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 [ 1.R.RF.03de] I can name the II-R-2:HI-9 Days number of syllables in a word reading regularly spelled multi-syllable and read the word. words by applying the most common correspondences, including the sounds represented by single letters, Use knowledge that every consonant blends, consonant/vowel syllable must have a vowel digraphs (th, sh, ck) and diphthongs (ea, ie, sound to determine the number ee) and r-controlled vowels. of syllables in a printed word. Decode two syllable words II-R-2:HI-11 following basic patterns by reading multi-syllabic words, using breaking the words into syllabication rules. syllables. "I can name the number of syllables in a word and read the word." 1 Day [ G1.W.AD.05] Additional II-L-2:HI-11 (vocab)
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)
grade_01_2ndQtr.docx