Unit 01: Ready, Set, Go! Interacting with Print and Language Around Us

(15 classes for the entire unit)

In Collaboration/Oral Language, students develop listening and collaborative skills that support communication and learning. Students engage in meaningful conversations with peers to develop effective listening habits and to engage in expressing ideas in appropriate ways.

In Reading, students listen to and interact with a variety of texts as they focus on the goal of reading: comprehension. Students discuss, retell, and respond orally to self-selected texts or texts read aloud. Students also use drawing or writing to show understanding. Students also demonstrate their understanding of print concepts.

In Writing, students begin learning about the writing process with time devoted to the importance of planning and idea generation. With adult assistance, students begin to collect and generate ideas about various topics. Students develop short drafts about topics of interest and share their writing with others. Handwriting continues to develop as they write words and sentences, focusing on legibility and proper spacing.

In Word Study, student review and develop phonological awareness skills, including producing rhyming words and recognizing alliteration. Additionally, students decode and spell words with initial consonant digraphs and closed syllables (CVC pattern). Students also begin to build their bank of high-frequency words to assist in reading and spelling. Students use illustrations and context as they learn the meaning of new words.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.2A, 1.2A.i, 1.2A.ii, 1.2B, 1.2B.i, 1.2B.ii, 1.2B.iii, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.ii, 1.2C.iii, 1.2C.iv, 1.2D, 1.2F, 1.3B, 1.5A, 1.6I, 1.7D, 1.7E, 1.7F, 1.11A, 1.11B, 1.11D, 1.11D.i, 1.11D.viii, 1.11D.ix, 1.11E

Unit 02: Understanding What We Read and Write: Purpose and Connections

(15 classes for the entire unit)

In Collaboration/Oral Language, students continue to develop their abilities to work with others. Students practice active listening and speaking clearly when interacting with partners, small groups, and the class as a whole. This includes appropriate social communication such as relating experiences to others and expressing needs and feelings in a respectful manner.

In Reading, students are continuing to engage in dialogue and conversation with peers to support learning and understanding. Students preview texts, demonstrate print awareness, and identify topics to establish their own purposes for reading. Students also identify and discuss authors’ purposes for writing in a variety of texts. Students look for details, facts, and ideas that reveal the author’s purpose. Students also improve comprehension by making connections to personal experiences, ideas in other texts, and society. Students continue to use strategies to monitor their comprehension in order to support understanding of texts. Students demonstrate their understanding by describing their connections and interacting with texts through writing and illustrating using newly acquired vocabulary.

In Writing, students learn from the authors they have been reading and focus on their own purposes for writing. Students use planning to brainstorm ideas that support their purpose for writing about a topic(s). Students use their plan to develop drafts that include specific and relevant details that support their purpose. Students edit their drafts for complete sentences, including capital letters at the beginning and appropriate end punctuation for declarative and exclamatory sentences. Other editing considerations include capitalizing the pronoun “I”. Students also continue to work on their handwriting by printing legibly leaving appropriate spaces between their words.

In Word Study, students continue to develop phonological awareness skills as they learn how to divide spoken words into individual sounds and blend spoken sounds into words. They utilize their knowledge of letter sounds to decode and encode words with closed and open syllables, including words with initial and final consonant digraphs. Students are introduced to the inflectional ending -ing to support their understanding of present tense verbs. Students also continue to build their automaticity with high-frequency words in their reading and writing.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.2A, 1.2A.i, 1.2A.ii, 1.2A.iii, 1.2A.v, 1.2A.vii, 1.2B, 1.2B.i, 1.2B.ii, 1.2B.iii, 1.2B.v, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.ii, 1.2C.iii, 1.2C.iv, 1.2D, 1.2F, 1.3B, 1.3C, 1.3D, 1.4A, 1.5A, 1.6A, 1.6E, 1.6I, 1.7A, 1.7D, 1.7E, 1.7F, 1.10A, 1.11A, 1.11B, 1.11B.ii, 1.11D, 1.11D.i, 1.11D.ii, 1.11D.viii, 1.11D.ix, 1.11E

Unit 03: Understanding What We Read and Write: Asking Questions and Making Predictions

(15 classes for the entire unit)

In Oral Language/Collaboration, students continue to utilize listening and speaking skills in order to effectively communicate understanding and make appropriate contributions in social and academic conversations, such as listening actively, following directions, asking focused questions, providing relevant information, and working collaboratively with others.

In Reading, students listen to and interact with a variety of texts as they learn essential reading strategies which promote comprehension. Students ask and answer questions to enhance understanding and gain information. Students also make predictions using background knowledge and clues from the text, including those from text/print and graphic features, and they support/confirm their predictions with text evidence. Students interact with self-selected texts or those read aloud to them by using text evidence to support appropriate oral and/or written responses.

In Writing, students dive into the writing process, both independently and with adult assistance, with continued emphasis on planning, idea generation, and drafting. Students edit drafts as appropriate for complete sentences with capitalization and punctuation as well as correct verb tense. Multiple, authentic writing experiences provide many opportunities for handwriting development and, more importantly, the realization of self as a writer/author.

In Word Study, students gain phonemic awareness proficiency as they add, remove, and change initial phonemes to create new words. Additionally, students decode and spell open and closed syllables that include inital consonant blends, and the inflectional ending -ed, while adding new high frequency words to their growing sight word vocabularies.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.2A, 1.2A.iv, 1.2A.vi, 1.2B, 1.2B.ii, 1.2B.iii, 1.2B.v, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.ii, 1.2C.iii, 1.2C.iv, 1.2F, 1.3B, 1.3C, 1.3D, 1.4A, 1.5A, 1.6B, 1.6C, 1.6I, 1.7C, 1.7D, 1.7E, 1.10C, 1.11A, 1.11B, 1.11B.ii, 1.11D, 1.11D.i, 1.11D.ii, 1.11D.viii, 1.11D.ix, 1.11E

Unit 04: Understanding What We Read and Write: Mental Images

(5 classes for the entire unit)

In Reading, students focus on creating mental images to extract meaning by attending to details and discussing the author’s use of language. Students also continue to apply letter-sound relationships to decode words while self-monitoring comprehension and employing strategies that deepen understanding in a variety of texts.

In Writing, students plan and develop drafts that include details that help the reader create mental images. Composing text provides authentic opportunities to practice handwriting and editing, as appropriate, for complete sentences with subject-verb agreement and singular and plural nouns as well as other previously learned conventions.

In Word Study, students continue to develop their phonological awareness proficiency as they manipulate sounds in words. Students are introduced to decoding, and identifying the meaning of words with the inflectional endings -s and -es. This skill is supported by learning the concepts of singular and plural nouns in conventions. Students also continue to apply their knowledge of spelling patterns and syllable patterns to decode and spell words with closed and open syllables and words with consonant blends and digraphs as well as work on increasing their bank of high frequency words.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.2A, 1.2A.iv, 1.2A.vi, 1.2B, 1.2B.ii, 1.2B.iii, 1.2B.v, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.ii, 1.2C.iii, 1.2C.iv, 1.2F, 1.3B, 1.3C, 1.3D, 1.4A, 1.5A, 1.6D, 1.6I, 1.7C, 1.7D, 1.7E, 1.10D, 1.11A, 1.11B, 1.11B.ii, 1.11C, 1.11D, 1.11D.i, 1.11D.iii

Unit 05: Understanding What We Read and Write: Inferences

(15 classes for the entire unit)

In Reading, students listen to and interact with a variety of texts as they learn essential reading strategies which promote comprehension. With adult assistance, students make inferences during reading and use text evidence to support understanding. Additionally, students use illustrations and text to infer the meaning of unfamiliar words. Students also continue to self-select texts and build their stamina in order to read and interact with texts for increasingly longer periods of time.

In Writing, students gain confidence as they write, both independently and with adult assistance, with continued emphasis on planning, idea generation, and drafting. Through discussion and feedback, students revise their writing by adding details that support their message. While students continue to edit drafts for previously taught conventions, they now edit for singular and plural nouns as well as subjective and objective pronouns. Multiple, authentic writing experiences provide many opportunities for handwriting development and continued emphasis on self as a writer/author.

In Word Study, students continue to develop their phonological awareness proficiency as they orally manipulate sounds in words with an emphasis on medial vowel sounds. Students decode and spell words with VCe syllables, final consonant blends, and inflectional endings while adding new high-frequency words to their growing sight word vocabularies. Students review previously taught patterns through continued word study practice and with connected texts.

In Oral Language Development, students refine listening and speaking skills in order to effectively communicate. Students contribute appropriately in social and academic conversations, by listening, sharing, and collaborating during classroom activities and projects.

TEKS in this unit: 1.1A, 1.1C, 1.1D, 1.2A, 1.2A.iv, 1.2A.vi, 1.2B, 1.2B.ii, 1.2B.iii, 1.2B.v, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.ii, 1.2C.iii, 1.2C.iv, 1.2F, 1.3B, 1.3C, 1.3D, 1.4A, 1.5A, 1.6F, 1.6I, 1.7C, 1.7E, 1.11A, 1.11B, 1.11B.ii, 1.11C, 1.11D, 1.11D.i, 1.11D.iii, 1.11D.iv, 1.11D.vii

Unit 06: Understanding What We Read and Write: Important Details and Synthesis

(12 classs for the entire unit)

In Reading, students listen to, read, and interact with a variety of texts as they learn essential reading strategies which promote comprehension. With adult assistance, students begin to monitor their thinking to evaluate details and determine whether or not a detail is important to the purpose and message of the text. Students demonstrate their understanding of text by retelling the most important details included within the text they are reading. Additionally, students (with adult assistance) synthesize details, ideas, and information to create new understandings, perspectives, and/or insights. Students continue to self-select texts and increase the time they are able to read independently while working on using their comprehension strategies flexibly as needed, improving their fluency, practicing their decoding skills in context, and growing their vocabularies.

In Writing, students gain confidence as they write both independently and with adult assistance with continued emphasis on planning, idea generation, and drafting. In this unit, students will explore the revision process by adding details to their drafts. While students continue to edit drafts for previously taught conventions, the focus of editing in this unit is complete sentences with subject-verb agreement, proper use of adjectives, subjective and objective pronouns, and prepositions. Multiple, authentic writing experiences provide many opportunities for handwriting development and continued emphasis on self as a writer/author.

In Word Study, students continue to decode and spell words with final consonant blends, words with vowel digraphs, and compound words. Students are also continuing to build their bank of high-frequency words. Students grow their vocabulary as they use illustrations and text as clues to learn the meaning of unfamiliar words. Students also identify and use words that name actions, directions, positions, sequences, categories, and locations. These words help them communicate specifically and clearly.

TEKS in this unit: 1.1A, 1.1C, 1.1D, 1.2B, 1.2B.ii, 1.2B.iii, 1.2B.iv, 1.2C, 1.2C.i, 1.2C.ii, 1.2C.iii, 1.2C.iv, 1.2F, 1.3D, 1.4A, 1.5A, 1.6G, 1.6H, 1.6I, 1.7C, 1.7D, 1.7E, 1.11A, 1.11B, 1.11B.ii, 1.11C, 1.11D, 1.11D.i, 1.11D.iv, 1.11D.vi, 1.11D.vii

Unit 07A: Focusing on Literary Elements in Fiction, including Drama

(10 classes for the entire unit)

In Reading, students listen to and interact with a variety of fictional texts, including drama. As students listen to and read these fictional texts, they implement essential reading strategies which promote comprehension. Students identify and describe the main characters and their actions, plot elements, and setting. Understanding these elements allows students to understand the topic and theme of a piece of writing as well as the author’s purpose. Recognizing author’s purpose is further supported by an understanding of text structure, print and graphic features, word choice, and point of view. Students also recognize these same literary elements in drama, specifically zeroing in on character and setting. Students interact and respond to texts by retelling the main events as well as using text evidence to write brief comments on what they have listened to or read.

In Writing, students gain confidence as they write, both independently and with adult assistance, with continued emphasis on planning, idea generation, and organization of thought. The focus of this unit is on composing personal narratives that organize ideas from beginning, middle, and end. Students edit their drafts for complete sentences with subject-verb agreement, common and proper nouns, adjectives and prepositions as well as previously learned conventions. Additionally, students are introduced to editing for correct spelling of words (with adult assistance) using their knowledge of orthographic patterns and rules. Multiple, authentic writing experiences provide opportunities for handwriting development and continued emphasis on self as a writer/author.

In Word Study, students decode and spell words with vowel digraphs as well as compound words. Students continue to add new high frequency words to their growing sight word vocabularies. Students review previously taught patterns through continued word study practice and with connected texts. Additionally, students learn to alphabetize words by the first letter in order to be able to use a dictionary to find and determine the meaning of words.

TEKS in this unit: 1.2B, 1.2B.ii, 1.2B.iii, 1.2B.iv, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.ii, 1.2C.iii, 1.2C.iv, 1.2E, 1.2F, 1.3A, 1.6A, 1.6B, 1.6C, 1.6D, 1.6E, 1.6F, 1.6G, 1.7B, 1.7C, 1.7D, 1.7E, 1.8A, 1.8B, 1.8C, 1.8D, 1.9C, 1.10A, 1.10B, 1.10C, 1.10D, 1.10E, 1.11A, 1.11B, 1.11B.i, 1.11B.ii, 1.11C, 1.11D, 1.11D.i, 1.11D.iii, 1.11D.iv, 1.11D.vi, 1.11D.viii, 1.11D.x, 1.11E, 1.12A

Unit 07B: Exploring Traditional Literature

(15 classes for the entire unit)

In Reading, students listen to and interact with well-known children’s literature as they implement essential reading strategies that promote comprehension. Students continue to study the fiction genre, including character, setting, plot and theme while focusing on the distinguishing characteristics of well-known children’s literature such as fairy tales, folktales, fables, and nursery rhymes. Students interact with and respond (orally and/or in writing) to self-selected texts or those read aloud to them. Research has also been embedded into this unit. With adult assistance, students generate questions for inquiry, gather information, and demonstrate an understanding of the information gathered.

In Writing, students gain confidence as they write, both independently and with adult assistance, with continued emphasis on planning, idea generation, and organization of thought. This unit continues to focus on composing and revising personal narratives that organize ideas from beginning, middle, and end. Now that students have more experience with literary elements (e.g., theme, character, plot, setting), they consider incorporating those elements in stories about their personal experiences. Students edit their drafts for complete sentences with subject-verb agreement, common and proper nouns, adverbs, as well as previously learned conventions. Additionally, students edit for correct spelling of words (with adult assistance) using their knowledge of orthographic patterns and rules. Multiple, authentic writing experiences provide many opportunities for handwriting development and continued emphasis on self as a writer/author.

In Word Study, students are introduced to decoding contractions. Students also decode and spell words with vowel diphthongs while adding new high-frequency words to their growing sight word vocabularies. Additionally, students continue to alphabetize words by the first letter and use a dictionary to find and determine the meaning of words.

TEKS in this unit: 1.2B, 1.2B.ii, 1.2B.iii, 1.2B.iv, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.ii, 1.2C.iii, 1.2C.iv, 1.2E, 1.2F, 1.3A, 1.6B, 1.6C, 1.6D, 1.6E, 1.6F, 1.6G, 1.7B, 1.7C, 1.7D, 1.7E, 1.8A, 1.8B, 1.8C, 1.8D, 1.9A, 1.9F, 1.10A, 1.10B, 1.10C, 1.10D, 1.10E, 1.11A, 1.11B, 1.11B.i, 1.11B.ii, 1.11C, 1.11D, 1.11D.i, 1.11D.iii, 1.11D.v, 1.11D.viii, 1.11D.x, 1.11E, 1.12A, 1.13A, 1.13C, 1.13D

Unit 08A: Focusing on Characteristics of Informational Text

(15 classes for the entire unit)

In Reading, students explore characteristics and structures of informational text, including recognizing central idea and supportive evidence, the use of text features and organizational patterns such as description and chronological order to facilitate and increase comprehension of texts. Students also examine the characteristics of procedural texts to serve as models for writing. Students experience parts of the research process by generating questions on a topic, identifying and gathering information on generated questions, and demonstrating an understanding of the information being gathered. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension.

In Writing, students proceed through the writing process to create their own informational text, specifically procedural text. Ample time is devoted to prewriting and planning with the characteristics of the genre incorporated, building on conversations and elements addressed in reading. Students revise their writing to add or remove details to better explain the topic. Students edit their writing for complete sentences, appropriate use of adverbs and pronouns, and correct spelling as well as previously taught conventions.

In Word Study, students increase their decoding and spelling skills as they learn additional vowel team and diphthong patterns. They add high frequency words to their ever increasing sight word vocabularies as they become more accurate, fluent readers. Students also continue to decode common contractions. Students alphabetize vocabulary words and determine their meaning using context clues and resources.

TEKS in this unit: 1.1B, 1.2B, 1.2B.iii, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.iii, 1.2C.iv, 1.2E, 1.3A, 1.6A, 1.6B, 1.6C, 1.6E, 1.6F, 1.6G, 1.6H, 1.7B, 1.7C, 1.7D, 1.7E, 1.9D, 1.9D.i, 1.9D.ii, 1.9D.iii, 1.9F, 1.10A, 1.10B, 1.10C, 1.11A, 1.11B, 1.11B.i, 1.11B.ii, 1.11C, 1.11D, 1.11D.i, 1.11D.v, 1.11D.vii, 1.11D.x, 1.12B, 1.13A, 1.13C, 1.13D

Unit 08B: Researching for Information

(10 classes for the entire unit)

In Reading, students engage in inquiry and research. With adult assistance, students generate questions for inquiry as they develop and follow a research plan. Through this process, students demonstrate an understanding of information as they answer their pre-generated questions of inquiry. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension.

In Writing, students use the writing process to deliver their research findings. Students organize the information they have gathered and determine the best way to deliver their findings to a suitable audience. Students revise their writing by adding details in pictures or words to clarify their message. Students edit their writing for complete sentences, appropriate use of pronouns, and correct spelling as well as previously taught conventions. Students publish and present their finding to an audience.

In Word Study, students increase their decoding and spelling skills as they learn additional vowel team and diphthong patterns. They continue to add high frequency words to their ever increasing sight word vocabularies as they become more accurate, fluent readers. Additionally, students are introduced to alphabetizing to the second letter.

TEKS in this unit: 1.2B, 1.2B.iii, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.iii, 1.2C.iv, 1.2E, 1.3A, 1.6A, 1.6B, 1.6C, 1.6E, 1.6F, 1.6G, 1.6H, 1.7B, 1.7C, 1.7D, 1.7E, 1.9D, 1.9D.i, 1.9D.ii, 1.9D.iii, 1.9F, 1.10A, 1.10B, 1.10C, 1.11B, 1.11B.i, 1.11B.ii, 1.11C, 1.11D, 1.11D.i, 1.11D.vii, 1.11D.x, 1.12B, 1.13A, 1.13B, 1.13C, 1.13D, 1.13E

Unit 09: Focusing on Characteristics of Poetry

(10 classes for the entire unit)

In Reading, students listen to and read a variety of poems. They discuss rhyme, rhythm, repetition, and alliteration in a variety of poems. With adult assistance, students continue to employ comprehension strategies such as establishing purpose for reading, generating questions, making and confirming predictions, making inferences, making connections, evaluating details, and synthesizing information to create new understandings while reading. Students discuss author’s purpose and craft, including how authors carefully select words that help the reader visualize and create meaning.

In Writing, students utilize the writing process to compose original poems by using what they have learned in Reading about the genre characteristics and elements of poetry as well as how poets use language to convey their purpose and message. Students revise their poems based on self, peer, and teacher feedback. Students edit for spelling and previously learned mechanics and conventions. Students publish and share their poems with others.

In Word Study, students alphabetize words to the first or second letter and use a dictionary to find words. They increase their decoding and spelling skills as they are introduced to r-controlled syllable patterns.

TEKS in this unit: 1.2B, 1.2B.iii, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.iii, 1.2C.iv, 1.2E, 1.3A, 1.6A, 1.6B, 1.6C, 1.6D, 1.6E, 1.6F, 1.6G, 1.6H, 1.7B, 1.7C, 1.7E, 1.8A, 1.9B, 1.10A, 1.10B, 1.10C, 1.10D, 1.11B, 1.11B.i, 1.11B.ii, 1.11C, 1.11D, 1.11D.x, 1.12A

Unit 10: Focusing on Characteristics of Persuasive Texts

(10 classes for the entire unit)

In Reading, students recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension. Students interact with and respond to self-selected texts, as they explore (read or listen to) persuasive texts in both traditional and multimodal/digital formats.

In Writing, students compose correspondence designed to persuade or convince the recipient to think or act in a certain way. Following the writing process, they will develop organized drafts (oral, pictorial, and/or written forms) which contain specific and relevant details that support their message. Students may revise their drafts by reorganizing and/or adding, deleting or changing the details to influence their audience. Additionally, students edit drafts for previously learned conventions and pay careful attention to the correct spelling of high-frequency words and those with familiar orthographic patterns

In Word Study, students read, spell, and use grade-level appropriate orthographic patterns in words. Students continue to decode and spell r-controlled syllables both in isolation and in connected text. Students also demonstrate their alphabetizing skills to the second letter and use both print and digital resources to find words.

TEKS in this unit: 1.2B, 1.2B.iii, 1.2B.vi, 1.2C, 1.2C.i, 1.2C.iii, 1.2C.iv, 1.2E, 1.3A, 1.6A, 1.6B, 1.6C, 1.6D, 1.6E, 1.6F, 1.6G, 1.6H, 1.7B, 1.7C, 1.7E, 1.9E, 1.9F, 1.10A, 1.10B, 1.10C, 1.10D, 1.11B, 1.11B.i, 1.11B.ii, 1.11C, 1.11D, 1.11D.x, 1.12C

Unit 11:The Big Picture: Gaining Independence in Literacy

(5 classes for the entire unit)

In Reading, students review what they have learned throughout the year, including specific genre characteristics. Students select a genre on which to focus for the unit. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension as they engage in discussions and literature circles. While exploring their preferred genre, students interact with and respond to texts and present information about their text/genre to others.

In Writing, students reflect on their learning throughout the year with particular respect to their personal growth as readers and writers. Students write a letter in which they describe their strengths and set literacy goals for themselves.

In Word Study, students continue to develop and apply phonetic and spelling knowledge in reading and writing.

TEKS in this unit: 1.2B, 1.2B.iii, 1.2C, 1.2C.i, 1.2C.iii, 1.7B, 1.7C, 1.7E, 1.10A, 1.10B, 1.10C, 1.10D, 1.11B, 1.11B.i, 1.11B.ii, 1.11C, 1.11D, 1.11D.x, 1.12C