Ela 1st 2017

2016-2017 Scope and Sequence English Language Arts First Grade
43Days
st
1 Cycle
Unit
Aug. 22 Oct. 21, 2016

#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit 1.A: Welcome to School

Unit Overview:
During this time, you will integrate the instructional practices in this planning guide with the First 25 Days of Reading and the First 25
Day Writing Workshop , which will set the foundation for guided reading routines and practices, and provide strategies for
implementing the writing process. In this unit, students will also have a chance to review the alphabet, blend phonemes, segment
syllable sounds in spoken words, and generate rhyming words. They will develop their academic vocabulary by utilizing the word wall
and other classroom resources. Students will hear various texts that will support establishing the rules, routines, and procedures in the
school environment; making friends; and being safe. Students will plan a brief draft by generating ideas through writing sentences
including nouns and articles.
Rules, Routines,
Procedures, and
SafetyAug. 22
Sept.02
2 Weeks
Print AwarenessELA.1.1A Recognize that spoken words are represented in written English
by specific sequences of letters.ELA.1.1B Identify all upper- and lower-case letters.ELA.1.1C
Aug.22Sept.02 Sequence the letters of the alphabet.ELA.1.1D Recognize the distinguishing features of a
sentence (e.g., capitalization of first word, ending punctuation).ELA.1.1E Read texts by
Aug. 29
moving from top to bottom of the page and tracking words from left to right with return sweep.
Begin the First ELA.1.1F Identify the information that different parts of a book provide (e.g., title, author,
illustrator, table of contents).
25 Day Reading
Launch
Phonemic AwarenessELA.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).ELA.1.2B
Begin the First
Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g.,
25 Day Writing bit/bite).
Launch Aug. 29Sept.02
PhonicsELA.1.3A.i 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 z.
Extend
Review Assess
ELA.1.3A.ii Decode words in context and in isolation by applying common letter- sound
Reteach
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 i.
ELA.1.3H Identify and read at least 100 high-frequency words from a commonly used list.
ComprehensionVocabulary:ELA.1.6A Identify words that name actions (verbs) and words

st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Comprehension Skills:ELA.1.4A Confirm predictions about what will happen next in text
by "reading the part that tells".
ELA.1.4B Ask relevant questions, seek clarification, and locate facts and details about
stories and other texts.ELA.1.4C/1.Fig19A 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,
rereading a portion aloud).
ELA.1.7A1.Fig19F Connect the meaning of a well-known story OR fable to personal
experiences.
ELA.1.9A /1.Fig19E Describe the plot (problem and solution) and retell a story's beginning,
middle, and end with attention to the sequence of events.ELA.1.15A Follow written multistep directions with picture cues to assist with understanding.
ELA.1.15B Explain the meaning of specific signs and symbols (e.g., map features).
ELA.1.Fig19C Monitor and adjust comprehension (e.g., using background knowledge,
creating sensory images, rereading a portion aloud).
ELA.1.Fig19D Make inferences about text and use textual evidence to support
understanding.
WritingWriting Conventions:ELA.1.20A.ii Understand and use nouns (singular/plural,
common/proper) in the context of reading, writing, and speaking.
ELA.1.20B Speak and write in complete sentences with correct subject-verb agreement.
Handwriting:ELA.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 and sentences.
ELA.1.21B.i Recognize and use basic capitalization for the beginning of sentences.
ELA.1.21B.iii Recognize and use basic capitalization for names of people.

Spelling:ELA.1.22A Use phonological knowledge to match sounds to letters to construct
known words.
Composition:ELA.1.19C Write brief comments on literary or informational texts.ELA.1.17A
Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key
ideas).
ELA.1.17B Develop drafts by sequencing ideas through writing sentences.
Listening and SpeakingELA.1.27A Listen attentively to speakers and ask relevant
questions to clarify information.ELA.1.29A Follow agreed-upon rules for discussion,
including listening to others, speaking when recognized, and making appropriate
contributions.

43Days
st
1 Cycle
Unit
Aug. 22 Oct. 21, 2016

#ofLessons
Unit 1.B: Exploring History

Unit Overview:
During this unit, you will continue integrating the instructional practices in this planning guide with the First 25 Days of Reading and the
First 25 Day Writing Workshop, which will set the foundation for guided reading routines and practices, and provide strategies for
implementing the writing process. Students will continue blending sounds, segmenting, and decoding syllables and words. Also
students will recognize changes in words and continue generating rhyming words. They will develop their academic vocabulary by
utilizing the word wall and other classroom resources. In this unit students will learn about the contributions of important people and
celebrations/commemorative events that occurred in history by hearing and reading various fictional and nonfictional text. The
students will continue to utilize the writing process by writing stories and compositions, and they will respond to literary prompts in their
journals using some writing conventions such as: verbs, nouns, and time order words. At the end of the unit, the students will create a
culminating project (as assigned by the teacher).
Leaders Sept. 06 4 Weeks

09
Sept.05-30
Celebrating
Freedom Sept. 12 Continue and
16
ATripBackin TimeKey People Sept.
1923
ATripBackin Time Conclude The

Historical Events
First 25 Day of
Sept. 2630
Reading
Print AwarenessELA.1.1A Recognize that spoken words are represented in written English
by specific sequences of letters.ELA.1.1B Identify all upper- and lower-case letters.ELA.1.1C
Sequence the letters of the alphabet.ELA.1.1D Recognize the distinguishing features of a
sentence (e.g., capitalization of first word, ending punctuation).ELA.1.1E Read texts by
moving from top to bottom of the page and tracking words from left to right with return sweep.
Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g.,
bit/bite).ELA.1.2C 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/).
Phonics
ELA.1.3A.i Decode words in context and in isolation by applying common letter- sound
The First 25 Day correspondences, including: single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/
Writing
Sept. 26-30
Extend
Review Assess
Reteach
(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.

*Formative
Assessment
(Available in the unit ELA.1.3I Monitor accuracy of decoding.
folder on the HUB)
*Culminating
Unit Project
(See Research
section of Planning
Guide)
ComprehensionFluencyELA.1.5A Read aloud grade-level appropriate text with fluency

(rate, accuracy, expression, appropriate phrasing) and comprehension.

st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Labor Day Sept. Vocabulary:ELA.1.6A Identify words that name actions (verbs) and words that name
5
persons, places, or things (nouns).ELA.1.6C Determine what words mean from how they are
used in a sentence, either heard or read.
Early Dismissal
Sept. 21
Comprehension Skills:ELA.1.4A Confirm predictions about what will happen next in text by
"reading the part that tells".
ELA.1.4B/1.Fig19B Ask relevant questions, seek clarification, and locate facts and details
about stories and other texts.ELA.1.4C/1.Fig19A 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, rereading a portion aloud).
ELA.1.9A (Fiction) Describe the plot (problem and solution) and retell a story's beginning,
middle, and end with attention to the sequence of events.
ELA.1.9B (Fiction) Describe characters in a story and the reasons for their actions and
feelings.ELA.1.10A Determine whether a story is true or a fantasy (fiction or nonfiction,
realistic or fantasy) and explain why.
ELA.1.13A Identify the topic and explain the authors purpose in writing about the text.
ELA.1.14A (Expository) Restate the main idea, heard or read.ELA.1.14B (Expository)
Identify important facts or details in text, heard or read.
ELA.1.14C/1.Fig19E (Expository) Retell the order of events in a text by referring to the
words and/or illustrations.ELA.1.Fig19C Monitor and adjust comprehension (e.g., using
background knowledge, creating sensory images, rereading a portion aloud).
understanding.ELA.1.Fig 19.F Make connections to own experiences, to ideas in other
texts, and to the larger community and discuss textual evidence.
Technology:ELA.1.16A Recognize different purposes of media (e.g., informational,

entertainment) (with adult assistance).ELA.1.16B Identify techniques used in media (e.g.,
sound, movement).
WritingWriting Conventions:ELA.1.20A.i Understand and use verbs (past, present, and
future) in the context of reading, writing, and speaking.ELA.1.20A.ii Understand and use
nouns (singular/plural, common/proper) in the context of reading, writing, and speaking.
ELA.1.20A.vii Understand and use time-order transition words in the context of reading,
writing, and speaking.

st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
ELA.1.21B.iii Recognize and use basic capitalization for names of people. ELA.1.21C
Recognize and use punctuation at the end of declarative, exclamatory, and interrogative
sentences.
known words.ELA.1.22C Spell high-frequency words from a commonly used list.
Composition:ELA.1.18A Write brief stories that include a beginning, middle, and end.
ELA.1.19A Write brief compositions about topics of interest to the student.
ELA.1.19C Write brief comments on literary or informational texts.ELA.1.17A Plan a first
draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).
ResearchELA.1.23A Generate a list of topics of class-wide interest and formulate openended questions about one or two of the topics (with adult assistance).ELA.1.23B Decide
what sources of information might be relevant to answer questions about the topic (with
adult assistance).ELA.1.24A Gather evidence from available sources (natural and personal)
as well as from interviews with local experts (with adult assistance).ELA.1.24C Record
basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams)
with adult assistance.
Listening and SpeakingELA.1.27A Listen attentively to speakers and ask relevant
questions to clarify information.ELA.1.29A Follow agreed-upon rules for discussion,
including listening to others, speaking when recognized, and making appropriate
contributions.
Ongoing TEKS: Please see pp. 28 - 29 for a list of ongoing TEKS.

43Days
st
1 Cycle
Unit
Aug. 22 Oct. 21, 2016

#ofLessons
Unit 1.C: Understanding Civics and Economics/Exploring the Genres, Part I

Unit Overview:
In this unit students will continue generating rhyming words, blending sounds, segmenting, and decoding syllables and words in
context and in isolation. Also students will recognize changes in spoken words when a phoneme or a syllable is added, changed or
removed. They will develop their academic vocabulary by utilizing the word wall and other classroom resources. In this unit, students
will have the opportunity to learn about good economic choices based on needs and wants and how goods and services are
exchanged in the market through various read a louds and texts. The students will continue to utilize the writing process by writing
stories and compositions, and they will respond to literary prompts in their journals using some writing conventions such as: verbs,
nouns and adjectives. They will continue to learn about using a pronoun in the place of a noun in a sentence. At the end of the unit,
the students will create a culminating project (as assigned by the teacher).
Needs vs Wants
Oct. 0307
Goods and Services
Oct. 1014
3 Weeks
Oct. 0321
Snapshot 1
Suggested
Window
Genre Study
Fiction and
Nonfiction Oct. 17
Oct. 10-14
21
Print AwarenessELA.1.1B Identify all upper- and lower-case letters.ELA.1.1C Sequence the
letters of the alphabet.ELA.1.1D Recognize the distinguishing features of a sentence (e.g.,
capitalization of first word, ending punctuation).ELA.1.1E Read texts by moving from top to
bottom of the page and tracking words from left to right with return sweep.
Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite).
ELA.1.2C 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/).ELA.1.2D Blend spoken phonemes to form
one- and two-syllable words, including consonant blends (e.g., spr).
See Outline for

TEKS
Details PhonicsELA.1.3A.i Decode words in context and in isolation by applying common letterOct.17-21
Extend
Review
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 z.
Assess
Reteach
*Formative
Assessment
(Available in the
unit folder on the
HUB)
*Culminating
Unit Project
(See Research
section of
Planning Guide)
ELA.1.3B Combine sounds from letters and common spelling patterns (e.g., consonant blends,
long- and short-vowel patterns) to create recognizable words. ELA.1.3C.i Use common
syllabication patterns to decode words, including closed syllable (CVC) (e.g., mat, rab-bit).
ELA.1.3C.ii Use common syllabication patterns to decode words, including open syllable (CV)
(e.g., he, ba-by).ELA.1.3E Read base words with inflectional endings (e.g., plurals, past
tenses).

st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Early Dismissal
Oct. 11
ELA.1.3I Monitor accuracy of decoding.
Fall Holiday Oct. ComprehensionFluency:ELA.1.5A Read aloud grade-level appropriate text with fluency
12
(rate, accuracy, expression, appropriate phrasing) and comprehension.ELA.1.12A Read
independently for a sustained period of time.
Vocabulary:ELA.1.6A Identify words that name actions (verbs) and words that name
persons, places, or things (nouns).ELA.1.6C Determine what words mean from how they are
used in a sentence, either heard or read.ELA.1.6D Identify and sort words into conceptual
categories (e.g., opposites, living things).
ELA.1.7A/1.Fig19F Connect the meaning of a well-known story OR fable to personal
experiences.
ELA.1.9A /1.Fig19E Describe the plot (problem and solution) and retell a story's beginning,
middle, and end with attention to the sequence of events.
feelings.ELA.1.10A (Nonfiction) Determine whether a story is true or a fantasy (fiction or
nonfiction, realistic or fantasy) and explain why.
ELA.1.13A Identify the topic and explain the authors purpose in writing about the text.
ELA.1.14A (Expository) Restate the main idea, heard or read.
ELA.1.14B (Expository) Identify important facts or details in text, heard or read.
ELA.1.Fig19C Monitor and adjust comprehension (e.g., using background knowledge,
creating sensory images, rereading a portion aloud).
understanding.
Technology:ELA.1.16A Recognize different purposes of media (e.g., informational,
sound, movement).
ELA.1.20A.iii Understand and use adjectives (e.g., descriptive: green, tall) in the context of
reading, writing, and speaking.

st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
ELA.1.20A.vi Understand and use pronouns (e.g., I, me) in the context of reading, writing,
and speaking.
ELA.1.21B.ii Recognize and use basic capitalization for the pronoun "I". ELA.1.21C
Recognize and use punctuation marks at the end of declarative, exclamatory, and
interrogative sentences.
Spelling:ELA.1.22B.i Use letter-sound patterns to spell consonant-vowel-consonant (CVC)
words.ELA.1.22C Spell high-frequency words from a commonly used list.ELA.1.22D Spell
base words with inflectional endings (e.g., adding "s" to make words plurals).
Composition:ELA.1.19A Write brief compositions about topics of interest to the student.
ELA.1.19C Write brief comments on literary or informational texts.ELA.1.17A Plan a first
draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).
adult assistance).ELA.1.24A Gather evidence from available sources (natural and personal:
physical environment and human environment) as well as from interviews with local experts
with adult assistance.ELA.1.24C Record basic information in simple visual formats (e.g.,
notes, charts, picture graphs, diagrams) with adult assistance.ELA.1.26A Create a visual
display or dramatization to convey the results of the research (with adult assistance.
Listening and SpeakingELA.1.27B Follow, restate, and give oral instructions that involve
a short related sequence of actions.ELA.1.28A Share information and ideas about the topic
under discussion by speaking clearly at and appropriate pace and using the conventions of
language.

nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016
#ofLessons
Unit 2.A: Exploring the Genres, Part II

Unit Overview:
In this unit students will continue generating rhyming words, segmenting, blending sounds and decoding syllables and words in
context and in isolation by applying common spelling patterns. They will develop their academic vocabulary by creating conceptual
categories and alphabetizing words by the first and second letter. In this unit, students will continue to explore the different types of
genres that are available in literature and understand the authors purpose for writing text. They will explore how text such as fables
and folktales have been passed down from generation and serve as timeless connections between the past, present and future. They
will also learn about the various forms of poetry such as: haikus, limericks, etc. They will gain insight on what inspires a poet to write a
poem. Also they will respond to literary prompts in their journals using some writing conventions such as: verbs, nouns, adjectives and
transitional words. At the end of the unit, the students will create a culminating project (as assigned by the teacher).
Genre Study - Fairy 3 Weeks
Tales Oct. 2428
Oct.24-Nov.11
Genre Study
Fables and Folktales Nov.07-11
Extend Review
Oct. 31-Nov.04
Assess
Reteach
Genre Study
Poetry Nov.0711
*Formative
Assessment
(Available in the unit
folder on the HUB)
*Culminating
Unit Project
Print AwarenessELA.1.1D Recognize the distinguishing features of a sentence (e.g.,

capitalization of first word, ending punctuation).ELA.1.1E Read texts by moving from top to
bottom of the page and tracking words from left to right with return sweep.
Phonemic AwarenessELA.1.2B Distinguish between long- and short-vowel sounds in
spoken one-syllable words (e.g., bit/bite).ELA.1.2C 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/).
ELA.1.2D Blend spoken phonemes to form one- and two-syllable words, including consonant
blends (e.g., spr).ELA.1.2E Isolate initial, medial, and final sounds in one-syllable spoken
words.
PhonicsELA.1.3A.i Decode words in context and in isolation by applying common lettersound 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, =/ks/, y, and z.
(See Research
section of Planning
Guide)
ELA.1.3A.iii Decode words in context and in isolation by applying common letter- sound
correspondences, including consonant blends (e.g., bl, st).ELA.1.3B Combine sounds from
letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns)
**Learning.com to create recognizable words. ELA.1.3C.iv Use common syllabication patterns to decode
Project: From
words, including vowel- consonant-silent "e" words (VCe) (e.g., kite, hide).
Fact to Fantasy
ELA.1.3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick).

nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016

#ofLessons
ComprehensionFluency:ELA.1.5A Read aloud grade-level appropriate text with fluency

Vocabulary:ELA.1.6D Identify and sort words into conceptual categories (e.g., opposites,
living things).ELA.1.6E Alphabetize a series of words to the first or second letter and use a
dictionary to find words.
Comprehension Skills:ELA.1.7A/1.Fig19F Connect the meaning of a well-known story
OR fable to
personal experiences.ELA.1.7B Explain the function of recurring phrases (e.g., "Once upon
a time" or "They lived happily ever after") in traditional folk- and fairy tales.ELA.1.8A
Respond to and use rhythm, rhyme, and alliteration in poetry.
ELA.1.9A /1.Fig19E (Fiction) Describe the plot (problem and solution) and retell a story's
beginning, middle, and end with attention to the sequence of events.
feelings.ELA.1.10A (Nonfiction) Determine whether a story is true or a fantasy (fiction or
nonfiction, realistic or fantasy) and explain why.
ELA.1.11A/ Fig19C Recognize sensory details in literary text.ELA.1.Fig19D Make
inferences about text and use textual evidence to support
understanding.
future) in the context of reading, writing, and speakingELA.1.20A.ii Understand and use
ELA.1.20A.iii Understand and use adjectives (e.g., descriptive: green, tall) in the context of
reading, writing, and speaking.ELA.1.20A.vii Understand and use time-order transition
words in the context of reading, writing, and speaking.
Handwriting:ELA.1.21B.iii Recognize and use basic capitalization for names of people.

ELA.1.21C Recognize and use punctuation marks at the end of declarative, exclamatory,
and interrogative sentences.
Spelling:ELA.1.22B.i Use letter-sound patterns to spell consonant-vowel-consonant (CVC)
words.
ELA.1.22B.ii Use letter-sound patterns to spell consonant-vowel-consonant-silent e (CVCe)
words (e.g., "hope").ELA.1.22D Spell base words with inflectional endings (e.g., adding "s"
to make words plurals).

37Days
nd
2 Cycle
Oct. 24 Dec. 16, 2016
Unit
#ofLessons
ELA.1.18B Write short poems that convey sensory details.ELA.1.17A Plan a first draft by
generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).
ELA.1.17B Develop drafts by sequencing ideas through writing sentences. ELA.1.17C
Revise drafts by adding or deleting a word, phrase, or sentence.
adult assistance).ELA.1.24A Gather evidence from available sources (natural and
personal: physical environment and human environment) as well as from interviews with
local experts with adult assistance.ELA.1.24C Record basic information in simple visual
formats (e.g., notes, charts, picture graphs, diagrams) with adult assistance.ELA.1.26A
Create a visual display or dramatization to convey the results of the research (with adult
assistance.

37Days
nd
2 Cycle
Unit
Oct. 24 Dec. 16, 2016

#ofLessons
Unit 2.B: Traditions and Celebrations

Unit Overview:
In this unit students will continue generating rhyming words, recognizing changes in words, and decoding syllables or words in context
and in isolation by applying common spelling patterns. They will develop their academic vocabulary by determining the meaning of
words from how is used in a sentence, and alphabetizing words by the first and second letter. In this unit, students will explore the
many ways families may be defined, the diversity of families with a focus on family values, and explore the customs and traditions that
families share through various text. Students will write, revise and edit short stories including adjectives, and transitional words to
develop the beginning, middle and end of the story. Also students will write letters that put ideas in a chronological order and using the
appropriate letters conventions such as: date, salutation, body, closing, and signature. At the end of the unit, the students will create a
culminating project (as assigned by the teacher).
Traditions and
Celebrations in My
FamilyNov. 14 22
2 Weeks
Phonemic AwarenessELA.1.2C 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/).ELA.1.2D Blend spoken
Nov.14-22
phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).
ELA.1.2E Isolate initial, medial, and final sounds in one-syllable spoken words. ELA.1.2F
Nov.21-22
Segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g.,
Extend Review splat = /s/p/l/a/t/).
Assess
Reteach
PhonicsELA.1.3A.iii Decode words in context and in isolation by applying common letter*Formative
Assessment
sound correspondences, including consonant blends (e.g., bl, st).ELA.1.3A.iv Decode words
in context and in isolation by applying common letter- sound correspondences, including
(Available in the unit consonant digraphs including ch, tch, sh, th=as in
folder on the HUB)
thing, wh, ng, ck, kn, -dge, and ph.ELA.1.3B Combine sounds from letters and common
*Culminating
spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create
Unit Project (See recognizable words. ELA.1.3C.iii Use common syllabication patterns to decode words,
including final stable syllable (e.g., ap-ple, a-ble.ELA.1.3C.iv Use common syllabication
Research
patterns to decode words, including vowel- consonant-silent "e" words (VCe) (e.g., kite, hide).
section of Planning
Guide)
Early Dismissal
Nov. 16

Vocabulary:ELA.1.6C Determine what words mean from how they are used in a sentence,
either heard or read.ELA.1.6E Alphabetize a series of words to the first or second letter and
use a dictionary to find words.
Thanksgiving
Holiday Nov. 23- Comprehension Skills:ELA.1.9A/1.Fig19E (Fiction) Describe the plot (problem and
solution) and retell a
25
story's beginning, middle, and end with attention to the sequence of events.

37Days
nd
2 Cycle
Oct. 24 Dec. 16, 2016
Unit
#ofLessons
feelings.ELA.1.13A Identify the topic and explain the authors purpose in writing about the
text.
ELA.1.14A (Expository) Restate the main idea, heard or read.ELA.1.14B (Expository) Identify
important facts or details in text, heard or read.
ELA.1.14C/1.Fig19E (Expository) Retell the order of events in a text by referring to the words
and/or illustrations.
ELA.1.14D (Expository) Use text features (e.g., title, tables of contents, illustrations) to locate
specific information in text.SLA.1.15A Follow written multi-step directions with picture cues to
assist with understanding.
SLA.1.Fig19D Make inferences about text and use textual evidence to support understanding.
WritingWriting Conventions:ELA.1.20A.iii Understand and use adjectives (e.g., descriptive:
green, tall) in the context of reading, writing, and speaking.ELA.1.20A.vii Understand and use
time-order transition words in the context of reading, writing, and speaking.
Handwriting:ELA.1.21C Recognize and use punctuation marks at the end of declarative,
exclamatory, and interrogative sentences.
Spelling:
words (e.g., "hope").
ELA.1.22B.iii Use letter-sound patterns to spell one-syllable words with consonant blends
(e.g., "drop").

ELA.1.19B Write short letters that put ideas in a chronological or logical sequence and use
appropriate conventions (e.g., date, salutation, body, closing, signature).
ELA.1.17C Revise drafts by adding or deleting a word, phrase, or sentence.
ELA.1.17D Edit drafts for grammar, punctuation, and spelling using a teacherdeveloped
rubric.ELA.1.17E Publish and share writing with others.
ResearchELA.1.25A Revise the topic as a result of answers to initial research questions (with
adult assistance).ELA.1.26A Create a visual display or dramatization to convey the results of
the research (with adult assistance).

37Days
nd
2 Cycle
Oct. 24 Dec. 16, 2016
Unit
#ofLessons
Unit 2.C: Planet Earth

Unit Overview:
In this unit, students will hear and read various texts about the planet that is their home, Earth. They will explore the planet further by
reviewing the continents and oceans, while learning about various land and water formations. They will hear and read various text that
will provide ways to conserve the planet and its natural resources for the future. Students will learn how to use common syllabication
patterns to decode words. They will continue to learn about decoding words with the vowel-consonant- silent e and the common
syllabication pattern of r-controlled vowel sounds. They will continue to apply common spelling patterns to create recognizable words.
Students will learn how to write a complete sentence by using subject-verb agreement. Students will also learn how to use
prepositions and prepositional phrases in their writing. At the end of the unit, the students will create a culminating project (as
assigned by the teacher).
Exploration Earth 3 Weeks
Nov. 28Dec. 02
Exploring Rocks
Dec. 05-09
Phonemic AwarenessELA.1.2D Blend spoken phonemes to form one- and two-syllable words,
including consonant blends (e.g., spr).ELA.1.2E Isolate initial, medial, and final sounds in oneNov.28-Dec.16 syllable spoken words. ELA.1.2F Segment spoken one-syllable words of three to five
phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).
Snapshot 2
Suggested
Water Everywhere Window
Dec.12-16
Dec.12-16
PhonicsELA.1.3A.iv Decode words in context and in isolation by applying common lettersound correspondences, including consonant digraphs including ch, tch, sh, th=as in thing, wh,
ng, ck, kn, -dge, and ph.ELA.1.3C.iii Use common syllabication patterns to decode words,
including final stable syllable (e.g., ap-ple, a-ble.
See Outline for ELA.1.3F Use knowledge of the meaning of base words to identify and read common
TEKS
Details compound words (e.g., football, popcorn, and daydream).
Dec. 12-16
Extend
Review
ComprehensionFluency:ELA.1.5A Read aloud grade-level appropriate text with fluency (rate,

accuracy, expression, appropriate phrasing) and comprehension.
Vocabulary:ELA.1.6B Determine the meaning of compound words using knowledge of the
Assess
Reteach
*Formative
Assessment
meaning of their individual component words (e.g., lunchtime).ELA.1.6C Determine what words
(Available in the mean from how they are used in a sentence, either heard or read.ELA.1.6D Identify and sort
unit folder on the words into conceptual categories (e.g., opposites, living things).
HUB)

37Days
nd
2 Cycle
Oct. 24 Dec. 16, 2016
Unit
#ofLessons
*Culminating Unit ELA.1.14A Restate the main idea, heard or read.ELA.1.14B Identify important facts or
Project (See
details in text, heard or read.
Research section of
Planning Guide)
Winter Break
Dec. 19-Jan.03
ELA.1.14C/1.Fig19E Retell the order of events in a text by referring to the words and/or
illustrations.
ELA.1.14D Use text features (e.g., title, tables of contents, illustrations) to locate specific
information in text.
understanding.ELA.1.Fig19F Make connections to own experiences, to ideas in other texts,
and to the larger community and discuss textual evidence.
WritingWriting Conventions:ELA.1.20A.v Understand and use prepositions and
prepositional phrases in the context of reading, writing, and speaking.ELA.1.20A.vii
Understand and use time-order transition words in the context of reading, writing, and
speaking.
known words.
words (e.g., "hope").
ELA.1.22B.iii Use letter-sound patterns to spell one-syllable words with consonant blends
(e.g., "drop").

ELA.1.19B Write short letters that put ideas in a chronological or logical sequence and use
appropriate conventions (e.g., date, salutation, body, closing, signature).
Writing Process Emphasis On:ELA.1.17C Revise drafts by adding or deleting a word,
phrase, or sentence. ELA.1.17D Edit drafts for grammar, punctuation, and spelling using a
teacherdeveloped rubric.ELA.1.17E Publish and share writing with others.

rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017
#ofLessons
Unit 3.A: Working in My Community
Unit Overview:
In this unit, students will hear and read various text about the people in their community that help to make it work.
Students will hear and read various text that will cover the components and characteristics of jobs, how technology changes
the way people work, and how these jobs have contributed to making our lives better.
Students will learn how to decode words in context and in isolation by applying consonant blends, consonant digraphs, vowel
digraphs, and closed syllables.
Students will learn how to write a complete sentence by using subject-verb agreement, and apply their understanding of
writing conventions/grammar.
At the end of the unit, the students will create a culminating project (as assigned by the teacher).
People Who are

Entrepreneurs Jan.
04-06
5 Weeks

Jan.04-Feb.03 Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g.,
bit/bite).ELA.1.2D Blend spoken phonemes to form one- and two-syllable words, including
People Who Help and Jan.30-Feb.03 consonant blends (e.g., spr).ELA.1.2E Isolate initial, medial, and final sounds in one-syllable
ExtendReview spoken words. ELA.1.2F Segment spoken one-syllable words of three to five phonemes into
Serve Jan.09-13
Assess
individual phonemes (e.g., splat = /s/p/l/a/t/).
People Who are
Reteach
PhonicsELA.1.3A.iv Decode words in context and in isolation by applying common letterCreativeJan. 17-20
sound correspondences, including consonant digraphs including ch, tch, sh, th=as in thing,
*Formative
wh, ng, ck, kn, -dge, and ph.
People Who Educate,
Assessment
Invent, and Explore
(Available in the unit ELA.1.3A.v Decode words in context and in isolation by applying common letter- sound
Jan 23-27
folder on the HUB) 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
*Culminating
in chief, ie as in pie, and igh.
People Who Care for
ELA.1.3C.vi Use common syllabication patterns to decode words, including r- controlled
the EarthJan. 30-
Unit Project (See vowel sounds (e.g., tar); including er, ir, ur, ar, and or).ELA.1.3F Use knowledge of the
Research
meaning of base words to identify and read common compound words (e.g., football,
popcorn, and daydream).
section of Planning
Guide)
Feb.03
MLK Jr. Day

Jan. 16
Early Dismissal
Jan. 25

that name persons, places, or things (nouns).ELA.1.6B Determine the meaning of
compound words using knowledge of the meaning of their individual component words (e.g.,
lunchtime).ELA.1.6C Determine what words mean from how they are used in a sentence,
either heard or read.
Comprehension Skills:ELA.1.9A (Fiction) Describe the plot (problem and solution) and
retell a story's beginning, middle, and end with attention to the sequence of events.

rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017
#ofLessons
feelings.
ELA.1.14A (Expository) Restate the main idea, heard or read.ELA.1.14B (Expository) Identify
important facts or details in text, heard or read.
ELA.1.14C1.Fig19E (Expository) Retell the order of events in a text by referring to the words
and/or illustrations.ELA.1.15B Explain the meaning of specific signs and symbols (e.g., map
features).
ELA.1.Fig19D Make inferences about text and use textual evidence to support understanding.
WritingWriting Conventions:ELA.1.20A.iv Understand and use adverbs (e.g., time: before,
next) in the context of reading, writing, and speaking.ELA.1.20A.v Understand and use
prepositions and prepositional phrases in the context of reading, writing, and speaking.
ELA.1.20B Speak and write in complete sentences with correct subject-verb ELA.1.20C Ask
questions with appropriate subject-verb inversion.
known words.
ELA.1.19A Write brief compositions about topics of interest to the student. ELA.1.19B Write
short letters that put ideas in a chronological or logical sequence and use appropriate
conventions (e.g., date, salutation, body, closing, signature). ELA.1.19C Write brief comments
on literary or informational texts.
47Days
rd
3 Cycle
Unit
Jan. 4 Mar. 10, 2017

#ofLessons
Unit 3.B: Changes All Around Me
Unit Overview:
In this unit, students will explore and investigate the different types of weather and learn how the changes in weather effects
the seasons by reading a variety of fictional and nonfictional text.
Students will learn how to decode words in context and in isolation by applying consonant blends, consonant digraphs, vowel
digraphs, and closed syllables.
Students will learn how to use their knowledge of base words to identify and read compound words.
At the end of the unit, the students will create a culminating project (as assigned by the teacher).
Weather Feb. 06-10 3 Weeks

Seasons Feb.13-17 Feb. 06-24
Celestial Patterns
Feb. 20-24
Snapshot 3
Suggested
Window
Feb. 20-24
Phonemic AwarenessELA.1.2D Blend spoken phonemes to form one- and two-syllable

words, including consonant blends (e.g., spr).ELA.1.2E Isolate initial, medial, and final sounds
in one-syllable spoken words. ELA.1.2F Segment spoken one-syllable words of three to five
phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).
PhonicsELA.1.3A.v Decode words in context and in isolation by applying common lettersound 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 in pie, and igh.ELA.1.3C.iv Use common syllabication patterns to decode
words, including vowel- consonant-silent "e" words (VCe) (e.g., kite, hide).
See Outline for

TEKS Details ELA.1.3F Use knowledge of the meaning of base words to identify and read common
compound words (e.g., football, popcorn, and daydream).ELA.1.3G Identify and read
contractions (e.g., isn't, can't).
Feb. 20-24
ComprehensionVocabulary:ELA.1.6B Determine the meaning of compound words using
Extend
knowledge of the meaning of their individual component words (e.g., lunchtime).ELA.1.6C
Review
Assess
Reteach
*Formative
Assessment
(Available in the
unit folder on the
HUB)
Determine what words mean from how they are used in a sentence, either heard or read.
ELA.1.6D Identify and sort words into conceptual categories (e.g., opposites, living things).
Comprehension Skills:ELA.1.14A (Expository) Restate the main idea, heard or read.

rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017
#ofLessons
understanding.
prepositional phrases in the context of reading, writing, and speaking.ELA.1.20A.vii
*Culminating Unit Understand and use time-order transition words in the context of reading, writing, and
speaking.
Project (See
Research section of
Planning Guide)
ELA.1.20C Ask questions with appropriate subject-verb inversion.
**Learning.com
Project: What Do
conventions of print (left-to-right and top-to-bottom progression), including spacing
You Think?
between words and sentences.
Early Dismissal
Feb. 22

ELA.1.22E Use resources to find correct spellings.
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
Unit 3.C: Exploring Organisms
Unit Overview:
In this unit, students will hear and read various text that will support their understanding of comparing and contrasting living
and nonliving things.
Students will apply their decoding knowledge by applying consonant blends, consonant digraphs, and vowel digraphs
strategies.
They will review inflectional endings and using compound words.
They will continue to apply common spelling patterns to create recognizable words.
At the end of the unit, the students will create a Culminating Project (as assigned by the teacher).
Living and Nonliving

OrganismsFeb. 27
Mar. 10
2 Weeks
Phonemic AwarenessELA.1.2C 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/).ELA.1.2D Blend spoken
Feb.27-Mar.10 phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).
ELA.1.2E Isolate initial, medial, and final sounds in one-syllable spoken words. ELA.1.2F
Mar. 06-10
Segment spoken one-syllable words of three to five phonemes into individual phonemes
ExtendReview (e.g., splat = /s/p/l/a/t/).
Assess
Reteach
Phonics
*Formative
Assessment
(Available in the unit
folder on the HUB)
*Culminating
ELA.1.3A.vi Decode words in context and in isolation by applying common letter- sound
correspondences, including vowel diphthongs including oy, oi, ou, and ow.
ELA.1.3A.v 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 in pie, and igh.
ELA.1.3C.v Use common syllabication patterns to decode words, including vowel digraphs
and diphthongs (e.g., boy-hood, oat-meal).

Unit Project
ComprehensionVocabulary:ELA.1.6C Determine what words mean from how they are

used in a sentence, either heard or read.ELA.1.6D Identify and sort words into conceptual
categories (e.g., opposites, living things).
(See Research
section of Planning
Guide)
Spring Break
Mar. 13-17
retell a story's
beginning, middle, and end with attention to the sequence of events.ELA.1.9B (Fiction)
Describe characters in a story and the reasons for their actions
and feelings.ELA.1.14A (Expository) Restate the main idea, heard or read.

th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons

words and/or illustrations.
prepositional phrases in the context of reading, writing, and speaking.
Handwriting:ELA.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
known words.ELA.1.22D Spell base words with inflectional endings (e.g., adding "s" to
make words plurals).ELA.1.22E Use resources to find correct spellings.
ELA.1.18B Write short poems that convey sensory details.ELA.1.19A Write brief
compositions about topics of interest to the student.
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
Unit 4.A: Making a Spring Garden
Unit Overview:
In this unit, students will explore the world of plants.
They will hear and read various text that will provide information on the plant life cycle, the parts of a plant, different varieties
of plants, and what is needed for a plant to survive.
The students will learn how insects play a role in the life cycle of a plant.
Students will continue to utilize blending and segmenting strategies to decode words in context and around their
environment.Students will learn about vowel diphthongs and the syllabication patterns of final stable syllable.
Students will continue to apply their knowledge of how to write a complete sentence by using subject-verb agreement, and
apply their understanding of writing conventions/grammar.They will learn more about applying the writing conventions of verbs,
nouns, adjectives, and pronouns in their daily writing
routines.At the end of the unit, the students will create a Culminating Project (as assigned by the teacher).
Exploring Plants
Mar. 20-24
A Plant Needs...
Mar. 27-31
3 Weeks
Mar.20-Apr.07

words, including consonant blends (e.g., spr).ELA.1.2E Isolate initial, medial, and final
sounds in one-syllable spoken words. ELA.1.2F Segment spoken one-syllable words of
three to five phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).
Apr. 03-07
ExtendReview PhonicsELA.1.3A.vi Decode words in context and in isolation by applying common letterCharacteristics of a Assess
sound correspondences, including vowel diphthongs including oy, oi, ou, and ow.
Plant
Reteach
Apr. 03-07
*Formative
and diphthongs (e.g., boy-hood, oat-meal).
Assessment
(Available in the unit ComprehensionVocabulary:ELA.1.6C Determine what words mean from how they are
folder on the HUB) used in a sentence, either heard or read.ELA.1.6D Identify and sort words into conceptual
categories (e.g., opposites, living things).ELA.1.6E Alphabetize a series of words to the
first or second letter and use a dictionary to find words.

retell a story's
*Culminating
Unit Project (See Describe characters in a story and the reasons for their actions
Research
section of Planning
Guide)
and feelings.ELA.1.10A Determine whether a story is true or a fantasy (fiction or nonfiction,

ELA.1.14A (Expository) Restate the main idea, heard or read.ELA.1.14B (Expository)
Identify important facts or details in text, heard or read.

th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
WritingWriting Conventions:ELA.1.20A.iii Understand and use adjectives (e.g.,

descriptive: green, tall) in the context of reading, writing, and speaking.ELA.1.20A.iv
Understand and use adverbs (e.g., time: before, next) in the context of reading, writing, and
speaking.
ELA.1.20C Ask questions with appropriate subject-verb inversion.
ELA.1.19C Write brief comments on literary or informational texts. Ongoing TEKS: Please
see pp. 28 - 29 for a list of ongoing TEKS.
48Days
th
4 Cycle
Unit
Mar. 20 May 25, 2017

#ofLessons
Unit 4.B: All About Animals

Unit Overview:
In this unit, students will learn all about the different animal families that live in the world.
They will hear and read various text that will provide insight into an animals habitat, diet, and environment.
Students will continue to utilize blending and segmenting strategies to decode words in context and around their
environment.
They will continue to apply common spelling patterns to create recognizable words.
Students will learn about vowel diphthongs and the syllabication patter of final stable syllable.
They will learn more about applying the writing conventions of verbs, nouns, adjectives, and pronouns in their daily writing
routines.
At the end of the unit, the students will create a Culminating project (as assigned by the teacher).
Animal Differences
Apr. 10-13

words, including consonant blends (e.g., spr).ELA.1.2E Isolate initial, medial, and final sounds
Apr.10-May19 in one-syllable spoken words. ELA.1.2F Segment spoken one-syllable words of three to five
Zoo Animals Apr. 17phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).
21
Snapshot 4
PhonicsELA.1.3A.vi Decode words in context and in isolation by applying common letterSuggested
BirdsApr. 24-28
sound correspondences, including vowel diphthongs including oy, oi, ou, and ow. ELA.1.3C.v
Window
Use common syllabication patterns to decode words, including vowel digraphs and diphthongs
Reptiles and
(e.g., boy-hood, oat-meal).
Amphibians May 01- Apr. 24-28
05
See Outline for ComprehensionVocabulary:ELA.1.6A Identify words that name actions (verbs) and words
TEKS Details that name persons, places, or things (nouns).ELA.1.6C Determine what words mean from how
Farm Animals May
they are used in a sentence, either heard or read.ELA.1.6D Identify and sort words into
08-12
conceptual categories (e.g., opposites, living things).

Water Animals May
6 Weeks
May 15-19
Comprehension Skills:ELA.1.9A (Fiction) Describe the plot (problem and solution) and retell
Extend
Review
Assess
Reteach
15-19
*Formative
Assessment
a story's
(Available in the
unit folder on the
HUB)

th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
ELA.1.15A Follow written multi-step directions with picture cues to assist with
understanding.
ELA.1.20A.iii Understand and use adjectives (e.g., descriptive: green, tall) in the context
of reading, writing, and speaking.ELA.1.20A.iv Understand and use adverbs (e.g., time:
before, next) in the context of reading, writing, and speaking.ELA.1.20A.v Understand and
use prepositions and prepositional phrases in the context of reading, writing, and speaking.
*Culminating Unit ELA.1.20A.vi Understand and use pronouns (e.g., I, me) in the context of reading, writing,
Project (See
and speaking.
Research section of
Planning Guide)
Spring Holiday
Apr.14
ELA.1.19C Write brief comments on literary or informational texts. Ongoing TEKS:
Please see pp. 28 - 29 for a list of ongoing TEKS.
48Days
4thCycle
Unit
Mar. 20 May 25, 2017

#ofLessons
Unit Overview:
In this unit, students will take a moment to reflect on their year in First Grade and learn new phonemic awareness and phonics
strategies that will help them evolve their reading skills as they are progress to the next grade level.
They will have the opportunity to reread their favorite text from the past school year, and apply decoding strategies to help them
with reading difficult context.
They will continue to utilize blending and segmenting strategies to decode words in context and around the classroom
environment.
The students will continue to utilize the writing process by writing stories and compositions, and they will respond to literary
prompts in their journals.
They will learn more about applying the writing conventions of verbs, nouns, adjectives, and pronouns in their daily writing
routines.
First Grade
1 Week
Memories May 22-25
May 22-25
Last Day of
School/Early
Dismissal May
25

PhonicsELA.1.3A.vi Decode words in context and in isolation by applying common lettersound correspondences, including vowel diphthongs including oy, oi, ou, and ow.
and diphthongs (e.g., boy-hood, oat-meal).ELA.1.3H Identify and read at least 100 highfrequency words from a commonly used list.
that name persons, places, or things (nouns).ELA.1.6C Determine what words mean from
how they are used in a sentence, either heard or read.
Comprehension SkillsELA.1.9A (Fiction) Describe the plot (problem and solution) and
retell a story's
realistic or fantasy) and explain why.ELA.1.11A Recognize sensory details in literary text.
ELA.1.14A (Expository) Restate the main idea, heard or read.

th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
ELA.1.14B (Expository) Identify important facts or details in text, heard or read

ELA.1.20A.iii Understand and use adjectives (e.g., descriptive: green, tall) in the context
of reading, writing, and speaking.ELA.1.20A.iv Understand and use adverbs (e.g., time:
before, next) in the context of reading, writing, and speaking.ELA.1.20A.v Understand and
use prepositions and prepositional phrases in the context of reading, writing, and speaking.
ELA.1.20A.vi Understand and use pronouns (e.g., I, me) in the context of reading, writing,
and speaking.
Spelling:ELA.1.22C Spell high-frequency words from a commonly used list.ELA.1.22D
Spell base words with inflectional endings (e.g., adding "s" to make words plurals).
CompositionELA.1.18A Write brief stories that include a beginning, middle, and end.
ELA.1.19C Write brief comments on literary or informational texts. Ongoing TEKS:
Please see pp. 28 - 29 for a list of ongoing TEKS.

th
4 Cycle
Unit
Ongoing TEKS
48Days
Mar. 20 May 25, 2017
#ofLessons

PhonicsELA.1.3H Identify and read at least 100 high-frequency words from a commonly
used list.ELA.1.3I Monitor accuracy of decoding.
Vocabulary:ELA.1.6C Determine what words mean from how they are used in a
sentence, either heard or read.
Comprehension Strategies Fig 19ELA.1.Fig19A Establish purposes for reading
selected texts based upon desired outcome to enhance comprehension.ELA.1. Fig19B
Ask literal questions of text.ELA.1. Fig19C Monitor and adjust comprehension (e.g., using
background knowledge, creating sensory images, rereading a portion aloud).
understanding;
ELA.1.Fig19E Retell or act out important events in stories in logical order. ELA.1.Fig19F
Make connections to own experiences, to ideas in other texts, and to the larger community
and discuss textual evidence.
Comprehension StrategiesELA.1.9A Describe the plot (problem and solution) and retell
a story's beginning,
middle, and end with attention to the sequence of events.ELA ELA.1.9B Describe
characters in a story and the reasons for their actions and
feelings.ELA.1.12A Read independently for a sustained period of time.
ELA.1.14A Restate the main idea, heard or read.ELA.1.14B Identify important facts or
details in text, heard or read.
ELA.1.14C Retell the order of events in a text by referring to the words and/or illustrations.
TechnologyELA.1.16A Recognize different purposes of media (e.g., informational,
sound, movement).

th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
Writing ProcessELA.1.17A Plan a first draft by generating ideas for writing (e.g., drawing,
sharing ideas, listing key ideas).
ELA.1.17B Develop drafts by sequencing ideas through writing sentences. ELA.1.17C
Revise drafts by adding or deleting a word, phrase, or sentence. ELA.1.17D Edit drafts for
grammar, punctuation, and spelling using a teacherdeveloped rubric.ELA.1.17E Publish and share writing with others.
Writing CompositionELA.1.18A Write brief stories that include a beginning, middle, and
end. ELA.1.19A Write brief compositions about topics of interest to the student.
ELA.1.19C Write brief comments on literary or informational texts.
HandwritingELA.1.21A Form upper- and lower-case letters legibly in text, using the basic
ELA.1.21C Recognize and use punctuation marks at the end of declarative, exclamatory,
and interrogative sentences.
SpellingELA.1.22A Use phonological knowledge to match sounds to letters to construct
adult assistance).ELA.1.24A Gather evidence from available sources (natural and
personal) as well as from interviews with local experts (with adult assistance).ELA.1.24B
Use text features (e.g., table of contents, alphabetized index) in age- appropriate reference
works (e.g., picture dictionaries) to locate information (with adult assistance).ELA.1.24C
Record basic information in simple visual formats (e.g., notes, charts, picture graphs,
diagrams) with adult assistance.ELA.1.25A Revise the topic as a result of answers to initial
research questions (with adult assistance).ELA.1.26A Create a visual display or
dramatization to convey the results of the research (with adult assistance).

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2016-2017 Scope and Sequence English Language Arts First Grade

Aug. 22 Oct. 21, 2016

Unit 1.A: Welcome to School

sound correspondences, including: single letters (consonants) including b, c=/k/, c=/s/, d, f,

2016-2017 Scope and Sequence English Language Arts First Grade

ELA.1.21B.iii Recognize and use basic capitalization for names of people.

2016-2017 Scope and Sequence English Language Arts First Grade

Aug. 22 Oct. 21, 2016

Unit 1.B: Exploring History

Leaders Sept. 06 4 Weeks

ATripBackin Time Conclude The

(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.

ComprehensionFluencyELA.1.5A Read aloud grade-level appropriate text with fluency

2016-2017 Scope and Sequence English Language Arts First Grade

Technology:ELA.1.16A Recognize different purposes of media (e.g., informational,

2016-2017 Scope and Sequence English Language Arts First Grade

2016-2017 Scope and Sequence English Language Arts First Grade

Aug. 22 Oct. 21, 2016

Unit 1.C: Understanding Civics and Economics/Exploring the Genres, Part I

See Outline for

sound correspondences, including: single letters (consonants) including b, c=/k/, c=/s/, d, f,

2016-2017 Scope and Sequence English Language Arts First Grade

2016-2017 Scope and Sequence English Language Arts First Grade

2016-2017 Scope and Sequence English Language Arts First Grade

Unit 2.A: Exploring the Genres, Part II

Print AwarenessELA.1.1D Recognize the distinguishing features of a sentence (e.g.,

2016-2017 Scope and Sequence English Language Arts First Grade

Oct. 24 Dec. 16, 2016

ComprehensionFluency:ELA.1.5A Read aloud grade-level appropriate text with fluency

Handwriting:ELA.1.21B.iii Recognize and use basic capitalization for names of people.

2016-2017 Scope and Sequence English Language Arts First Grade

Oct. 24 Dec. 16, 2016

2016-2017 Scope and Sequence English Language Arts First Grade

Oct. 24 Dec. 16, 2016

Unit 2.B: Traditions and Celebrations

Phonemic AwarenessELA.1.2C Recognize the change in a spoken word when a specified

ComprehensionFluency:ELA.1.5A Read aloud grade-level appropriate text with fluency

2016-2017 Scope and Sequence English Language Arts First Grade

Oct. 24 Dec. 16, 2016

ELA.1.19A Write brief compositions about topics of interest to the student.

2016-2017 Scope and Sequence English Language Arts First Grade

Oct. 24 Dec. 16, 2016

Unit 2.C: Planet Earth

phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).

ComprehensionFluency:ELA.1.5A Read aloud grade-level appropriate text with fluency (rate,

2016-2017 Scope and Sequence English Language Arts First Grade

Oct. 24 Dec. 16, 2016

ELA.1.19A Write brief compositions about topics of interest to the student.

2016-2017 Scope and Sequence English Language Arts First Grade

Unit 3.A: Working in My Community

People Who are

Phonemic AwarenessELA.1.2A Orally generate a series of original rhyming words using a

MLK Jr. Day

ComprehensionVocabulary:ELA.1.6A Identify words that name actions (verbs) and words

2016-2017 Scope and Sequence English Language Arts First Grade

2016-2017 Scope and Sequence English Language Arts First Grade

Jan. 4 Mar. 10, 2017

Unit 3.B: Changes All Around Me

Weather Feb. 06-10 3 Weeks

Phonemic AwarenessELA.1.2D Blend spoken phonemes to form one- and two-syllable

See Outline for

2016-2017 Scope and Sequence English Language Arts First Grade

Spelling:ELA.1.22A Use phonological knowledge to match sounds to letters to construct