes to form one- and two-syllable words, including consonant blends(e.g., spr)Reading/Beginning Reading Skills/Phonological Awareness: Students display phonologicalawareness.

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ELA-Gr1 1.2E

isolate initial, medial, and final sounds in one-syllable spoken wordsReading/Beginning Reading Skills/Phonological Awareness: Students display phonologicalawareness.

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ELA-Gr1 1.2F

segment spoken one-syllable words of three to five phonemes into individual phonemes(e.g., splat =/s/p/l/a/t/).Reading/Beginning Reading Skills/Phonological Awareness: Students display phonologicalawareness.

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ELA-Gr1 1.3A

decode words in context and in isolation by applying common letter-sound correspondences,includingReading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3Ai

decode words in context and in isolation by applying common letter-sound correspondences,including: 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 zReading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3Aii

decode words in context and in isolation by applying common letter-sound correspondences,including: 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 iReading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3Aiii

decode words in context and in isolation by applying common letter-sound correspondences,including: consonant blends (e.g., bl, st)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3Aiv

decode words in context and in isolation by applying common letter-sound correspondences,including: consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, andphReading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3B

combine sounds from letters and common spelling patterns (e.g., consonant blends, long-and short-vowel patterns) to create recognizable wordsReading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3D

decode words with common spelling patterns (e.g., -ink, -onk, -ick)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3E

read base words with inflectional endings (e.g., plurals, past tenses)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3F

use knowledge of the meaning of base words to identify and read common compound words(e.g., football, popcorn, daydream)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3H

identify and read at least 100 high-frequency words from a commonly used listReading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3I

monitor accuracy of decoding.Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.4B

ask relevant questions, seek clarification, and locate facts and details about stories and othertextsReading/Beginning Reading/Strategies: Students comprehend a variety of texts drawing onuseful strategies as needed.

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ELA-Gr1 1.4C

establish purpose for reading selected texts and monitor comprehension, making correctionsand adjustments when that understanding breaks down (e.g., identifying clues, usingbackground knowledge, generating questions, re-reading a portion aloud).Reading/Beginning Reading/Strategies: Students comprehend a variety of texts drawing onuseful strategies as needed.

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ELA-Gr1 1.5 Students read grade-level text with fluency and comprehension.

Reading/Fluency: Students read grade-level text with fluency and comprehension.I

ELA-Gr1 1.5A

read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriatephrasing) and comprehension.Reading/Fluency: Students read grade-level text with fluency and comprehension.

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ELA-Gr1 1.6

Students understand new vocabulary and use it when reading and writing.Reading/Vocabulary Development: Students understand new vocabulary and use it whenreading and writing.

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ELA-Gr1 1.6A

identify words that name actions (verbs) and words that name persons, places, or things(nouns)Reading/Vocabulary Development: Students understand new vocabulary and use it whenreading and writing.

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ELA-Gr1 1.6C

determine what words mean from how they are used in a sentence, either heard or readReading/Vocabulary Development: Students understand new vocabulary and use it whenreading and writing.

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ELA-Gr1 1.6E

alphabetize a series of words to the first or second letter and use a dictionary to find words.Reading/Vocabulary Development: Students understand new vocabulary and use it whenreading and writing.

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ELA-Gr1 1.7B

explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happilyever after") in traditional folk- and fairy tales.Reading/Comprehension of Literary Text/Theme and Genre: Students analyze, makeinferences and draw conclusions about theme and genre in different cultural, historical, andcontemporary contexts and provide evidence from the text to support their understanding.

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ELA-Gr1 1.8

Students understand, make inferences and draw conclusions about the structure andelements of poetry and provide evidence from text to support their understanding.Reading/Comprehension of Literary Text/Poetry: Students understand, make inferences anddraw conclusions about the structure and elements of poetry and provide evidence from textto support their understanding.

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ELA-Gr1 1.8A

respond to and use rhythm, rhyme, and alliteration in poetry.Reading/Comprehension of Literary Text/Poetry: Students understand, make inferences anddraw conclusions about the structure and elements of poetry and provide evidence from textto support their understanding.

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ELA-Gr1 1.9A

describe the plot (problem and solution) and retell a story's beginning, middle, and end withattention to the sequence of eventsReading/Comprehension of Literary Text/Fiction: Students understand, make inferences anddraw conclusions about the structure and elements of fiction and provide evidence from textto support their understanding.

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ELA-Gr1 1.9B

describe characters in a story and the reasons for their actions and feelings.Reading/Comprehension of Literary Text/Fiction: Students understand, make inferences anddraw conclusions about the structure and elements of fiction and provide evidence from textto support their understanding.

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ELA-Gr1 1.Fig19A

establish purposes for reading selected texts based upon desired outcome to enhancecomprehensionReading/Comprehension Skills: Students use a flexible range of metacognitive reading skillsin both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts asthey become self-directed, critical readers.

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ELA-Gr1 1.Fig19B

ask literal questions of textReading/Comprehension Skills: Students use a flexible range of metacognitive reading skillsin both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts asthey become self-directed, critical readers.

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ELA-Gr1 1.Fig19C

monitor and adjust comprehension (e.g., using background knowledge, creating sensoryimages, rereading a portion aloud)Reading/Comprehension Skills: Students use a flexible range of metacognitive reading skillsin both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts asthey become self-directed, critical readers.

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ELA-Gr1 1.Fig19D

make inferences about text and use textual evidence to support understandingReading/Comprehension Skills: Students use a flexible range of metacognitive reading skillsin both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts asthey become self-directed, critical readers.

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ELA-Gr1 1.Fig19E

retell or act out important events in stories in logical orderReading/Comprehension Skills: Students use a flexible range of metacognitive reading skillsin both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts asthey become self-directed, critical readers.

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ELA-Gr1 1.Fig19F

make connections to own experiences, to ideas in other texts, and to the larger communityand discuss textual evidenceReading/Comprehension Skills: Students use a flexible range of metacognitive reading skillsin both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts asthey become self-directed, critical readers.

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Campus: VALLEY VIEW ELContent Area: English Language Arts & Reading - 110Course: ELA-Gr1 Map Name: Reading 2017-2018 Grading Period: 2 - 2nd Six Weeks

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ELA-Gr1 1.10

Students understand, make inferences and draw conclusions about the varied structuralpatterns and features of literary nonfiction and respond by providing evidence from text tosupport their understanding.Reading/Comprehension of Literary Text/Literary Nonfiction: Students understand, makeinferences and draw conclusions about the varied structural patterns and features of literarynonfiction and respond by providing evidence from text to support their understanding.

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ELA-Gr1 1.10A

determine whether a story is true or a fantasy and explain why.Reading/Comprehension of Literary Text/Literary Nonfiction: Students understand, makeinferences and draw conclusions about the varied structural patterns and features of literarynonfiction and respond by providing evidence from text to support their understanding.

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ELA-Gr1 1.13A

identify the topic and explain the author's purpose in writing about the text.Reading/Comprehension of Informational Text/Culture and History: Students analyze, makeinferences and draw conclusions about the author's purpose in cultural, historical, andcontemporary contexts and provide evidence from the text to support their understanding.

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ELA-Gr1 1.14A

restate the main idea, heard or readReading/Comprehension of Informational Text/Expository Text: Students analyze, makeinferences and draw conclusions about expository text and provide evidence from text tosupport their understanding.

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ELA-Gr1 1.15

Students understand how to glean and use information in procedural texts and documents.Reading/Comprehension of Informational Text/Procedural Texts: Students understand howto glean and use information in procedural texts and documents.

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ELA-Gr1 1.15A

follow written multi-step directions with picture cues to assist with understandingReading/Comprehension of Informational Text/Procedural Texts: Students understand howto glean and use information in procedural texts and documents.

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ELA-Gr1 1.16

Students use comprehension skills to analyze how words, images, graphics, and soundswork together in various forms to impact meaning. Students continue to apply earlierstandards with greater depth in increasingly more complex texts.Reading/Media Literacy: Students use comprehension skills to analyze how words, images,graphics, and sounds work together in various forms to impact meaning. Students continueto apply earlier standards with greater depth in increasingly more complex texts.

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ELA-Gr1 1.16A

recognize different purposes of media (e.g., informational, entertainment) (with adultassistance)Reading/Media Literacy: Students use comprehension skills to analyze how words, images,graphics, and sounds work together in various forms to impact meaning. Students continueto apply earlier standards with greater depth in increasingly more complex texts.

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ELA-Gr1 1.18A

write brief stories that include a beginning, middle, and endWriting/Literary Texts: Students write literary texts to express their ideas and feelings aboutreal or imagined people, events, and ideas.

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ELA-Gr1 1.18B

write short poems that convey sensory details.Writing/Literary Texts: Students write literary texts to express their ideas and feelings aboutreal or imagined people, events, and ideas.

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ELA-Gr1 1.20A

understand and use the following parts of speech in the context of reading, writing, andspeakingOral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.20Aii

understand and use the following parts of speech in the context of reading, writing, andspeaking: nouns (singular/plural, common/proper)Oral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.20Aiii

understand and use the following parts of speech in the context of reading, writing, andspeaking: adjectives (e.g., descriptive: green, tall)Oral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.20Avi

understand and use the following parts of speech in the context of reading, writing, andspeaking: pronouns (e.g., I, me)Oral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.21Biii

recognize and use basic capitalization for: names of peopleOral and Written Conventions/Handwriting Capitalization, and Punctuation: Students writelegibly and use appropriate capitalization and punctuation conventions in their compositions.

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ELA-Gr1 1.22D spell base words with inflectional endings (e.g., adding "s" to make words plurals)


ELA-Gr1 1.22E use resources to find correct spellings.


ELA-Gr1 1.23A

generate a list of topics of class-wide interest and formulate open-ended questions aboutone or two of the topicsResearch/Research Plan: Students ask open-ended research questions and develop a planfor answering them.

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ELA-Gr1 1.26A

create a visual display or dramatization to convey the results of the researchResearch/Organizing and Presenting Ideas: Students organize and present their ideas andinformation according to the purpose of the research and their audience.

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ELA-Gr1 1.29A

follow agreed-upon rules for discussion, including listening to others, speaking whenrecognized, and making appropriate contributions.Listening and Speaking/Teamwork: Students work productively with others in teams.Students continue to apply earlier standards with greater complexity.

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ELA-Gr1 1.3Av

decode words in context and in isolation by applying common letter-sound correspondences,including: 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, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as inpie, and -ighReading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3C

use common syllabication patterns to decode words, includingReading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3Ci

use common syllabication patterns to decode words, including: closed syllable (CVC) (e.g.,mat, rab-bit)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.3G

identify and read contractions (e.g., isn't, can't)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.4A

confirm predictions about what will happen next in text by "reading the part that tells"Reading/Beginning Reading/Strategies: Students comprehend a variety of texts drawing onuseful strategies as needed.

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ELA-Gr1 1.6B

determine the meaning of compound words using knowledge of the meaning of theirindividual component words (e.g., lunchtime)Reading/Vocabulary Development: Students understand new vocabulary and use it whenreading and writing.

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ELA-Gr1 1.6D

identify and sort words into conceptual categories (e.g., opposites, living things)Reading/Vocabulary Development: Students understand new vocabulary and use it whenreading and writing.

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ELA-Gr1 1.7A

connect the meaning of a well-known story or fable to personal experiencesReading/Comprehension of Literary Text/Theme and Genre: Students analyze, makeinferences and draw conclusions about theme and genre in different cultural, historical, andcontemporary contexts and provide evidence from the text to support their understanding.

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ELA-Gr1 1.9

Students understand, make inferences and draw conclusions about the structure andelements of fiction and provide evidence from text to support their understanding.Reading/Comprehension of Literary Text/Fiction: Students understand, make inferences anddraw conclusions about the structure and elements of fiction and provide evidence from textto support their understanding.

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ELA-Gr1 1.12


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ELA-Gr1 1.12A


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ELA-Gr1 1.13


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ELA-Gr1 1.14B


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ELA-Gr1 1.14C


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ELA-Gr1 1.14D


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ELA-Gr1 1.17A


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ELA-Gr1 1.17B


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ELA-Gr1 1.17C


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ELA-Gr1 1.17D


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ELA-Gr1 1.17E


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ELA-Gr1 1.19A


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ELA-Gr1 1.19C


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ELA-Gr1 1.1E


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ELA-Gr1 1.1F


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ELA-Gr1 1.20B


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ELA-Gr1 1.21A


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ELA-Gr1 1.21B


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ELA-Gr1 1.21Bi


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Oral and Written Conventions/Spelling: Students spell correctly.R



ELA-Gr1 1.22Bi use letter-sound patterns to spell: consonant-vowel-consonant (CVC) words






ELA-Gr1 1.23B


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ELA-Gr1 1.24A


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ELA-Gr1 1.24C


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ELA-Gr1 1.27A


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ELA-Gr1 1.27B


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ELA-Gr1 1.28A


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ELA-Gr1 1.2A


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ELA-Gr1 1.2C


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ELA-Gr1 1.2D


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ELA-Gr1 1.2E


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ELA-Gr1 1.2F


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ELA-Gr1 1.3A


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ELA-Gr1 1.3Ai


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ELA-Gr1 1.3Aii


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ELA-Gr1 1.3Aiii


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ELA-Gr1 1.3Aiv


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ELA-Gr1 1.3B


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ELA-Gr1 1.3D


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ELA-Gr1 1.3E


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ELA-Gr1 1.3F


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ELA-Gr1 1.3H


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ELA-Gr1 1.3I


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ELA-Gr1 1.4B


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ELA-Gr1 1.4C


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Reading/Fluency: Students read grade-level text with fluency and comprehension.R

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ELA-Gr1 1.5A


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ELA-Gr1 1.6


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ELA-Gr1 1.6A


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ELA-Gr1 1.6C


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ELA-Gr1 1.6E


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ELA-Gr1 1.8


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ELA-Gr1 1.8A


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ELA-Gr1 1.9A


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ELA-Gr1 1.9B


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ELA-Gr1 1.Fig19A


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ELA-Gr1 1.Fig19B


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ELA-Gr1 1.Fig19C


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ELA-Gr1 1.Fig19D


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ELA-Gr1 1.Fig19E


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ELA-Gr1 1.Fig19F


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Campus: VALLEY VIEW ELContent Area: English Language Arts & Reading - 110Course: ELA-Gr1 Map Name: Reading 2017-2018 Grading Period: 3 - 3rd Six Weeks

SECourse


ELA-Gr1 1.15B

explain the meaning of specific signs and symbols (e.g., map features).Reading/Comprehension of Informational Text/Procedural Texts: Students understand howto glean and use information in procedural texts and documents.

I

ELA-Gr1 1.19B

write short letters that put ideas in a chronological or logical sequence and use appropriateconventions (e.g., date, salutation, closing)Writing/Expository and Procedural Texts: Students write expository and procedural orwork-related texts to communicate ideas and information to specific audiences for specificpurposes.

I

ELA-Gr1 1.20Ai

understand and use the following parts of speech in the context of reading, writing, andspeaking: verbs (past, present, and future)Oral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

I

ELA-Gr1 1.22Bii

use letter-sound patterns to spell: consonant-vowel-consonant-silent e (CVCe) words (e.g.,"hope")Oral and Written Conventions/Spelling: Students spell correctly.

I

ELA-Gr1 1.3Civ

use common syllabication patterns to decode words, including: vowel-consonant-silent "e"words (VCe) (e.g., kite, hide)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

I

ELA-Gr1 1.12


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ELA-Gr1 1.12A


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ELA-Gr1 1.13


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ELA-Gr1 1.13A


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ELA-Gr1 1.14A


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ELA-Gr1 1.14B


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ELA-Gr1 1.14C


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ELA-Gr1 1.14D


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ELA-Gr1 1.15


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ELA-Gr1 1.15A


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ELA-Gr1 1.16


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ELA-Gr1 1.16A


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ELA-Gr1 1.17A


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ELA-Gr1 1.17B


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ELA-Gr1 1.17C


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ELA-Gr1 1.17D


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ELA-Gr1 1.17E


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ELA-Gr1 1.18A


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ELA-Gr1 1.18B


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ELA-Gr1 1.19A


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ELA-Gr1 1.19C


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ELA-Gr1 1.1E


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ELA-Gr1 1.1F


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ELA-Gr1 1.20Aii


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ELA-Gr1 1.20Aiii


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ELA-Gr1 1.20B


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ELA-Gr1 1.20C


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ELA-Gr1 1.21A


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ELA-Gr1 1.21Bi


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ELA-Gr1 1.21Biii


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ELA-Gr1 1.21C


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ELA-Gr1 1.24A


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ELA-Gr1 1.24C


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ELA-Gr1 1.27A


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ELA-Gr1 1.28A


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ELA-Gr1 1.29A


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ELA-Gr1 1.2A


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ELA-Gr1 1.2B


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ELA-Gr1 1.2C


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ELA-Gr1 1.2D


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ELA-Gr1 1.2E


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ELA-Gr1 1.2F


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ELA-Gr1 1.3A


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ELA-Gr1 1.3Ai


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ELA-Gr1 1.3Aii


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ELA-Gr1 1.3Aiii


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ELA-Gr1 1.3Aiv


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ELA-Gr1 1.3Av


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ELA-Gr1 1.3B


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ELA-Gr1 1.3D


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ELA-Gr1 1.3E


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ELA-Gr1 1.3H


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ELA-Gr1 1.3I


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ELA-Gr1 1.4A


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ELA-Gr1 1.4B


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ELA-Gr1 1.4C


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ELA-Gr1 1.5A


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ELA-Gr1 1.6A


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ELA-Gr1 1.6C


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ELA-Gr1 1.8


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ELA-Gr1 1.9


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ELA-Gr1 1.9A


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ELA-Gr1 1.9B


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ELA-Gr1 1.Fig19A


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ELA-Gr1 1.Fig19B


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ELA-Gr1 1.Fig19C


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ELA-Gr1 1.Fig19D


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ELA-Gr1 1.Fig19E


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ELA-Gr1 1.Fig19F


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Campus: VALLEY VIEW ELContent Area: English Language Arts & Reading - 110Course: ELA-Gr1 Map Name: Reading 2017-2018 Grading Period: 4 - 4th Six Weeks

SECourse


ELA-Gr1 1.11A

recognize sensory details in literary text.Reading/Comprehension of Literary Text/Sensory Language: Students understand, makeinferences and draw conclusions about how an author's sensory language creates imageryin literary text and provide evidence from text to support their understanding.

I

ELA-Gr1 1.16B

identify techniques used in media (e.g., sound, movement).Reading/Media Literacy: Students use comprehension skills to analyze how words, images,graphics, and sounds work together in various forms to impact meaning. Students continueto apply earlier standards with greater depth in increasingly more complex texts.

I

ELA-Gr1 1.20Aiv

understand and use the following parts of speech in the context of reading, writing, andspeaking: adverbs (e.g., time: before, next)Oral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

I

ELA-Gr1 1.20Av

understand and use the following parts of speech in the context of reading, writing, andspeaking: prepositions and prepositional phrasesOral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

I

ELA-Gr1 1.20Avii

understand and use the following parts of speech in the context of reading, writing, andspeaking: time-order transition wordsOral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.24B

use text features (e.g., table of contents, alphabetized index) in age-appropriate referenceworks (e.g., picture dictionaries) to locate informationResearch/Gathering Sources: Students determine, locate, and explore the full range ofrelevant sources addressing a research question and systematically record the informationthey gather.

I

ELA-Gr1 1.3Avi

decode words in context and in isolation by applying common letter-sound correspondences,including: vowel diphthongs including oy, oi, ou, and owReading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

I

ELA-Gr1 1.3Cii

use common syllabication patterns to decode words, including: open syllable (CV) (e.g., he,ba-by)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

I

ELA-Gr1 1.3Cvi

use common syllabication patterns to decode words, including: r-controlled vowel sounds(e.g., tar); including er, ir, ur, ar, and or)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

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ELA-Gr1 1.10


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ELA-Gr1 1.10A


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ELA-Gr1 1.12


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ELA-Gr1 1.12A


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ELA-Gr1 1.13


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ELA-Gr1 1.14A


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ELA-Gr1 1.14B


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ELA-Gr1 1.14C


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ELA-Gr1 1.14D


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ELA-Gr1 1.15


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ELA-Gr1 1.15A


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ELA-Gr1 1.15B


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ELA-Gr1 1.16


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ELA-Gr1 1.16A


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ELA-Gr1 1.17A


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ELA-Gr1 1.17B


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ELA-Gr1 1.17C


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ELA-Gr1 1.17D


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ELA-Gr1 1.17E


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ELA-Gr1 1.18A


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ELA-Gr1 1.18B


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ELA-Gr1 1.19A


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ELA-Gr1 1.19B


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ELA-Gr1 1.19C


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ELA-Gr1 1.1E


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ELA-Gr1 1.1F


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ELA-Gr1 1.20Ai


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ELA-Gr1 1.20Aii


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ELA-Gr1 1.20Aiii


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ELA-Gr1 1.20B


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ELA-Gr1 1.20C


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ELA-Gr1 1.21A


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ELA-Gr1 1.21Biii


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ELA-Gr1 1.21C


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ELA-Gr1 1.23A


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ELA-Gr1 1.24A


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ELA-Gr1 1.24C


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ELA-Gr1 1.26A


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ELA-Gr1 1.27A


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ELA-Gr1 1.27B


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ELA-Gr1 1.28A


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ELA-Gr1 1.29A


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ELA-Gr1 1.2A


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ELA-Gr1 1.2B


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ELA-Gr1 1.2C


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ELA-Gr1 1.2D


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ELA-Gr1 1.2E


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ELA-Gr1 1.2F


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ELA-Gr1 1.3A


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ELA-Gr1 1.3Ai


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ELA-Gr1 1.3Aii


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ELA-Gr1 1.3Aiii


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ELA-Gr1 1.3Aiv


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ELA-Gr1 1.3Av


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ELA-Gr1 1.3B


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ELA-Gr1 1.3C


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ELA-Gr1 1.3Ci


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ELA-Gr1 1.3Civ


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ELA-Gr1 1.3D


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ELA-Gr1 1.3E


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ELA-Gr1 1.3F


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ELA-Gr1 1.3G


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ELA-Gr1 1.3H


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ELA-Gr1 1.3I


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ELA-Gr1 1.4A


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ELA-Gr1 1.4B


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ELA-Gr1 1.4C


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ELA-Gr1 1.5A


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ELA-Gr1 1.6A


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ELA-Gr1 1.6B


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ELA-Gr1 1.6C


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ELA-Gr1 1.6D


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ELA-Gr1 1.6E


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ELA-Gr1 1.7A


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ELA-Gr1 1.7B


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ELA-Gr1 1.8


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ELA-Gr1 1.8A


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ELA-Gr1 1.9


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ELA-Gr1 1.9A


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ELA-Gr1 1.9B


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ELA-Gr1 1.Fig19A


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ELA-Gr1 1.Fig19B


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ELA-Gr1 1.Fig19C


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ELA-Gr1 1.Fig19D


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ELA-Gr1 1.Fig19E


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ELA-Gr1 1.Fig19F


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ELA-Gr1 1.25A

revise the topic as a result of answers to initial research questions.Research/Synthesizing Information: Students clarify research questions and evaluate andsynthesize collected information.

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ELA-Gr1 1.10


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ELA-Gr1 1.10A


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ELA-Gr1 1.11A

recognize sensory details in literary text.Reading/Comprehension of Literary Text/Sensory Language: Students understand, makeinferences and draw conclusions about how an author's sensory language creates imageryin literary text and provide evidence from text to support their understanding.

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ELA-Gr1 1.12


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ELA-Gr1 1.12A


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ELA-Gr1 1.13


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ELA-Gr1 1.13A


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ELA-Gr1 1.14B


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ELA-Gr1 1.14C


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ELA-Gr1 1.14D


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ELA-Gr1 1.15B


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ELA-Gr1 1.16


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ELA-Gr1 1.16A


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ELA-Gr1 1.16B


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ELA-Gr1 1.17A


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ELA-Gr1 1.17B


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ELA-Gr1 1.17C


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ELA-Gr1 1.17D


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ELA-Gr1 1.17E


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ELA-Gr1 1.18B


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ELA-Gr1 1.19A


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ELA-Gr1 1.19C


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ELA-Gr1 1.1A

recognize that spoken words are represented in written English by specific sequences oflettersReading/Beginning Reading Skills/Print Awareness: Students understand how English iswritten and printed.

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ELA-Gr1 1.1E


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ELA-Gr1 1.1F


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ELA-Gr1 1.20Aii


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ELA-Gr1 1.20Aiii


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ELA-Gr1 1.20Av


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ELA-Gr1 1.20Avii

understand and use the following parts of speech in the context of reading, writing, andspeaking: time-order transition wordsOral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.20B


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ELA-Gr1 1.20C


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ELA-Gr1 1.21A


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ELA-Gr1 1.21B


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ELA-Gr1 1.21Bi


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ELA-Gr1 1.21Bii


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ELA-Gr1 1.21Biii


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ELA-Gr1 1.21C


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ELA-Gr1 1.23A


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ELA-Gr1 1.23B


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ELA-Gr1 1.24A


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ELA-Gr1 1.24B


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ELA-Gr1 1.24C


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ELA-Gr1 1.26A


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ELA-Gr1 1.27A


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ELA-Gr1 1.27B


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ELA-Gr1 1.28A


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ELA-Gr1 1.29A


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ELA-Gr1 1.2A


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ELA-Gr1 1.2C


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ELA-Gr1 1.2D


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ELA-Gr1 1.2E


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ELA-Gr1 1.2F


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ELA-Gr1 1.3A


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ELA-Gr1 1.3Ai


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ELA-Gr1 1.3Aii


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ELA-Gr1 1.3Aiii


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ELA-Gr1 1.3Aiv


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ELA-Gr1 1.3Av


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ELA-Gr1 1.3Avi


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ELA-Gr1 1.3B


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ELA-Gr1 1.3C


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ELA-Gr1 1.3Ci


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ELA-Gr1 1.3Cii


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ELA-Gr1 1.3Civ


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ELA-Gr1 1.3Cvi


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ELA-Gr1 1.3E


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ELA-Gr1 1.3F


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ELA-Gr1 1.3G


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ELA-Gr1 1.3H


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ELA-Gr1 1.3I


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ELA-Gr1 1.4A


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ELA-Gr1 1.4B


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ELA-Gr1 1.4C


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ELA-Gr1 1.5A


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ELA-Gr1 1.6


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ELA-Gr1 1.6A


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ELA-Gr1 1.6B


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ELA-Gr1 1.6C


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ELA-Gr1 1.6D


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ELA-Gr1 1.6E


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ELA-Gr1 1.7A


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ELA-Gr1 1.8


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ELA-Gr1 1.8A


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ELA-Gr1 1.9


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ELA-Gr1 1.9A


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ELA-Gr1 1.9B


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ELA-Gr1 1.Fig19A


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ELA-Gr1 1.Fig19B


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ELA-Gr1 1.Fig19C


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ELA-Gr1 1.Fig19D


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ELA-Gr1 1.Fig19E


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ELA-Gr1 1.Fig19F


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ELA-Gr1 1.3Ciii

use common syllabication patterns to decode words, including: final stable syllable (e.g.,ap-ple, a-ble)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

I

ELA-Gr1 1.3Cv

use common syllabication patterns to decode words, including: vowel digraphs anddiphthongs (e.g., boy-hood, oat-meal)Reading/Beginning Reading Skills/Phonics: Students use the relationships between lettersand sounds, spelling patterns, and morphological analysis to decode written English.Students will continue to apply earlier standards with greater depth in increasingly morecomplex texts.

I

ELA-Gr1 1.10


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ELA-Gr1 1.10A


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ELA-Gr1 1.12


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ELA-Gr1 1.12A


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ELA-Gr1 1.14A


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ELA-Gr1 1.14B


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ELA-Gr1 1.14C


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ELA-Gr1 1.14D


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ELA-Gr1 1.15


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ELA-Gr1 1.15A


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ELA-Gr1 1.15B


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ELA-Gr1 1.16


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ELA-Gr1 1.16A


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ELA-Gr1 1.16B


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ELA-Gr1 1.17A


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ELA-Gr1 1.17B


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ELA-Gr1 1.17C


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ELA-Gr1 1.17D


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ELA-Gr1 1.17E


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ELA-Gr1 1.18A


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ELA-Gr1 1.18B


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ELA-Gr1 1.19A


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ELA-Gr1 1.19B


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ELA-Gr1 1.19C


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ELA-Gr1 1.1D

recognize the distinguishing features of a sentence (e.g., capitalization of first word, endingpunctuation)Reading/Beginning Reading Skills/Print Awareness: Students understand how English iswritten and printed.

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ELA-Gr1 1.1E


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ELA-Gr1 1.1F


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ELA-Gr1 1.20Ai


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ELA-Gr1 1.20Aii


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ELA-Gr1 1.20Aiii


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ELA-Gr1 1.20Aiv

understand and use the following parts of speech in the context of reading, writing, andspeaking: adverbs (e.g., time: before, next)Oral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.20Av


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ELA-Gr1 1.20Avi

understand and use the following parts of speech in the context of reading, writing, andspeaking: pronouns (e.g., I, me)Oral and Written Conventions/Conventions: Students understand the function of and use theconventions of academic language when speaking and writing. Students continue to applyearlier standards with greater complexity.

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ELA-Gr1 1.20B


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ELA-Gr1 1.20C


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ELA-Gr1 1.21A


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ELA-Gr1 1.21Bi


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ELA-Gr1 1.21Bii


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ELA-Gr1 1.21Biii


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ELA-Gr1 1.21C


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ELA-Gr1 1.22Bii

use letter-sound patterns to spell: consonant-vowel-consonant-silent e (CVCe) words (e.g.,"hope")Oral and Written Conventions/Spelling: Students spell correctly.

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ELA-Gr1 1.23A


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ELA-Gr1 1.23B


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ELA-Gr1 1.24A


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ELA-Gr1 1.24B


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ELA-Gr1 1.24C


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ELA-Gr1 1.26A


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ELA-Gr1 1.27A


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ELA-Gr1 1.27B


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ELA-Gr1 1.28A


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ELA-Gr1 1.29A


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ELA-Gr1 1.2A


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ELA-Gr1 1.2B


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ELA-Gr1 1.2C


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ELA-Gr1 1.2D


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ELA-Gr1 1.2E


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ELA-Gr1 1.2F


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ELA-Gr1 1.3A


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ELA-Gr1 1.3Ai


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ELA-Gr1 1.3Aii


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ELA-Gr1 1.3Aiii


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ELA-Gr1 1.3Aiv


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ELA-Gr1 1.3Av


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ELA-Gr1 1.3B


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ELA-Gr1 1.3C


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ELA-Gr1 1.3Ci


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ELA-Gr1 1.3Cii


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ELA-Gr1 1.3Civ


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ELA-Gr1 1.3Cvi


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ELA-Gr1 1.3E


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ELA-Gr1 1.3F


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ELA-Gr1 1.3G


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ELA-Gr1 1.3H


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ELA-Gr1 1.3I


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ELA-Gr1 1.4A


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ELA-Gr1 1.4B


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ELA-Gr1 1.4C


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ELA-Gr1 1.5A


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ELA-Gr1 1.6


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ELA-Gr1 1.6A


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ELA-Gr1 1.6B


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ELA-Gr1 1.6C


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ELA-Gr1 1.6E


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ELA-Gr1 1.7A


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ELA-Gr1 1.7B


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ELA-Gr1 1.8


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ELA-Gr1 1.8A


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ELA-Gr1 1.9


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ELA-Gr1 1.9A


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ELA-Gr1 1.9B


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ELA-Gr1 1.Fig19A


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ELA-Gr1 1.Fig19B


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ELA-Gr1 1.Fig19C


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Documents

Campus: VALLEY VIEW EL Content Area: English Language Arts ... · 1.17A plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) Writing/Writing