SALTA 1st grade

Elementary ELA Scope and Sequence K-2* The ELA scope and sequence on the following pages provides details necessary for a teacher to plan content, skills, activities, resources and assessments for a six-week unit. Flexible days, included in the scope and sequence, can be used at any time during the unit. Standards are used for identifying what the students should be able to know and do. Reading Street materials are provided to teach the standards. The scope and sequence is designed to support teachers with unit planning by addressing the following: • Using close reading to teach the targeted reading standards. • Identifying the writing standard that might be used for assessing learning. • Determining the foundational and language standards students need to master across the unit. • Scaffolding and practicing all the linguistic skills needed for literacy with speaking/listening, reading/writing.

Map

Reading Street Tools

Information

Unit Theme and Big Question Writing to Sources Prompts

§ Unit themes and connectedness support students developing schema—a mental web of connected facts and ideas that pertain to a specific topic and can automatically be activated during speaking, listening reading and writing. (Moats & Hennessy, 2010) § Writing to Sources Prompts aligned to text comprehension allow students to synthesize the new knowledge from the schema, and teachers to assess the new knowledge. Begin with decoding skills using foundational standards Build in foundational standards Phonological Awareness is the ability to hear and manipulate the smallest segment of sounds in words and is the foundation for learning phonics and spelling. (Moats, 2009) Phonics is the system that directly teaches students to use print patterns that represent sounds, syllable patterns, and meaningful word parts. (Moats 2009) Grammar: is word properties and features that determine how words can be used in sentences and which words we can combine. Grammar can also refer to conventions of written language. § Vocabulary: Vocabulary knowledge is highly correlated with reading comprehension and accounts for 50 + % of the variance in reading comprehension (Stahl& Nagy; 2006)

Phonemic Awareness (K-2) Phonics / Word Analysis Spelling /Word Study Reading Street Decodables Reading Street Conventions and Grammar Vocabulary

June 2020

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