| Decatur City Schools |
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| Pacing Guide |
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| First: Reading |
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| Projected
Pacing (Oct. 23 - Nov. 21) |
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| AL COS Standards |
Vocabulary |
Prerequisite Skills from State |
Suggested Materials/Resources |
Documentation Date(s) Taught |
Comments |
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| |
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Curriculum Guide |
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| Phonemic
Awareness |
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| Demonstrate phonemic
awareness by |
High Frequency Words |
Objective 1.1.1: |
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| isolating, deleting, and
adding phonemes, |
go |
Exhibit phonemic awareness |
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| by using onsets and rimes, and
by |
going |
by identifying phonemes |
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| identifying initial, medial,
and final |
around |
Objective 1.1.2: |
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| sounds in one-syllable words
(AL COS#1) |
eating |
Tell whether words and sounds |
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| A. Exhibit phonological awareness |
look |
are the same or different |
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| 1.
count the number of words in spoken |
saw |
Objective 1.1.3: |
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| sentences |
some |
Blend orally onsets and rimes |
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| 2.
identify and supply rhyming words |
into |
Objective 1.1.4: |
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| 3.
count the numbers of syllables in spoken |
think |
Identify initial sound of a word |
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| words |
see |
Objective 1.1.5: |
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| 4.
segment onsets and rimes in spoken |
both |
Identify final sound of a word |
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| syllables and words |
wish |
Objective 1.1.6: |
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| B. Orally manipulate phonemes |
sees |
Identify medial sound of a word |
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| 1.
identify initial, medial and final sounds |
asked |
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| through phoneme isolation |
away |
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| 2.
blend phonemes into words |
how |
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| 3.
segment words into individual phonemes |
me |
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| 4.
add, delete, and substitute phonemes |
white |
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| to make new words |
little |
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| Phonics |
now |
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| Identify sound spelling
relationships |
been |
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| of consonants and vowels (AL
COS) |
could |
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| A. Recognize and apply inflectional endings |
laughed |
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| (s, ed, ing) (SAT10) |
live |
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| Lesson 2: /ē/ spelled e |
very |
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| Book 72: A Gift for Me |
worked |
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| /e/ spelled e_e |
over |
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| Book 73: Pete and Steve
Compete |
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| Lesson 3:
Review /v/ spelled v; |
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| /ū/ spelled u, u_e, /j/ spelled ge,
gi_, |
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| /ū/ spelled e, e_e |
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| Book 74: Steve Sells Vans |
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| AL COS
Standards |
Vocabulary |
Prerequisite Skills from State |
Suggested Materials/Resources |
Documentation Date(s)
Taught |
Comments |
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| Lesson 4:
Review Sounds |
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Curriculum Guide |
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| Lesson 5:
/ē/ spelled ee |
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| Book 75: The Bee and the Deer |
High Frequency Words |
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| /ē/ spelled ea |
go |
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| Book 76: Dragons Don't Get
Colds |
going |
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| Lesson 6:
/ē/ spelled _y |
around |
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| Book 77: The City Bus |
eating |
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| /ē/ spelled _ie_ |
look |
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| Book 78: Nellie and Charlie |
saw |
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| Lesson 7:
Long vowels followed by r |
some |
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| Lesson 8:
/ā/ spelled ai_ |
into |
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| Book 79: Craig Sails |
think |
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| /ā/ spelled _ay |
see |
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| Book 80: No Way |
both |
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| Lesson 9:
/ĭ/ spelled igh |
wish |
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| Book 81: The Popssum at Night |
sees |
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| Lesson 10:
Review: /ĕ/ spelled ee, |
asked |
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| ea, _y, _ie: /ă/ apelled
ai_, _ay, /ĭ/ spelled igh |
away |
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| Book 82: The King Who Was
Late |
how |
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| Lesson 11:
/ĭ/ spelled _y |
me |
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| Book 83: Why, Bly? |
white |
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| /ĭ/ spelled_ie |
little |
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| Book 84: Dean's Pies |
now |
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| Lesson 12:
/ō/ spelled _oe |
been |
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| Book 85: The Farmer and the
Doe |
could |
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| Lesson 13:
/ō/ spelled oa_ |
laughed |
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| Book 86: Load the Boat |
live |
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| /ō/spelled _ow |
very |
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| Book 87: It Will Not Snow |
worked |
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| Lesson 14:
/ū/ spelled _ew |
over |
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| Book 88: Mew, Mew |
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| /ū/ spelled _ue |
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| Book 89: Who Will Rescue the
Cat? |
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| Lesson 15:
Review /ī/ spelled -y, _ie; |
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| /ō/ spelled _oe, ao_, -ow |
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| /ū/ spelled _ew, _ue. |
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| Book 90: I Will be a
Firefighter |
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| Unit 6 |
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| Lesson 1: /ōō/
spelled oo |
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| Book 91: Leo the Lion |
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| /ōō/ spelled _ue |
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| Book 92: Sue's Clues |
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| AL COS
Standards |
Vocabulary |
Prerequisite Skills from State |
Suggested Materials/Resources |
Documentation Date(s)
Taught |
Comments |
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| /ōō/ spelled u_e |
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Curriculum Guide |
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| Book 93: Flute Music |
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| /ōō/ spelled _ew |
High Frequency Words |
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| Book 94: The TV Crew |
go |
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| / ōō/ spelled u |
going |
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| Book 95: Ruby Tells the Truth |
around |
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| Lesson 2:
/ōō/ spelled oo |
eating |
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| Book 96: Who Took My Book? |
look |
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| Lesson
3: Review /ōō? |
saw |
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| Lesson 4:
/ow/spelled ow |
some |
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| Book 97: A Clown Comes to
Town |
into |
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| Lesson 5:
/ow/ spelled ou_ |
think |
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| Book 98: Max the Crough |
see |
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| Lesson 6:
Review: /k/ spelled k;/ ng/ spelled ■ng: |
both |
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| /kw/spelled qu_;/y/spelled y_ |
wish |
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| Book 57: The King of Purple |
sees |
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| Lesson 7:
/ā/ spelled a |
asked |
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| Book 58: Mason's Big Hat |
away |
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| /ā/spelled a_e |
how |
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| Book 59: Gull and Crane |
me |
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| Lesson 8: /s/
spelled ce |
white |
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| Book 60: Lance's Dragon |
little |
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| /s/ spelled ci, |
now |
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| Book 61: A Stencil and a
Pencil |
been |
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| Lesson
9: Review of sounds |
could |
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| Lesson 10: /ī/ spelled i |
laughed |
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| Book 62: The Pilot |
live |
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| /ī/ i_e |
very |
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| Book 63: Spice Cake |
worked |
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| Lesson 11:
/ō/ spelled o |
over |
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| Book 64: Bo and Mo |
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| / ō/ spelled o_e |
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| Book 65: The Cold Troll |
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| Lesson 12 Review:
/ā/ spelled a, a_e, |
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| /ī/ spelled I, i_e |
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| /ō/ spelled o, o_e, and /s/ spelled
ci_, ce |
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| Book 66: Rise Takes a Hike |
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| Lesson 13:
Review of Sounds |
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| Lesson 14: /v/ spelled v |
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| Book 67: At the Vet |
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| Lesson 15 /ū/ spelled u |
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| Book 68: Music |
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| AL COS
Standards |
Vocabulary |
Prerequisite Skills from State |
Suggested Materials/Resources |
Documentation Date(s)
Taught |
Comments |
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| /ū/
spelled u_e |
|
Curriculum Guide |
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| Book 69: Muse the Mule |
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| Unit 5 |
High Frequency Words |
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| Lesson 1 /j/ spelled ge |
go |
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| Book 70: Gen Gets a Bath |
going |
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| /j/ spelled gi_ |
around |
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| Book 71: Magic Pages |
eating |
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| Fluency |
look |
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| Read with fluency simple
passages |
saw |
Objective 1.5.1: |
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| containing simple sentences
(AL COS#5) |
some |
Establish letter-naming fluency |
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| A.
Read 50-60 wpm (AL COS) |
into |
at rate of 40-plus letters per |
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| B. Recognize first grade high frequency |
think |
minute |
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| words by sight (AL COS) |
see |
Objective 1.5.2: |
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| C. Attend to end punctuation in phrasing (AL
COS) |
both |
Recognize 100 percent of the |
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| 1.
Recognize, locate and use periods, |
wish |
Dolch sight word list for first |
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| question marks, and commas in
shared reading |
sees |
grade |
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| experiences |
asked |
Objective 1.5.3: |
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| 2.
Apply knowledge of proper usage of |
away |
Read 40-50 words of connected, |
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| periods, question marks, and
commas to develop |
how |
decodable text per minute with |
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| phrasing and fluency in
guided and independent |
me |
100 percent accuracy |
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| reading |
white |
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| D. Read appropriate material
with |
little |
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| phrasing , inotation, and
expression |
now |
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| Vocabulary |
been |
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| Develop new vocabulary for
listening, |
could |
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| speaking, reading, and
writing through |
laughed |
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| word study |
live |
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1. Identify and supply |
very |
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| a.
Contractions |
worked |
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| 2. Recognize and supply
inflectional endings |
over |
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| (s, ed, ing) |
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| Comprehension |
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| Read with comprehension a
variety of |
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Objective 1.4.1: |
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| first grade narrative and
informational |
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Demonstrate comprehension |
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| texts, recalling information,
including |
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of passages heard by retelling |
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| the beginning middle and end
while |
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stories
and answering |
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| retelling a story (AL COS #4)
(SAT10) |
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questions |
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| A. Listen to and comprehend grade |
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Objective 1.4.2: |
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| appropriate material |
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Answer who, where, and what |
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| B. Use the four cueing systems at current |
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questions after listening to |
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| independent and instructional
level |
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a story |
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| 1.
schema - connecting events in a story |
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| AL COS
Standards |
Vocabulary |
Prerequisite Skills from State |
Suggested Materials/Resources |
Documentation Date(s)
Taught |
Comments |
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| to specific life experiences
(AL COS) |
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Curriculum Guide |
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| (text-to-text, text-to-self,
text-to-world) |
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Objective 1.4.3: |
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| 2.
syntactic- use the structure of language |
High Frequency Words |
Retell a familiar story with or |
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| (sounds right?) |
go |
without a book including |
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| 3.
semantic - use context and prior knowledge |
going |
beginning, middle, and end |
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| (makes sense?) |
around |
Objective 1.4.4: |
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| 4.
graphophonic- recognize cues provided |
eating |
Predict meaning of a word from |
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| by print (AL COS) (looks
right?) |
look |
obvious context clues |
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| C. Monitor comprehension during reading |
saw |
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| (AL COS) |
some |
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| 1.
Make predictions (AL COS) |
into |
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| a.
Recognize patterns in sentences and |
think |
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| stories (SAT10) |
see |
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| b.
Predict words and phrases in a story |
both |
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| use pictures and context
clues (SAT10) |
wish |
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| c.
Make predictions about what will happen |
sees |
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| next |
asked |
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| 2.
sequence events in a story (beginning, |
away |
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| middle, end) (AL COS) |
how |
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| 3.
draw simple conclusions (AL COS) |
me |
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| (SAT10) |
white |
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| 4.
determine cause and effect |
little |
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| 5.
state main ideas about a topic in |
now |
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| informational text (AL COS) |
been |
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| 6.
Identify some supporting details (SAT10) |
could |
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| 7.
make inferences (SAT10) |
laughed |
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| D. Identify characteristics of genre (SAT10) |
live |
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| examples: fiction/nonfiction, narrative/ |
very |
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| informational, etc. |
worked |
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| E. Recognize and discuss elements of a |
over |
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| story: plot, setting,
characters, problem, |
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| and solution |
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| Reading
Behaviors/Habits |
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| A. Exhibit knowledge of concepts of print |
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| 1.
Directionality (front to back, left to right, |
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| top to bottom) |
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| 2.
book handling skills (print contains |
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| message, where to begin
reading, concept of |
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| first and last |
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| 3.
one to one voice print match |
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| B. Use books and materials responsibly |
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| C. Demonstrate an interest in and enjoyment |
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| AL COS
Standards |
Vocabulary |
Prerequisite Skills from State |
Suggested Materials/Resources |
Documentation Date(s)
Taught |
Comments |
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| of literature in a variety of
forms: |
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Curriculum Guide |
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| multicultural, author
and illustrator, content |
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| area, recreational reading
(SAT10) |
High Frequency Words |
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| D. Read a variety of appropriate material |
go |
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| for sustained periods of time
daily |
going |
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| E. Use study strategies
(SAT10) |
around |
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| 1.
sequence all upper and lower case |
eating |
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| 2. alphabetize to the first letter |
look |
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| 3.
identify parts of a book: title page, table |
saw |
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| of contents |
some |
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|
| 4.
apply test taking skills |
into |
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|
| 5.
begin to use and interpret graphic |
think |
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|
| F. Use available technology to reinforce and |
see |
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|
| support the reading process |
both |
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|
| Oral Language Development |
wish |
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|
| (Receptive and Expressive) |
sees |
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|
| A. Listen to and comprehend grade |
asked |
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| appropriate material (5, 17) |
away |
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| B. Use appropriate listening and communication |
how |
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| behaviors (17, 19) |
me |
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|
| C. Participate in oral sharing (10, 17, 19) |
white |
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| 1.
journals |
little |
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| 2.
personal message |
now |
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| 3.
choral reading |
been |
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| 4.
dramatizations |
could |
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|
| D. Make clear and logical oral
presentations(19) |
laughed |
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| (Numbers in parentheses for
Oral Language |
live |
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| Development are from the
Alabama Course |
very |
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|
| of Study: English Language
Arts, Bulletin 1999, |
worked |
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| No. 17 and represent the
correlation of the state |
over |
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| content standards.) |
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