10/06/14 5/10 Days [ 1.R.RF.01] I can recognize and use the features of a sentence including beginning capital and ending punctuation. Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). "I can recognize and use the features of a sentence including beginning capital and ending punctuation." II-R-1:B-2 distinguishing between printed letters, words, sentences, and paragraphs. II-R-1:HI-3 identifying features of a sentence (capitalization, commas, quotation marks, and ending punctuation). 5/10 Days [ 1.L.05ab] I can sort words into categories and define them by attributes. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat II-L-2:HI-1(v) classifying words into conceptual categories and providing rationale.
a series. "I can use commas in dates and to separate single words in a series." 1.W.05. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 1.W.06. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. "I can use the writing proces to publish my writing with my teacher’s help." 1.W.08. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. agreement. II-L-1:HI-7(v) producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement. II-L-1:HI-8(v) using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement). II-W-3:HI-1 generating ideas through student-led prewriting activities (e.g., advanced graphic organizers, etc.) and student recording of the ideas. II-W-3:HI-3 writing a student generated draft with a main idea and supporting details in a logical sequence. II-W-3:HI-4 re-reading a student generated draft orally
main idea in a student generated text. II-W-4:HI-3 organizing student generated text to include a clear beginning, middle, and end. II-W-4:HI-4 organizing a student generated text using transitional words to indicate a beginning, middle, and end. 10/27/14 10/10 Days [ 1.R.RF.03de] I can name the number of syllables in a word and read the word. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two syllable words following basic patterns by breaking the words into syllables. "I can name the number of syllables in a word and read the word." II-R-2:HI-9 reading regularly spelled multi-syllable words by applying the most common correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels. II-R-2:HI-11 reading multi-syllabic words, using syllabication rules. 1 Day [ G1.W.AD.05] Additional II-L-2:HI-11 (vocab)
"I can use the writing proces to publish my writing with my teacher’s help." 1.W.08. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 11/03/14 5/10 Days [ 1.R.RF.03de] I can name the number of syllables in a word and read the word. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two syllable words following basic patterns by breaking the words into syllables. "I can name the number of syllables in a word and read the word." II-R-2:HI-9 reading regularly spelled multi-syllable words by applying the most common correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels. II-R-2:HI-11 reading multi-syllabic words, using syllabication rules. 5 Days [ 1.L.01f] I can use adjectives. Use frequently occurring II-L-1:HI-1 (adj) producing a series of adjectives in the correct order.