John Drugan K- 8 4th 9 Weeks at a Glance
1st Grade
Essential Question: How do we change and evolve over time?
Fieldtrip: _________________________________________
Week 1
March 23- 27
Week of:
Language
Arts
Phonics/Vocabular
y
Phonological
Awareness
1.2A- orally
generate original
rhyming words
using
phonograms (ake, -ant, -ain) &
consonant blends
(bl, st, tr)
1.2Bdistinguish
between long &
short vowel
sounds in one
syllable words
1.2C- recognize
the change in
spoken word
when phoneme is
added, changed,
or removed
1.2D-blend
spoken
phonemes to
form one & two
syllable words
(include
consonant
blends)
1.2E- isolate
initial, medial, &
final sounds in
one syllable
words
1.2F-segemnt
spoken onesyllable words of
three or five
phonemes into
individual
phonemes)
Language Arts Reading
(Genre & Comprehension Skill)
1.5A- Fluency Goal: 60
wcpm
1.12A- Read independently
for a sustained period of
time. (4 X’s a week, 5 min.
at end of 1st semester & 10
min. at end of 2nd semester)
Language Arts
Fig.19 Skill
1. Fig. 19AEstablish
purposes for
reading selected
texts based upon
desired outcome
to enhance
comprehension.
(to be informed,
be entertained, to
enjoy language,
become involved
in real/imagined
events/setting/acti
ons)
1.4C- Establish
purpose for
reading selected
texts (to be
informed, to
follow directions,
to be entertained)
Math
Unit 15: Operations Sums and
Minuends
1.2A,1.3A,1.3B(T) ,1.3C,1.3D(T) ,
1.3E, 1.3F, 1.5D, 1.5E, 1.5F(T) ,
1.5G(T)
Process Standards: 1.1A, 1.1B,
1.1C, 1.1D, 1.1E, 1.1F, 1.1G
1.2(A) recognize instantly the
quantity of structured arrangements
SS
1.3(A) use concrete and pictorial
models to determine the sum of a
multiple of ten and a one‐digit
number in problems up to 99 SS
1.3(B) use objects and pictorial
models to solve word problems
involving joining, separating, and
comparing sets within 20 and
unknowns as any one of the terms in
the problem such as 2+4=___;
3+___=7; and 5 = ____‐3 SS
Science
S.T.A.A.R Dates
3rd -8th STAAR Testing Dates
March 30 (Monday) - 4th – 7th Writing (Day 1)
March 31 (Tuesday) - 4th – 7th Writing (Day 2) 5th Reading
April 20 (Monday) - 5th & 8th Math
April 21 (Tuesday) – 3rd -6th & 7th Math 8th S.S
April 22 (Wednesday) - 3rd – 6th & 7th Reading 5th & 8th
Science
Social Studies
Investigating Plants –
Continued
Unit 8: Goods and Services in My
Community
Unit 09: Investigating Plants (6
days) 1.2ACD; 1.4AB; 1.9B; 1.10B
1.8A identify examples of goods and
services in the home, school, and
community
*1.8B identify ways people exchange goods
and services
*1.8C identify the role of markets in the
exchange of goods and services
1.9B- analyze/record examples of
interdependence found in various
situations terrariums, aquariums, pet &
caregiver (Plants need
animalspollination, seed dispersal,
food)
1.10B- identify parts of plants
(rootslong/short,
stemsshort/tall/thick/thin,
leavessharp/pointed/smooth/rough/col
or)
1.4A- use tools to observe, collecting
nets, hand lenses, (aquariums &
terrariums)
Health
Technology
Week 2
March 30-April 2
April 3 Good Friday No School
STAAR Wtg.(4th & 7h) March 30 & 31st
Phonics
1.3A- Decode
words in
isolation by
applying
common lettersound
correspondences.
RS
1.3Ai- single
letters
(consonants)-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
1.3Aii- single
letters (vowels)short a, short e,
short i, short o,
short u, long a (ae), long e (e),
long I (i-e), long
o (o-e), long u
(u-e), y=long e,
y=long I
1.3Aiiiconsonant blends
(initial, s, l,
consonant, final
consonant
blends)
1.3Aivconsonant
digraphs- ch,tch,
sh, th=as in
thing, wh, ng, ck,
kn,-dge, and ph
(initial & final
position
digraphs,
consonant
tigraphs)
1.3Av- vowel
digraph/pairsincluding 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
1.3Avi- vowels
diphthongs
including oy, oi,
ou, and ow
Media Mania
1.13A- Identify the topic and
explain the author’s purpose in
writing about the text (to tell about,
to explain, to tell how to do
something)
1.16A- Recognize different
purposes of media (to inform, to
entertain) (with adult
assistance)
1.16B-Identify techniques used in
media (sound, movement)
1. Fig. 19AEstablish
purposes for
reading selected
texts based upon
desired outcome
to enhance
comprehension.
(to be informed,
be entertained, to
enjoy language,
become involved
in real/imagined
events/setting/acti
ons)
1.4C- Establish
purpose for
reading selected
texts (to be
informed, to
follow directions,
to be entertained)
Unit 15: Operations Sums and
Minuends
1.2A,1.3A,1.3B(T) ,1.3C,1.3D(T) ,
1.3E, 1.3F, 1.5D, 1.5E, 1.5F(T) ,
1.5G(T)
Process Standards: 1.1A, 1.1B,
1.1C, 1.1D, 1.1E, 1.1F, 1.1G
1.3(C) compose 10 with two or more
addends with and without concrete
objects SS
1.3(D) apply basic fact strategies to
add and subtract within 20, including
making 10 and decomposing a
number leading to a 10 SS 69%, 87%,
60%
1.3(E) explain strategies used to
solve addition and subtraction
problems up to 20 using spoken
words, objects, pictorial models, and
number sentences SS
1.3(F)* generate and solve problem
situations when given a number
sentence involving addition or
subtraction of numbers within 20 RS
Investigating Living and
Nonliving – Animals
1.9A- sort/classify
living/nonliving things based
upon whether or not they have
basic needs & produce
offspring (animals)
Unit 8: Goods and Services in My
Community
1.8A identify examples of goods and
services in the home, school, and
community
*1.8B identify ways people exchange goods
and services
*1.8C identify the role of markets in the
exchange of goods and services
3.1C-Identify
foods that are
sources of one
or more of the
six major
nutrients.
3.1B-Apply
information
from the food
guide pyramid
to making
healthy food
choices
Week 3
April 6-10
Phonics
1.3A- Decode
words in
isolation by
applying
common lettersound
correspondences.
RS
1.3Ai- single
letters
(consonants)-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
1.3Aii- single
letters (vowels)short a, short e,
short i, short o,
short u, long a (ae), long e (e),
long I (i-e), long
o (o-e), long u
(u-e), y=long e,
y=long I
1.3Aiiiconsonant blends
(initial, s, l,
consonant, final
consonant
blends)
1.3Aivconsonant
digraphs- ch,tch,
sh, th=as in
thing, wh, ng, ck,
kn,-dge, and ph
(initial & final
position
digraphs,
consonant
digraphs)
1.3Av- vowel
digraph/pairsincluding 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
1.3Avi- vowels
diphthongs
including oy, oi,
ou, and ow
Media Mania
1.13A- Identify the topic and
explain the author’s purpose in
writing about the text (to tell about,
to explain, to tell how to do
something)
1.16A- Recognize different
purposes of media (to inform, to
entertain) (with adult
assistance)
1.16B-Identify techniques used in
media (sound, movement)
1. Fig. 19B- Ask
literal questions of
text.
(?Before/?After/?Du
ring reading; Literal
?-who, what, when,
where, why, & how)
1.4B- Ask relevant
questions, seek
clarification, and
locate facts and
details
about stories and
other texts. (Literal
?- who is main
character, setting,
topic?  focus on
one paragraph at a
time)
Unit 15: Operations Sums and
Minuends
1.2A,1.3A,1.3B(T) ,1.3C,1.3D(T) ,
1.3E, 1.3F, 1.5D, 1.5E, 1.5F(T) ,
1.5G(T)
Process Standards: 1.1A, 1.1B,
1.1C, 1.1D, 1.1E, 1.1F, 1.1G
1.5(D) represent word problems
involving addition and subtraction of
whole numbers up to 20 using
concrete and pictorial models and
number sentences RS
1.5(G)* apply properties of
operations to add and subtract two or
three Numbers RS 39%, 30%, 88%
1.5(E) understand that the equal sign
represents a relationship where
expressions on each side of the equal
sign represent the same value(s) SS
1.5(F) determine the unknown whole
number in an addition or subtraction
equation when the unknown may be
any one of the three or four terms in
the equation SS 39%, 14%, 59%
Investigating Living and
Nonliving – Animals
1.9A- sort/classify
living/nonliving things based
upon whether or not they have
basic needs & produce
offspring (animals)
Unit 8: Goods and Services in My
Community
1.8A identify examples of goods and
services in the home, school, and
community
*1.8B identify ways people exchange goods
and services
*1.8C identify the role of markets in the
exchange of goods and services
3.1D-Calculate
the
relationship
between
caloric intake
and energy
expenditure.
Week 4
April 13-17
1.3B- Combine
sounds from
letters and
common spelling
patterns
(consonant
blends, long and
short-vowel
patterns) to
create
recognizable
words.
Media Mania
1.13A- Identify the topic and
explain the author’s purpose in
writing about the text (to tell about,
to explain, to tell how to do
something)
1.16A- Recognize different
purposes of media (to inform, to
entertain) (with adult
assistance)
1.16B-Identify techniques used in
media (sound, movement)
1. Fig. 19B- Ask
literal questions of
text.
(?Before/?After/?Du
ring reading; Literal
?-who, what, when,
where, why, & how)
1.4B- Ask relevant
questions, seek
clarification, and
locate facts and
details
about stories and
other texts. (Literal
?- who is main
character, setting,
topic?  focus on
one paragraph at a
time)
Unit 15: Operations Sums and
Minuends
1.2A,1.3A,1.3B(T) ,1.3C,1.3D(T) ,
1.3E, 1.3F, 1.5D, 1.5E, 1.5F(T) ,
1.5G(T)
Process Standards: 1.1A, 1.1B,
1.1C, 1.1D, 1.1E, 1.1F, 1.1G
1.5(D) represent word problems
involving addition and subtraction of
whole numbers up to 20 using
concrete and pictorial models and
number sentences RS
1.5(G)* apply properties of
operations to add and subtract two or
three Numbers RS 39%, 30%, 88%
1.5(E) understand that the equal sign
represents a relationship where
expressions on each side of the equal
sign represent the same value(s) SS
1.5(F) determine the unknown whole
number in an addition or subtraction
equation when the unknown may be
any one of the three or four terms in
the equation SS 39%, 14%, 59%
Investigating Organisms
and Environments
Unit 8: Goods and Services in My
Community
Unit 10: Investigating Organisms
and Environments (22 days)
1.1A; 1.2D; 1.4A; 1.9BC;
1.10ACD
1.8A identify examples of goods and
services in the home, school, and
community
*1.8B identify ways people exchange goods
and services
*1.8C identify the role of markets in the
exchange of goods and services
1.9B- analyze/record examples of
interdependence found in terrariums,
aquariums, pet & caregiver (Animals
need plants food, oxygen & Animals
need other animals  food)
*1.9C- gather evidence of
interdependence (energy transfer in food
chains-Sun, producer, consumer),
animals use plant for shelter,
interdependence among organisms)
1.13A- ID/explain a problem & propose
solution (find a home for classroom pet)
*1.10A- investigate how external
characteristics of animal are related to
where it lives, how it moves, what it
eats (wings, feet, hands, head, legs,
nose, tail, body coverings,
feathers/fur/hair/scales)
1.3C- Rachel Carson- marine biologist,
conservationist
3.1Edifferintiate
between
health related
and skill
related
physical
activities.
5.8B-Describe
daily and
weekly
activities that
promote the
health of a
family
Week 5
April 20-24
STAAR on 21st Math (3rd -6th & 7th)
STAAR on 22nd Reading (3rd -6th & 7th)
Science (5th & 8th)
1.3C- Use
common
syllabication
patterns to
decode words
including:
1.3Ci- closed
syllable (CVC)
(e.g., mat, rabbit)
1.3Cii- open
syllable (CV)
(e.g., he, ba-by)
1.3Ciii- final
stable syllable
(ap-ple, able)
1.3Civ- vowelconsonant-silent
“e” words (VCE)
(e.g., kite, hide)
1.3Cv- vowel
diagraphs and
diphthongs
(boy-hood, oatmeal)
1.3Cvi- rcontrolled vowel
sounds (tar)
including er, ir,
ur, ar, and or
Research & Report
1.14A- Restate the main idea, heard
or read Readiness Standard
*1.14B- Identify important facts or
details in text, heard or read
(fact/details that support the main
idea by telling how, when, what,
where, why, how much, how
many focus on one paragraph or
short selection) Readiness
Standard
*1.14C-Retell the order of events in
a text by referring to the words
and/or illustrations (first, next,
second, third, after) Readiness
Standard
*1.14D- Use text features (title,
table of contents, illustrations,
bold/italicized text, charts &
graphs) to locate specific
information in text.
Readiness Standard
1. Fig. 19CMonitor and
adjust
comprehension
(using
background
knowledge,
creating sensory
images, re-reading
a portion aloud).
1.4C- monitor
comprehension,
making
corrections and
adjustments when
that understanding
breaks down
(identifying clues,
using background
knowledge,
generating
questions, rereading a portion
aloud, create
sensory images,
ask for help)
Unit 15: Operations Sums and
Minuends
1.2A,1.3A,1.3B(T) ,1.3C,1.3D(T) ,
1.3E, 1.3F, 1.5D, 1.5E, 1.5F(T) ,
1.5G(T)
Process Standards: 1.1A, 1.1B,
1.1C, 1.1D, 1.1E, 1.1F, 1.1G
1.5(D) represent word problems
involving addition and subtraction of
whole numbers up to 20 using
concrete and pictorial models and
number sentences RS
1.5(G)* apply properties of
operations to add and subtract two or
three Numbers RS 39%, 30%, 88%
1.5(E) understand that the equal sign
represents a relationship where
expressions on each side of the equal
sign represent the same value(s) SS
1.5(F) determine the unknown whole
number in an addition or subtraction
equation when the unknown may be
any one of the three or four terms in
the equation SS 39%, 14%, 59%
Investigating Organisms
and Environments
Unit 10: Investigating Organisms
and Environments (22 days)
1.1A; 1.2D; 1.4A; 1.9BC;
1.10ACD
1.9B- analyze/record examples of
interdependence found in
terrariums, aquariums, pet &
caregiver (Animals need plants
food, oxygen & Animals need other
animals  food)
*1.9C- gather evidence of
interdependence (energy transfer in
food chains-Sun, producer,
consumer), animals use plant for
shelter, interdependence among
organisms)
1.13A- ID/explain a problem &
propose solution (find a home for
classroom pet)
*1.10A- investigate how external
characteristics of animal are related
to where it lives, how it moves,
what it eats (wings, feet, hands,
head, legs, nose, tail, body
coverings, feathers/fur/hair/scales)
1.3C- Rachel Carson- marine
biologist, conservationist
Unit 9: Economic Choices in My
Community
1.9A identify examples of people wanting
more than they can have
1.9B explain why wanting more than they
can have requires that people make choices
1.9C identify examples of choices families
make when buying goods and services.
1.10A describe the components of various
jobs and the characteristics of a job well
performed
1.10B describe how specialized jobs
contribute to the production of goods and
services
1.16A describe how technology changes the
ways families live
1.16B describe how technology changes
communication, transportation, and
recreation
1.16C describe how technology changes the
way people work
3.1F-analyze
the
components of
a personal
health
maintenance
plan for
individuals and
families such
as stress
management
and personal
safety.
Week 6
April 27-May 1
K-2nd- Math EOY
Istation- EOY
1.3C- Use
common
syllabication
patterns to
decode words
including:
1.3Ci- closed
syllable (CVC)
(e.g., mat, rabbit)
1.3Cii- open
syllable (CV)
(e.g., he, ba-by)
1.3Ciii- final
stable syllable
(ap-ple, able)
1.3Civ- vowelconsonant-silent
“e” words (VCE)
(e.g., kite, hide)
1.3Cv- vowel
diagraphs and
diphthongs
(boy-hood, oatmeal)
1.3Cvi- rcontrolled vowel
sounds (tar)
including er, ir,
ur, ar, and or
Research & Report
1.14A- Restate the main idea, heard
or read Readiness Standard
*1.14B- Identify important facts or
details in text, heard or read
(fact/details that support the main
idea by telling how, when, what,
where, why, how much, how
many focus on one paragraph or
short selection) Readiness
Standard
*1.14C-Retell the order of events in
a text by referring to the words
and/or illustrations (first, next,
second, third, after) Readiness
Standard
*1.14D- Use text features (title,
table of contents, illustrations,
bold/italicized text, charts &
graphs) to locate specific
information in text.
Readiness Standard
1. Fig. 19CMonitor and
adjust
comprehension
(using
background
knowledge,
creating sensory
images, re-reading
a portion aloud).
1.4C- monitor
comprehension,
making
corrections and
adjustments when
that understanding
breaks down
(identifying clues,
using background
knowledge,
generating
questions, rereading a portion
aloud, create
sensory images,
ask for help)
Unit 16: Measurement
1.7A,1.7B(T) , 1.7C, 1.7D ,
Process Standards: 1.1A, 1.1C,
1.1D, 1.1E, 1.1F,1.1G
1.7(A) use measuring tools to
measure the length of objects to
reinforce the continuous nature of
linear
Measurement SS
1.7(B) illustrate that the length of an
object is the number of same‐size
units of length that, when laid
end‐to‐end with no gaps or overlaps,
reach from one end of the object to
the other SS 89%, 82%
1.7(C) measure the same
object/distance with units of two
different lengths and describe how
and why the
measurement differ SS
1.7(D)* describe a length to the
nearest whole unit using a number
and a Unit RS
Science Fiesta
K-2 (5:30-7:00)
Investigating Organisms and
Environments
Unit 10: Investigating Organisms
and Environments (22 days)
1.1A; 1.2D; 1.4A; 1.9BC;
1.10ACD
1.9B- analyze/record examples of
interdependence found in
terrariums, aquariums, pet &
caregiver (Animals need plants
food, oxygen & Animals need other
animals  food)
*1.9C- gather evidence of
interdependence (energy transfer in
food chains-Sun, producer,
consumer), animals use plant for
shelter, interdependence among
organisms)
1.13A- ID/explain a problem &
propose solution (find a home for
classroom pet)
*1.10A- investigate how external
characteristics of animal are related
to where it lives, how it moves,
what it eats (wings, feet, hands,
head, legs, nose, tail, body
coverings, feathers/fur/hair/scales)
1.3C- Rachel Carson- marine
biologist, conservationist
Unit 9: Economic Choices in My
Community
1.9A identify examples of people wanting
more than they can have
1.9B explain why wanting more than they
can have requires that people make choices
1.9C identify examples of choices families
make when buying goods and services.
1.10A describe the components of various
jobs and the characteristics of a job well
performed
1.10B describe how specialized jobs
contribute to the production of goods and
services
1.16A describe how technology changes the
ways families live
1.16B describe how technology changes
communication, transportation, and
recreation
1.16C describe how technology changes the
way people work
5.7A-research
the effects of
media on
health
promoting
behaviors.
5.3Bdemonstrate
ways to
communicate
health
information
such as
posters,
brochures, and
videos
Week 7
May 4-8
Week 8
May 11-15
5th Retest – Math & Reading
K-2nd Campus Benchmark (Reading & Math/ Writing Sample)
1.3C- Use
common
syllabication
patterns to
decode words
including:
1.3Ci- closed
syllable (CVC)
(e.g., mat, rabbit)
1.3Cii- open
syllable (CV)
(e.g., he, ba-by)
1.3Ciii- final
stable syllable
(ap-ple, able)
1.3Civ- vowelconsonant-silent
“e” words (VCE)
(e.g., kite, hide)
1.3Cv- vowel
diagraphs and
diphthongs
(boy-hood, oatmeal)
1.3Cvi- rcontrolled vowel
sounds (tar)
including er, ir,
ur, ar, and or
Research & Report
1.14A- Restate the main idea, heard
or read Readiness Standard
*1.14B- Identify important facts or
details in text, heard or read
(fact/details that support the main
idea by telling how, when, what,
where, why, how much, how
many focus on one paragraph or
short selection) Readiness
Standard
*1.14C-Retell the order of events in
a text by referring to the words
and/or illustrations (first, next,
second, third, after) Readiness
Standard
*1.14D- Use text features (title,
table of contents, illustrations,
bold/italicized text, charts &
graphs) to locate specific
information in text.
Readiness Standard
*1.Fig.19D- Make
inferences about text
& use textual evidence
to support
Understanding (title,
cover, illustrations,
plot, facts/details,
background
knowledge) Readiness
Standard
1.4A- Confirm
predictions about what
will
happen next in text by
“reading the part
that tells.” (stopping
regularly to summarize
what is being read,
check & revise
predictionsfocus on
one paragraph or entire
text
Unit 16: Measurement
1.7A,1.7B(T) , 1.7C, 1.7D ,
Process Standards: 1.1A, 1.1C,
1.1D, 1.1E, 1.1F,1.1G
1.7(A) use measuring tools to
measure the length of objects to
reinforce the continuous nature of
linear
Measurement SS
1.7(B) illustrate that the length of an
object is the number of same‐size
units of length that, when laid
end‐to‐end with no gaps or overlaps,
reach from one end of the object to
the other SS 89%, 82%
1.7(C) measure the same
object/distance with units of two
different lengths and describe how
and why the
measurement differ SS
1.7(D)* describe a length to the
nearest whole unit using a number
and a Unit RS
Investigating Organisms
and Environments
1.3D- Decode
words with
common spelling
patterns (eg., ink, -onk,-ick)
1.3E- Read base
words with
inflectional
endings (s
plurals, es, ed,
ing)
1.3F- Use
knowledge of the
meaning of base
words to ID
compound words
(football,
popcorn,
daydream)
1.3G-ID & read
contractions
(isn’t, can’t, I’m)
1.3H- ID & read
at least 100 highfrequency words)
1.3I- monitor
accuracy for
decoding
All About Literacy-Fiction
Author’s Study
(Fantasy, Realistic Fiction,
Fables, Myths, Legends, Historical
Fiction)
*1.9A- Describe the plot (problem
and solution) Readiness Standard
and retell a story’s beginning,
middle,
and end with attention to the
sequence of events.
*1.9B- Describe characters in a
story and the reasons for their
actions and feelings (physical traits,
emotional traits, personal traits,
characters actions) Readiness
Standard
1.11A- Recognize sensory details
in literary text (sight, sound, smell,
taste, touch)
Drama
2.8A- ID elements of dialogue &
use them in informal plays
(quotation mark, punctuation
mark)(Reader’s Theatre)
*1.Fig.19D- Make
inferences about text
& use textual evidence
to support
Understanding (title,
cover, illustrations,
plot, facts/details,
background
knowledge) Readiness
Standard
1.4A- Confirm
predictions about what
will
happen next in text by
“reading the part
that tells.” (stopping
regularly to summarize
what is being read,
check & revise
predictionsfocus on
one paragraph or entire
text
Unit 16: Measurement
1.7A,1.7B(T) , 1.7C, 1.7D ,
Process Standards: 1.1A, 1.1C,
1.1D, 1.1E, 1.1F,1.1G
1.7(A) use measuring tools to
measure the length of objects to
reinforce the continuous nature of
linear
Measurement SS
1.7(B) illustrate that the length of an
object is the number of same‐size
units of length that, when laid
end‐to‐end with no gaps or overlaps,
reach from one end of the object to
the other SS 89%, 82%
1.7(C) measure the same
object/distance with units of two
different lengths and describe how
and why the
measurement differ SS
1.7(D)* describe a length to the
nearest whole unit using a number
and a Unit RS
Parents & Offspring
Unit 10: Investigating Organisms
and Environments (22 days)
1.1A; 1.2D; 1.4A; 1.9BC;
1.10ACD
1.9B- analyze/record examples of
interdependence found in terrariums,
aquariums, pet & caregiver (Animals
need plants food, oxygen & Animals
need other animals  food)
*1.9C- gather evidence of
interdependence (energy transfer in food
chains-Sun, producer, consumer),
animals use plant for shelter,
interdependence among organisms)
1.13A- ID/explain a problem & propose
solution (find a home for classroom pet)
*1.10A- investigate how external
characteristics of animal are related to
where it lives, how it moves, what it
eats (wings, feet, hands, head, legs,
nose, tail, body coverings,
feathers/fur/hair/scales)
1.3C- Rachel Carson- marine biologist,
conservationist
1.10A- investigate how external
characteristics of animal are related
to where it lives, how it moves,
what it eats (wings, feet, hands,
head, legs, nose, tail, body
coverings, feathers/fur/hair/scales)
*1.10C- compare ways young
animals resemble their
parents(coloration patterns, limb
structure, behavioral traits)
*1.10D- observe/record life cycles
(chicken, frog, fish)
1.4A- use tools to observe hand
lenses, collecting nets (aquariums &
terrariums)
1.3C- describe what scientist do Ben
Franklin & Diane Fossey
(observing, communicating,
measuring, predicting,
investigation)- extensively studied
gorilla groups
Unit 9: Economic Choices in My
Community
1.9A identify examples of people wanting
more than they can have
1.9B explain why wanting more than they
can have requires that people make choices
1.9C identify examples of choices families
make when buying goods and services.
1.10A describe the components of various
jobs and the characteristics of a job well
performed
1.10B describe how specialized jobs
contribute to the production of goods and
services
1.16A describe how technology changes the
ways families live
1.16B describe how technology changes
communication, transportation, and
recreation
1.16C describe how technology changes the
way people work
5.7A-research
the effects of
media on
health
promoting
behaviors.
Unit 9: Economic Choices in My
Community
1.9A identify examples of people wanting
more than they can have
1.9B explain why wanting more than they
can have requires that people make choices
1.9C identify examples of choices families
make when buying goods and services.
1.10A describe the components of various
jobs and the characteristics of a job well
performed
1.10B describe how specialized jobs
contribute to the production of goods and
services
1.16A describe how technology changes the
ways families live
1.16B describe how technology changes
communication, transportation, and
recreation
1.16C describe how technology changes the
way people work
3.1A-Examine
and analyze
food labels and
menus for
nutritional
content
5.3Bdemonstrate
ways to
communicate
health
information
such as
posters,
brochures, and
videos.
Week 9
May 18-22
Week 10
May 26-29
May 25
No School
Memorial Day Holiday ½ day on 29th
K-2 Tier III DRA
1.3D- Decode
words with
common spelling
patterns (e,g., ink, -onk,-ick)
1.3E- Read base
words with
inflectional
endings (s
plurals, es, ed,
ing)
1.3F- Use
knowledge of the
meaning of base
words to ID
compound words
(football,
popcorn,
daydream)
1.3G-ID & read
contractions
(isn’t, can’t, I’m)
1.3H- ID & read
at least 100 highfrequency words)
1.3I- monitor
accuracy for
decoding
1.3D- Decode
words with
common spelling
patterns (e,g., ink, -onk,-ick)
1.3E- Read base
words with
inflectional
endings (s
plurals, es, ed,
ing)
1.3F- Use
knowledge of the
meaning of base
words to ID
compound words
(football,
popcorn,
daydream)
1.3G-ID & read
contractions
(isn’t, can’t, I’m)
1.3H- ID & read
at least 100 highfrequency words)
1.3I- monitor
accuracy for
decoding
All About Literacy-Fiction
Author’s Study
(Fantasy, Realistic Fiction,
Fables, Myths, Legends, Historical
Fiction)
*1.9A- Describe the plot (problem
and solution) Readiness Standard
and retell a story’s beginning,
middle,
and end with attention to the
sequence of events.
*1.9B- Describe characters in a
story and the reasons for their
actions and feelings (physical traits,
emotional traits, personal traits,
characters actions) Readiness
Standard
1.11A- Recognize sensory details
in literary text (sight, sound, smell,
taste, touch)
Drama
2.8A- ID elements of dialogue &
use them in informal plays
(quotation mark, punctuation
mark)(Reader’s Theatre)
*1.Fig. 19E- Retell or
act out important
events in stories in
logical order (draw a
picture, present
dramatic
interpretation, orally
retell order of events)
Readiness Standard
All About Literacy-Fiction
Author’s Study
(Fantasy, Realistic Fiction,
Fables, Myths, Legends, Historical
Fiction)
*1.9A- Describe the plot (problem
and solution) Readiness Standard
and retell a story’s beginning,
middle,
and end with attention to the
sequence of events.
*1.9B- Describe characters in a
story and the reasons for their
actions and feelings (physical traits,
emotional traits, personal traits,
characters actions) Readiness
Standard
1.11A- Recognize sensory details
in literary text (sight, sound, smell,
taste, touch)
Drama
2.8A- ID elements of dialogue &
use them in informal plays
(quotation mark, punctuation
mark)(Reader’s Theatre)
*1.Fig. 19E- Retell or
act out important
events in stories in
logical order (draw a
picture, present
dramatic
interpretation, orally
retell order of events)
Readiness Standard
Technology Project: PowerPoint of Habitats and Animal Lifecycle.
Take Home Project: Timeline of students
DUE: May 9
*1.Fig. 19F- Make
connections to own
experiences, to ideas in
other texts, and to the
larger community, and
discuss textual
evidence (own
experiences, ideas in
other text, larger
community)
*1.Fig. 19F- Make
connections to own
experiences, to ideas in
other texts, and to the
larger community, and
discuss textual
evidence (own
experiences, ideas in
other text, larger
community)
(NEW) Personal Financial
Literacy(5 days)
1.9 A 1.9 B , 1.9 C (T) 1.9 D
Process Standards: 1.1 A, 1.1 E,
1.1 F, 1.1 C
1.9(A) define money earned as income
SS 84%
1.9(B) identify income as a means of
obtaining goods and services, often times
making choice between wants and needs
SS
1.9(C) distinguish between spending and
saving SS 87%, 84%, 90%
1.9(D) consider charitable giving SS
(NEW) Personal Financial
Literacy(5 days)
1.9 A 1.9 B , 1.9 C (T) 1.9 D
Process Standards: 1.1 A, 1.1 E,
1.1 F, 1.1 C
1.9(A) define money earned as income
SS 84%
1.9(B) identify income as a means of
obtaining goods and services, often times
making choice between wants and needs
SS
1.9(C) distinguish between spending and
saving SS 87%, 84%, 90%
1.9(D) consider charitable giving SS
Parents & Offspring
1.10A- investigate how external
characteristics of animal are related
to where it lives, how it moves,
what it eats (wings, feet, hands,
head, legs, nose, tail, body
coverings, feathers/fur/hair/scales)
*1.10C- compare ways young
animals resemble their
parents(coloration patterns, limb
structure, behavioral traits)
*1.10D- observe/record life cycles
(chicken, frog, fish)
1.4A- use tools to observe hand
lenses, collecting nets (aquariums &
terrariums)
1.3C- describe what scientist do Ben
Franklin & Diane Fossey
(observing, communicating,
measuring, predicting,
investigation)- extensively studied
gorilla groups
Parents & Offspring
1.10A- investigate how external
characteristics of animal are related
to where it lives, how it moves,
what it eats (wings, feet, hands,
head, legs, nose, tail, body
coverings, feathers/fur/hair/scales)
*1.10C- compare ways young
animals resemble their
parents(coloration patterns, limb
structure, behavioral traits)
*1.10D- observe/record life cycles
(chicken, frog, fish)
1.4A- use tools to observe hand
lenses, collecting nets (aquariums &
terrariums)
1.3C- describe what scientist do Ben
Franklin & Diane Fossey
(observing, communicating,
measuring, predicting,
investigation)- extensively studied
gorilla groups
Unit 9: Economic Choices in My
Community
1.9A identify examples of people wanting
more than they can have
1.9B explain why wanting more than they
can have requires that people make choices
1.9C identify examples of choices families
make when buying goods and services.
1.10A describe the components of various
jobs and the characteristics of a job well
performed
1.10B describe how specialized jobs
contribute to the production of goods and
services
1.16A describe how technology changes the
ways families live
1.16B describe how technology changes
communication, transportation, and
recreation
1.16C describe how technology changes the
way people work
5.3A-decribe
methods of
assessing
health
information.
Social Studies Process Skills:
Review
*1.3A- distinguish among
past/present/future
*1.3B- describe & measure calendar time
(days/weeks/months/years)
1.17A- obtain information about a topic
using a variety of valid oral sources such as
conversations, interviews, and music
1.17B- obtain information about a topic
using a variety of valid visual sources such
as pictures, symbols, electronic media,
maps, literature, and artifacts
1.17C- sequence and categorize information
3rd -8th STAAR Testing Dates
March 30 (Monday) - 4th – 7th Writing (Day 1)
March 31 (Tuesday) - 4th – 7th Writing (Day 2) 5th Reading
April 20 (Monday) - 5th & 8th Math
April 21 (Tuesday) – 3rd -6th & 7th Math 8th S.S
April 22 (Wednesday) - 3rd – 6th & 7th Reading 5th & 8th Science