ELA- Quarter 3
Focus Comprehension Standard(s):
LAFS.1.RL.3.7 Use illustrations and details in a story to describe its characters, setting, or events. (DOK 2)
LAFS.1.RL.3.9 Compare and contrast the adventures and experiences of characters in stories. (DOK 3)
LAFS.1.RI.3.7 - Use the illustrations and details in a text to describe its key ideas. (DOK 2)
LAFS.1.RI.3.8 - Identify the reasons an author gives to support points in a text. (DOK 2)
LAFS.1.RI.3.9 - Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (DOK 3)
Focus Language Standard(s)
LAFS.1.L.1.1b - Use common, proper, and possessive nouns (DOK 1)
LAFS.1.L.1.1e -Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).(DOK 2)
LAFS.1.L.1.1f - Use frequently occurring adjectives (DOK 1)
LAFS.1.L.1.2c - Use commas in dates and to separate single words in a series.(DOK 1)
LAFS.1.L.1.2d - Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (DOK 1)
Focus Foundational Standard(s):
LAFS.1.1RF.2.2c - Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (DOK 1)
LAFS.1.1RF.2.2d - Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (DOK 1)
LAFS.1.1RF.3.3b - . Decode regularly spelled one-syllable words. (DOK 1)
LAFS.1.1RF.3.3c - Know final -e and common vowel team conventions for representing long vowel sounds. (DOK 1)
LAFS.1.1RF.3.3d - Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (DOK 1) LAFS.1.1RF.3.3e - Decode two-syllable words following basic patterns by breaking the words into syllables. (DOK 1)
LAFS.1.1RF.3.3f – Read words with inflectional endings (DOK 1)
LAFS.1.1RF.3.3g - Recognize and read grade-appropriate irregularly spelled words. (DOK 1)
MAFS.1.NBT.2.2- Understand that the two digits of a two-digit number represent amounts of tens and ones. (DOK 2)
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
d. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). MAFS.1.NBT.2.3- Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =,
MAFS.1.NBT.3.4- Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (DOK 2)
MAFS.1.NBT.3.5- Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (DOK 2)
MAFS.1.NBT.3.6- Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (DOK 2)
MAFS.1.MD.2.a - Identify and combine values of money in cents up to one dollar working with a single unit of currency1 .
a. Identify the value of coins (pennies, nickels, dimes, quarters).
b. Compute the value of combinations of coins (pennies and/or dimes).
c. Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) ( 1Students are not expected to understand the decimal notation for combinations of dollars and cents.)
SC.1.L.14.1: (DOK 1) Make observations of living things and their environment using the five senses.
SC.1.L.14.2: (DOK 1) Identify the major parts of plants, including stem, roots, leaves, and flowers.
SC.1.L.14.3: (DOK 3) Differentiate between living and nonliving things.
SC.1.L.16.1: (DOK 1) Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population.
SC.1.L.17.1: (DOK 1) Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.
SS.1.A.1.1 – Develop an understanding of a primary source.
SS.1.A.1.2 – Understand how to use the media center/other sources to find answers to questions about a historical topic.
SS.1.A.2.1 – Understand history tells the story of people and events of other times and places.
SS.1.A.2.4 – Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.
SS.1.A.3.1 – Use terms related to time to sequentially order events that have occurred in school, home, or community.
SS.1.A.3.2 – Create a timeline based on the student’s life or school events, using primary sources.
SS.1.G.1.1 – Use physical and political/cultural maps to locate places in Florida.
SS.1.G.1.2 – Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes.
SS.1.G.1.3 – Construct a basic map using key elements including cardinal directions and map symbols.
SS.1.G.1.4 – Identify a variety of physical features using a map and globe.
SS.1.G.1.5 – Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico.
SS.1.G.1.6 – Describe how location, weather, and physical environment affect the way people live in our community.