Unit 01: Ready, Set, Go! Discovering Print and Language in the World Around Us

(10 classes for the entire unit)

In Collaboration/Oral Language, students begin to communicate with their peers and others by listening actively, asking and answering questions, working with partners and small groups as well as participating in whole class discussion, and developing appropriate social communication skills.

In Reading, students learn that we must understand what we read and hear. Students provide oral and pictorial responses to show their understanding of a text or other types of messages. Additionally, print awareness is also introduced and reinforced during this unit, including looking at environmental print found around us and understanding book parts, the appropriate way to hold a book, and directionality.

In Writing, students engage in the process of planning pieces of work through class discussions, develop drafts in oral or pictorial form, and share their works with an audience/partner.

In Word Study, students learn to identify and use words that name locations. Additionally, students learn to identify their first name. This helps students discover print by forming their name, counting the letters of their name, and practice identifying letters and sounds through different modalities (e.g., magnetic letters, clay, letter tiles, etc.). New vocabulary is taught and practiced supporting their understanding and enhancing language development.

TEKS in this unit: K.1A, K.1C, K.1D, K.1E, K.2D, K.2D.i, K.2D.ii, K.2D.iv, K.3C, K.5I, K.6B, K.6E, K.6F, K.10A, K.10B, K.10E

Unit 02: Understanding What We Read and Write: Connecting to the Text

(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 using common greetings and expressing wants and needs in a respectful manner.

In Reading, students improve their comprehension by using their background knowledge and personal experiences to make connections to texts. Students demonstrate their understanding by describing their connections. Through reading and using illustrations, students learn the meaning of unfamiliar words. Students utilize this new vocabulary in their responses.

In Writing, students plan and develop drafts that include drawings of their experiences and responses to reading. Students include details in their drawings that support what they want to say. Drawings are shared with their peers.

In Word Study, students begin playing with words and letter sounds, including recognizing alliteration, identifying words in a spoken sentence, blending onset/rime, and blending phonemes in words with 2-3 phonemes. Students begin to identify printed upper and lowercase letters with their sounds as well as recognize the difference between a letter and a printed word. Students begin to apply letter sounds to decode simple VC and CVC words with the letters and letter sounds they are using as well as begin to recognize a few sight words that include letters that have been learned. Additionally, students participate in handwriting activities (tracing top to bottom, left to right, circular motions, etc.) to support fine motor development while learning to form the letters they are learning.

TEKS in this unit: K.1A, K.1B, K.1C, K.1D, K.1E, K.2A, K.2A.ii, K.2A.iii, K.2A.vii, K.2A.viii, K.2B, K.2B.i, K.2B.ii, K.2B.iv, K.2D, K.2D.i, K.2D.ii, K.2D.iii, K.2D.iv, K.2D.v, K.2E, K.3B, K.3C, K.5E, K.5I, K.6A, K.6B, K.6E, K.6F, K.10A, K.10B, K.10D, K.10D.vii, K.10E

Unit 03: Understanding What We Read and Write: Asking and Answering Questions

(12 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. Students ask and answer questions to enhance understanding and gain information. Students also engage in self-selecting texts as they begin to establish routines for independent reading. Using illustrations and clues from texts being read to them, students learn the meaning of unfamiliar words.

In Writing, students engage in the process of planning their writing through class/partner discussions, developing drafts in oral or pictorial form, and sharing their work with an audience/partner. They also learn that sentences begin with a capital letter and end with a period.

In Word Study, students continue to play with words and letter sounds orally. They refine the phonological awareness skills that were introduced in Unit 2 as well as begin to rhyme words, blend syllables to form words, and segment words into syllables. Additionally, students continue to identify printed upper and lowercase letters along with their most common sounds. Students participate in handwriting activities where they are learning the correct formation of the letters they are learning. Students also begin to decode and spell words using the letters and letter sounds they have learned. They are introduced to VC and CVC spelling patterns and begin to identify high-frequency words.

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 using common greetings and expressing wants and needs in a respectful manner.

TEKS in this unit: K.1A, K.1C, K.1D, K.1E, K.2A, K.2A.i, K.2A.ii, K.2A.iii, K.2A.v, K.2A.vi, K.2A.vii, K.2A.viii, K.2A.x, K.2B, K.2B.i, K.2B.ii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2D, K.2D.ii, K.2D.iii, K.2D.v, K.2E, K.3B, K.3C, K.4A, K.5B, K.5I, K.6B, K.6E, K.10A, K.10B, K.10D, K.10D.i, K.10D.vii, K.10D.viii, K.10E

Unit 04: Understanding What We Read and Write: Painting a Picture in Our Minds

(8 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. Students focus on creating mental images to extract meaning by attending to details and discussing the author’s use of language. By producing illustrations of their mental images, students demonstrate that they understand what is being communicated in text. Students also engage in self-selecting texts as they continue to establish routines for independent reading.

In Writing, students engage in planning a piece of work through class discussions, develop a drafts with details and attention to word choice. Students practice recognizing and using complete sentences, including capitalizing the beginning of sentences and ending sentences with a period.

In Word Study, students continue to play with words and letter sounds orally. They refine the phonological awareness skills that were introduced in previous units as well as begin to segment and manipulate syllables in multisyllabic words. Additionally, students continue to identify printed upper and lowercase letters along with their most common sounds. Students participate in handwriting activities where they are learning the correct formation of the letters they are learning. Students also decode and spell words using the letters and letter sounds they have learned, including words with VC and CVC spelling patterns as well as high-frequency words. Concrete nouns, active verbs, and vivid adjectives are introduced as parts of speech that help readers and writers communicate effectively.

TEKS in this unit: K.1A, K.1C, K.1D, K.2A, K.2A.i, K.2A.iv, K.2A.v, K.2A.vi, K.2A.ix, K.2A.x, K.2B, K.2B.i, K.2B.ii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2D, K.2D.v, K.2E, K.3B, K.3C, K.4A, K.5D, K.5I, K.6B, K.6C, K.6E, K.9D, K.10A, K.10B, K.10D, K.10D.i, K.10D.ii, K.10D.iii, K.10D.iv, K.10D.vii, K.10D.viii

Unit 05: Understanding What We Read and Write: Reading Between the Lines

(12 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. Students learn to connect their background knowledge to text evidence in order to make and confirm inferences, including predictions. Additionally, students use illustrations and text being read to them 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 engage in planning a piece of work through class discussions, developing a draft in oral, pictorial form as well as written form for those students who are ready. Students continue to recognize and use complete sentences, including using a capital letter at the beginning of the sentence and periods at the end of sentences. Students build their knowledge of other conventions of language including the use of adjectives, verbs, and nouns. They also share their work with an audience.

In Word Study, students are growing their phonological awareness skills by identifying syllables in words; blending, segmenting, and manipulating syllables in words, and segmenting one-syllable words into individual phonemes. Additionally, students not only identify words that rhyme, they begin to produce words that rhyme. In phonics, students continue to identify printed upper and lowercase letters along with their most common sounds. Students also decode and spell words using the letters and letter sounds they have learned, including words with VC and CVC spelling patterns as well as high-frequency words. Students participate in handwriting activities where they are learning the correct formation of the letters they are learning.

TEKS in this unit: K.1A, K.1C, K.1D, K.2A, K.2A.i, K.2A.iv, K.2A.v, K.2A.vi, K.2A.ix, K.2A.x, K.2B, K.2B.i, K.2B.ii, K.2B.iii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2D, K.2D.v, K.2E, K.3B, K.4A, K.5C, K.5F, K.5I, K.6B, K.6C, K.6E, K.10A, K.10B, K.10D, K.10D.i, K.10D.ii, K.10D.iii, K.10D.iv, K.10D.vii, K.10D.viii, K.10E

Unit 06: Understanding What We Read and Write: Determining Importance and Synthesizing

(12 classes for the entire unit)

In Reading, students learn and practice comprehension strategies with adult assistance while reading and being read to. Students begin to evaluate details to determine what is most important in texts. Students demonstrate their understanding of text by retelling the most important details included within a text. Additionally, students (with adult assistance) synthesize details, ideas, and information to create new understandings, perspectives, and/or insights. Additionally, self-sustained reading continues to be a daily practice as students increase the amount of time they can focus on reading.

In Writing, students plan writing through class discussions and develop drafts in oral and pictorial form along with encouragement and support to add words and/or sentences to their drafts. Students practice recognizing and using complete sentences, including a capital letter and period. Students also edit their writing with adult assistance for appropriate use of verbs, adjectives, including articles, and other previously learned conventions. They continue sharing their work with an audience or partner.

In Word Study, students are growing their phonological awareness skills by blending, segmenting, and manipulating syllables in words and segmenting one-syllable words into individual phonemes. Additionally, students continue to identify and produce words that rhyme. In phonics, students identify printed upper and lowercase letters along with their most common sounds. By the end of this unit (or before), students should be exposed to all of the letters and their most common sounds. Students use the letter sounds they have learned to decode and spell VC and CVC words. For the first time, students begin to play with words by adding and deleting beginning letters to form new words such as adding a p to the word it to form the new word pit. This is done in print, not orally like in phonological awareness. Additionally, students are continuing to add to their bank of high-frequency words. Students participate in handwriting activities where they are learning the correct formation of the letters they are learning.

TEKS in this unit: K.1A, K.1C, K.1D, K.2A, K.2A.i, K.2A.v, K.2A.vi, K.2A.ix, K.2A.x, K.2B.ii, K.2B.iii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2D, K.2D.v, K.2E, K.3B, K.4A, K.5G, K.5H, K.5I, K.6B, K.6C, K.6D, K.6E, K.10A, K.10B, K.10D, K.10D.i, K.10D.ii, K.10D.iv, K.10D.vii, K.10D.viii

Unit 07A: Understanding Literary Elements in Fiction, Including Drama

(15 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, setting, and plot elements (with adult assistance, including main events, problem, and resolution. Understanding these elements allows students to determine (with adult assistance) 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 how fictional texts are structured, how they incorporate print and graphic features, the impact of word choice, and first- and third- person point of view. Students also recognize these same literary elements in drama, specifically zeroing in on main character. Students interact and respond to texts by retelling the main events as well as using text evidence to provide oral, pictorial, and/or written comments on what they have read or listened to.

In Writing, students engage in planning through class discussions and developing drafts in oral, pictorial, and written form. In this unit, students will focus on organizing their ideas while planning and drafting with an emphasis of the most basic narrative text structure of beginning, middle, and end. With adult assistance, they practice recognizing, using, and editing for complete sentences, pronouns, and with appropriate capitalization and punctuation. Students are also introduced to editing for spelling. They continue sharing their work with an audience or partner.

In Word Study, students continue to identify and produce words that rhyme as well as segment one-syllable words into phonemes (which will help them in spelling). In phonics, students should have been exposed to all of the letters and their most common sounds. The focus of this unit should be on those letters and sounds that students may still have confusion. Students continue to use the letter sounds they have learned to decode and spell VC and CVC words. Students are also introduced to CCVC words with consonant digraphs at the beginning of the words. Students continue to manipulate words by adding, deleting, and changing initial letters to form new words such as changing the p in the word pit to f to form the new word fit. This is done in print not orally like in phonological awareness. Additionally, students are continuing to add to their bank of high-frequency words. Students participate in handwriting activities where they are learning the correct formation of the letters they are learning.

TEKS in this unit: K.2A, K.2A.i, K.2A.x, K.2B, K.2B.i, K.2B.ii, K.2B.iii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2D, K.2D.v, K.2E, K.3B, K.5A, K.5B, K.5C, K.5D, K.5E, K.5F, K.5G, K.5H, K.5I, K.6A, K.6B, K.6C, K.6D, K.6E, K.7A, K.7B, K.7C, K.7D, K.8C, K.9A, K.9B, K.9C, K.9D, K.9E, K.10A, K.10B, K.10C, K.10D, K.10D.i, K.10D.vi, K.10D.vii, K.10D.viii, K.10D.ix, K.11A

Unit 07B: Understanding Traditional Literature

(10 classes for the entire unit)

In Reading, students listen to and interact with traditional literature as they implement essential reading strategies that promote comprehension. With adult assistance, students continue to study the literary elements of fiction, including theme, elements, character, and setting, 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 to self-selected texts or those read aloud to them through oral and written formats.

In Writing, students gain confidence as they write 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 can incorporate those elements in stories about their personal experiences. With adult assistance, students edit their drafts for complete sentences, singular and plural nouns, subjective pronouns, as well as previously learned conventions. Additionally, students edit for correct spelling of words (with adult assistance) using their knowledge of letter sounds and high-frequency words. 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 identify and produce words that rhyme as well as segment one-syllable words into phonemes (which will help them in spelling). Students use their knowledge of letter-sound correspondence to decode and spell VC and CVC words as well as CCVC and CVCC words with initial and final consonant digraphs. Students change initial and final letters to form new words such as changing the p in pet to b to make bet and changing the n in can to t to make cat.This is done in print not orally like in phonological awareness. Students are continuing to add to their bank of high-frequency words and participate in handwriting activities where they continue to practice the correct formation of letters.

TEKS in this unit: K.2A, K.2A.i, K.2A.x, K.2B, K.2B.ii, K.2B.iii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2E, K.5A, K.5B, K.5C, K.5E, K.5F, K.5G, K.5H, K.6B, K.6C, K.6D, K.6E, K.7A, K.7B, K.7C, K.7D, K.8A, K.8B, K.8F, K.9A, K.9B, K.9C, K.10B, K.10C, K.10D, K.10D.i, K.10D.iii, K.10D.vi, K.10D.vii, K.10D.viii, K.10D.ix, K.11A

Unit 08A: Understanding Elements 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 (with adult assistance) and the use of text features to facilitate comprehension by allowing the reader to locate information quickly and efficiently. Students also examine the specific characteristics of procedural texts in order to understand how authors organize ideas into sequential steps (with adult assistance). While exploring informational texts, students continue to incorporate ongoing reading comprehension strategies as well as interact with and respond to self-selected (or read aloud) texts through oral and written formats. Students experience parts of the research process (with adult assistance) by generating questions on a topic, identifying and gathering information on generated questions, and demonstrating an understanding of the information being gathered.

In Writing, students proceed through the writing process to create their own informational text. With ample time devoted to prewriting and planning focused on the understandings of the informational genre addressed in reading, students draft their informational piece. Drafts are revised to add details to better explain their topic or message. Students edit their writing (with adult assistance) for complete sentences, appropriate use of singular and plural nouns and pronouns, correct spelling as well as previously taught conventions. Students share their writing with their classmates or appropriate audiences.

In Word Study, students continue to identify and produce words that rhyme as well as segment one-syllable words into phonemes (which will help them in spelling). Students use their knowledge of letter-sound correspondence to decode and spell CVCC words with final digraphs. Students also change initial and final letters to form new words such as changing the p in pet to b to make the word bet or changing the m in gum to t to make the word gut.This is done in print, not orally, like in phonological awareness. Students also use picture dictionaries and other digital resources to learn and confirm word meaning as they continue to add to their vocabulary (including high-frequency words). Students participate in handwriting activities where they continue to practice the correct formation of letters.

TEKS in this unit: K.2A, K.2A.i, K.2A.x, K.2B, K.2B.ii, K.2B.iii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2E, K.3A, K.5A, K.5B, K.5C, K.5E, K.5F, K.5G, K.5H, K.6B, K.6C, K.6D, K.6E, K.8D, K.8D.i, K.8D.ii, K.8D.iii, K.8F, K.9A, K.9B, K.9C, K.10B, K.10C, K.10D, K.10D.i, K.10D.iii, K.10D.vi, K.10D.ix, K.11B, K.12A, K.12C, K.12D

Unit 08B: Investigating 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 engage in planning a piece of work to deliver their research results and develop organized drafts in oral, pictorial, or written form. The product they choose to present their research results may vary. Students also focus on using and editing for complete sentences, appropriate use of subjective and objective pronouns, and correct spelling of VC, CVC, and CCVC words as well as known high-frequency words. Students finalize and present their research findings with others.

In Word Study, students continue to identify and produce words that rhyme as well as segment one-syllable words into phonemes (which will help them in spelling). Students continue to use their knowledge of letter-sound correspondences to decode and spell VC and CVC words and begin to work with CCVC words with initial blends for the first time. Students continue to manipulate letters to form new words such as changing the beginning letter p in pet to b to make bet, changing the ending letter p in sip to t to make the word sit, and changing medial vowels such as changing the o in hop to an i to form the word hip. This is done in print not orally like in phonological awareness. Additionally, students are continuing to add to their bank of high-frequency words. Students participate in handwriting activities where they continue to practice the correct formation of letters.

TEKS in this unit: K.2A, K.2A.i, K.2A.x, K.2B, K.2B.ii, K.2B.iii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2E, K.3A, K.5A, K.5B, K.5C, K.5E, K.5F, K.5G, K.5H, K.6B, K.6C, K.6D, K.6E, K.8D, K.8D.i, K.8D.ii, K.8F, K.9A, K.9B, K.9C, K.10B, K.10C, K.10D, K.10D.i, K.10D.vi, K.10D.ix, K.11B, K.12A, K.12B, K.12C, K.12D, K.12E

Unit 09: The Poet in Me

(10 classes for the entire unit)

In Reading, students listen to, read and discuss rhyme and rhythm within a variety of poems, including nursery rhymes. With adult assistance, students will determine topic and theme of poems and discuss the author’s purpose, use of structure, and words that help the reader visualize. 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 through reading.

In Writing, students use the writing process to dictate or compose literary text with a choice of writing a personal narrative or poetry. They apply what they learn about author’s purpose and craft as they develop drafts and revise to add details with words or pictures. Students are introduced to prepositions and possessive pronouns. Students edit their writing for these new parts of speech along with complete sentences, spelling and other previously taught conventions.

In Word Study, students continue to use their knowledge of letter-sound correspondences to decode and spell VC, CVC, and CCVC words, including words with initial consonant blends. Students continue to manipulate letters to form new words such as changing the p in pet to b to make bet, and changing the o in hop to an i to form the word hip. This is done in print not orally like in phonological awareness. Additionally, students are continuing to add to their bank of high-frequency words. Students participate in handwriting activities where they continue to practice the correct formation of letters.

TEKS in this unit: K.2B, K.2B.ii, K.2B.iii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2E, K.3A, K.5A, K.5B, K.5C, K.5D, K.5E, K.5F, K.5G, K.6B, K.6C, K.6D, K.6E, K.7A, K.8A, K.8B, K.9A, K.9B, K.9D, K.9E, K.10B, K.10D, K.10D.i, K.10D.v, K.10D.vi, K.10D.ix, K.11A

Unit 10: Can You Convince Me?

(10 classes for the entire unit)

In Reading, students explore 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 in order to improve comprehension. While experiencing persuasive texts, students interact with and respond to self-selected texts, both traditional and multimodal/digital, or those read aloud to them through oral and written formats.

In Writing, students use the writing process to write about topics in which they feel strongly. Students compose drafts to explain their reasons for liking or not liking a particular topic. Students revise their drafts to add details that support their message. Students also edit their drafts (with adult assistance) for complete sentences, prepositions, and spelling as well as previously learned conventions. Students share their writing with others.

In Word Study, students are introduced to decoding words with final consonant blends in CVCC words as they continue to decode and encode VC, CVC, and CCVC words using their knowledge of letter-sound relationships. Students continue to recognize that new words can be formed with adding, deleting, or changing certain letters. This is done in print not orally like in phonological awareness. Additionally, students continue to build their bank of high-frequency words for use in reading and writing. Students participate in handwriting activities where they continue to practice the correct formation of letters.

TEKS in this unit: K.2B, K.2B.ii, K.2B.iii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.2E, K.3A, K.5A, K.5B, K.5C, K.5D, K.5E, K.5F, K.5G, K.5H, K.6B, K.6C, K.6E, K.8E, K.8F, K.9A, K.9B, K.9C, K.9D, K.10B, K.10D, K.10D.i, K.10D.v, K.10D.vi, K.10D.ix, K.11B

Unit 11: The Big Picture: What It All Means to Me

(10 classes for the entire unit)

In Reading, students review what they have learned throughout the year and reflect on all the different texts they have listened to or read. Students highlight what they have learned about comprehension, genre, and author’s purpose and craft through a book talk of one of their favorite texts. Additionally, students are introduced to making connections between text and society.

In Writing, students engage in the writing process to compose personal narratives that describe their favorite experience/event from the school year. Students edit their drafts for complete sentences, spelling, and previously learned conventions.

In Word Study, students decode words with final consonant blends as they continue to decode and encode VC, CVC, CCVC, and CVCC words using their knowledge of letter-sound relationships. Students continue to recognize that new words can be formed with adding, deleting, or changing certain letters. This is done in print not orally like in phonological awareness. Additionally, students continue to build their bank of high-frequency words for use in reading and writing.

TEKS in this unit: K.2B, K.2B.ii, K.2B.iii, K.2B.iv, K.2C, K.2C.i, K.2C.ii, K.2C.iii, K.5E, K.5F, K.5G, K.6A, K.6B, K.6C, K.6E, K.9A, K.9B, K.10B, K.10D, K.10D.i, K.10D.ix, K.11A