Six-Week Instructional Plan for 1st Grade ___Spanish Language Arts Reading and Writing________
WEEK 1—Date ________08/25/2014__________
WEEK 2—Date __09/01/2014__________________
WEEK 3—Date __09/08/2014______________
1.4 Reading/Beginning Reading/Strategies. Students
comprehend a variety of texts drawing on useful strategies as
needed. Students are expected to:
(A) confirm predictions about what will happen next in text by
"reading the part that tells".
1.8 Reading/Comprehension of Literary Text/Poetry. Students
understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text
to support their understanding. Students are expected to respond
to and use rhythm, rhyme, and alliteration in poetry
1.9 Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text
to support their understanding. Students are expected to:
(B) describe characters in a story and the reasons for their actions
and feeling
1.9 Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text
to support their understanding. Students are expected to:
(B) describe characters in a story and the reasons for their actions
and feeling
1.14 Reading/Comprehension of Informational Text/Expository
Text. Students analyze, make inferences and draw conclusions
about expository text and provide evidence from text to support
their understanding. Students are expected to:
(B) identify important facts or details in text, heard or read
1.14 Reading/Comprehension of Informational Text/Expository
Text. Students analyze, make inferences and draw conclusions
about expository text and provide evidence from text to support
their understanding. Students are expected to:
(B) identify important facts or details in text, heard or read
Figure 19.110.13 Reading/Comprehension Skills. Students use a
flexible range of metacognitive reading skills in both assigned
and independent reading to understand an author’s message.
Students will continue to apply earlier standards with greater
depth in increasingly more complex texts as they become selfdirected, critical readers.
Students are expected to:
(F) make connections to own experiences, to ideas in other texts, and
to the larger community and discuss textual evidence.
ELPS (1) Cross-curricular second language acquisition/learning
strategies.
(C) use strategic learning techniques such as concept mapping,
drawing, memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary.
Figure 19.110.13 Reading/Comprehension Skills. Students use a
flexible range of metacognitive reading skills in both assigned
and independent reading to understand an author’s message.
Students will continue to apply earlier standards with greater
depth in increasingly more complex texts as they become selfdirected, critical readers.
Students are expected to:
(F) make connections to own experiences, to ideas in other texts, and
to the larger community and discuss textual evidence.
ELPS (1) Cross-curricular second language acquisition/learning
strategies.
(C) use strategic learning techniques such as concept mapping,
drawing, memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary.
Writing
1.18 Writing/Literary Texts. Students write literary texts to
express their ideas and feelings about real or imagined people,
events, and ideas.
Students are expected to:
(A) write brief stories that include a beginning, middle, and
end. (Independent or shared writing)
ELPS(5) Cross-curricular second language acquisition/writing.
(G) narrate, describe, and explain with increasing specificity and detail
to fulfill content area writing needs as more English is acquired.
Writing
1.18 Writing/Literary Texts. Students write literary texts to
express their ideas and feelings about real or imagined people,
events, and ideas.
Students are expected to:
(A) write brief stories that include a beginning, middle, and
end. (Independent or shared writing)
ELPS(5) Cross-curricular second language acquisition/writing.
(G) narrate, describe, and explain with increasing specificity and detail
to fulfill content area writing needs as more English is acquired.
1.9 Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text
to support their understanding. Students are expected to:
(A) describe the plot (problem and solution) and retell a story's
beginning, middle, and end with attention to the sequence of events.
(B) describe characters in a story and the reasons for their actions
and feelings.
ELPS (4) Cross-curricular second language acquisition/reading.
The ELL reads a variety of texts for a variety of purposes with an
increasing level of comprehension in all content areas.
(J) demonstrate English comprehension and expand reading skills by
employing inferential skills such as predicting, making connections
between ideas, drawing inferences and conclusions from text and
graphic sources, and finding supporting text evidence commensurate
with content area needs.
1.9 Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text
to support their understanding. Students are expected to:
(A) describe the plot (problem and solution) and retell a story's
beginning, middle, and end with attention to the sequence of events.
(B) describe characters in a story and the reasons for their actions
and feelings.
ELPS (4) Cross-curricular second language acquisition/reading.
The ELL reads a variety of texts for a variety of purposes with an
increasing level of comprehension in all content areas.
(J) demonstrate English comprehension and expand reading skills by
employing inferential skills such as predicting, making connections
between ideas, drawing inferences and conclusions from text and
graphic sources, and finding supporting text evidence commensurate
with content area needs.
1.9 Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text
to support their understanding. Students are expected to:
(A) describe the plot (problem and solution) and retell a story's
beginning, middle, and end with attention to the sequence of events.
(B) describe characters in a story and the reasons for their actions
and feelings.
ELPS (4) Cross-curricular second language acquisition/reading.
The ELL reads a variety of texts for a variety of purposes with an
increasing level of comprehension in all content areas.
(J) demonstrate English comprehension and expand reading skills by
employing inferential skills such as predicting, making connections
between ideas, drawing inferences and conclusions from text and
graphic sources, and finding supporting text evidence commensurate
with content area needs.
1
WEEK 4—Date 09/15/2014______________
WEEK 5—Date 09/22/2014______________
WEEK 6—Date ____09/29/2014______________
1.9 Reading/Comprehension of Literary Text/Fiction. Students understand,
make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding. Students
are expected to:
(A) describe the plot (problem and solution) and retell a story's beginning, middle,
and end with attention to the sequence of events.
(B) describe characters in a story and the reasons for their actions and feelings.
1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of
texts drawing on useful strategies as needed.
Students are expected to:
(B) ask relevant questions, seek clarification, and locate facts and details about
stories and other texts.
1.6 Reading/Vocabulary Development. Students understand new
vocabulary and use it when reading and writing. Students are expected
to:
(C) determine what words mean from how they are used in a sentence,
either heard or read.
ELPS (3) Cross-curricular second language acquisition/speaking.
(D) speak using grade-level content area vocabulary in context to
internalize new English words and build academic language
Proficiency.
1.6 Reading/Vocabulary Development. Students understand new
vocabulary and use it when reading and writing. Students are expected
to:
(C) determine what words mean from how they are used in a sentence,
either heard or read.
ELPS (3) Cross-curricular second language acquisition/speaking.
(D) speak using grade-level content area vocabulary in context to
internalize new English words and build academic language
Proficiency.
1.6 Reading/Vocabulary Development. Students understand new
vocabulary and use it when reading and writing. Students are expected
to:
(C) determine what words mean from how they are used in a sentence,
either heard or read.
ELPS (3) Cross-curricular second language acquisition/speaking.
(D) speak using grade-level content area vocabulary in context to
internalize new English words and build academic language
Proficiency.
1.6 Reading/Vocabulary Development. Students understand new
vocabulary and use it when reading and writing. Students are expected
to:
(C) determine what words mean from how they are used in a sentence,
either heard or read.
ELPS (3) Cross-curricular second language acquisition/speaking.
(D) speak using grade-level content area vocabulary in context to
internalize new English words and build academic language
Proficiency.
1.10 Reading/Comprehension of Literary Text/Literary Nonfiction. Students
understand, make inferences and draw conclusions about the varied structural
patterns and features of literary nonfiction and respond by providing evidence
from text to support their understanding. Students are expected to determine
whether a story is true or a fantasy and explain why.
1.14 Reading/Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and
provide evidence from text to support their understanding. Students are
expected to:
(B) identify important facts or details in text, heard or read.
(C) retell the order of events in a text by referring to the words and/or illustrations.
Figure 19.110.13 Reading/Comprehension Skills. Students use a flexible range
of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. Students are expected to:
(E) retell important events in stories in logical order.
ELPS (1) Cross-curricular second language acquisition/learning strategies.
(C) use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
Writing
1.18 Writing/Literary Texts. Students write literary texts to express their ideas
and feelings about real or imagined people, events, and ideas.
Students are expected to:
(A) write brief stories that include a beginning, middle, and end.
ELPS (5) Cross-curricular second language acquisition/writing. The ELL writes
in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas.
(F) write using a variety of grade-appropriate sentence lengths, patterns, and
connecting words to combine phrases, clauses, and sentences in increasingly
accurate ways as more English is acquired.
1.7 Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding.
Students are expected to:
(A) connect the meaning of a well-known story or fable to personal experiences..
1.14 Reading/Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and
provide evidence from text to support their understanding. Students are
expected to:
(D) use text features (e.g., title, tables of contents, illustrations) to locate specific
information in text.
Figure 19.110.13 Reading/Comprehension Skills. Students use a flexible range
of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers.
Students are expected to:
(D) make inferences about text using textual evidence to support understanding.
ELPS (1) Cross-curricular second language acquisition/learning strategies.
(C) use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
(E) retell important events in stories in logical order.
Writing
1.18 Writing/Literary Texts. Students write literary texts to express
their ideas and feelings about real or imagined people, events, and
ideas.
Students are expected to:
(A) write brief stories that include a beginning, middle, and en
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