€¦ · Web viewMonth. CPI # and Standard. Learning Activities. Assessment. Interdisciplinary...

Language Arts Curriculum Map – Grade 1

Month CPI # and Standard Learning Activities Assessment Interdisciplinary Connections

September Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3Describe characters, settings, and major event(s) in a story, using key details.

Informational Text

Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.CIsolate and pronounce initial, medial vowel, and final sounds

Literature Choral reading Echo reading Shared reading Partner reading Read alouds Discussions Learning

centers/activities

Foundational Skills Alphabet review:

practice sheets, singing, saying and writing

Short vowels Making word

families Shared writing Kids biographies Journal writing

Teacher observation Discussions Student work Running records Student conferences Journal writing All about me project All about me book

Social Studies6.1.4.C.2

Health and Physical Education2.1.2.D.12.1.2.E.12.1.2.E.22.1.2.C.22.4.2.A.12.4.2.A.2

21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP8CRP9

Science1-LS3-11-ESS1.2


(phonemes) in spoken single-syllable words. RF.1.3Decode regularly spelled one-syllable words.

Writing

Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.2. CAsk and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3Ask and answer

Learning centers/activities

Clapping words Stretching out words Word games

Speaking & Listening Read alouds Discussion of read

alouds Interviews for

biographies ICPS activities Learning

centers/activities Comments vs.

questions practice Rules vs. manners journals


questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6Produce complete sentences when appropriate to task and situation.

Language L.1.1.APrint all upper- and lowercase letters. L.1.1.BUse common, proper, and possessive nouns. L.1.1.CUse singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.DUse personal,

Language Handwriting practice Alphabet review Learning

centers/activities Discussions Interviews for kids’

biographies Journal writing Word games

activities Word wall activities Word lists: (i.e.

season words, color


possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). L.1.1.EUse 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). L.1.2.BUse end punctuation for sentences L.1.5.ASort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.6.BUse words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

words, ICPS words)


October Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.5.Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events.

Informational Text RI.1.2.

Literature Guided Reading

groups Reading

centers/activities Discussions Read alouds Sharing Making connections

activities Reading response

logs/sheets

Informational Text Read alouds

Teacher observation Discussions Guided reading

group work Student work Running records Student conferences Student writing Individual and

Group sharing Think-pair-share Hand signals Homework Projects All About Me

project Family project

Social Studies6.1.4.C.26.1.4.D.17

Health and Physical Education2.1.2.E.12.1.2.E.22.1.2.C.22.4.2.A.12.4.2.A.2


Science1-LS31-PS4

Technology8.1.2.A.18.1.2.A.5

Visual and Performing Arts1.3.2.D.4

Mathematics1.MD.4


Identify the main topic and retell key details of a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.10.With prompting and support, read informational texts at grade level complexity or above

Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.BOrally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Discussions Guided reading

groups Reading

centers/activities Reading Response

Log/sheets Journals Apple unit – read

and discuss facts Pumpkin unit – read

and discuss facts Columbus Day –

read and discuss

Foundational Skills Read alouds Discussions Guided reading

groups Reading


logs/sheets Journals Shared writing Student biographies Fact charts Word family

activities Making words Promethean board

activities


RF.1.2.CIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.DSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.BDecode regularly spelled one-syllable words. RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that

Spelling lists Sight word lists Stretching out words Word wall activities


every syllable must have a vowel sound. RF.1.3.FRead words with inflectional endings. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W.1.8.With guidance and support from adults, recall information from experiences or gather information from

Writing Student writing Family and friends

biographies Student biographies Shared writing

activities All about me books All about me projectSpeaking & Listening


provided sources to answer a question.

Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer

Class discussions Group sharing of

learning and writing Cooperative learning

activities Pair and share Asking questions

and making comments

Read alouds Guided reading

groups Student writing and

illustrations Student biographies Individual sharing of

learning, writing, and ideas

Promethean board activities

Buddy activities ICPS activities All About Me

books/graphs Family projects


questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.

Language L.1.1.APrint all upper- and lowercase letters. L.1.1.BUse common, proper, and possessive nouns. L.1.1.C

Language Shared writing

activities Student biographies Read alouds Discussions Guided reading

groups Handwriting

activities Student writing Spelling tests


Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.DUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). L.1.1.EUse 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). L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.HUse determiners (e.g., articles, demonstratives). L.1.2. ACapitalize dates and names of people. L.1.2.BUse end punctuation for sentences. L.1.2.E

Reading centers/activities

Response Logs/sheets

Pumpkin and Apple vocabulary activities

All About Me Unit – vocabulary and activities


Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.5.CIdentify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).


November Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories

Informational Text RI.1.2.Identify the main topic and retell key details of a text.


groups Reading

centers/activities Discussions Read alouds Sharing Making connections

activities (text-to-text, text-to-self, between characters, and same character in different stories)

Reading response logs/sheets

Venn Diagrams

Informational Text Read alouds Discussions Guided reading

groups


group work Student work Running records Student conferences Student writing Hand signals Individual and

Group sharing Think-pair-share Homework

Social Studies6.1.4.A.146.1.4.B.16.1.4.B.26.1.4.D.136.1.4.D.186.1.4.D.196.1.4.D.20

Health and Physical Education2.4.2.A.1


Technology8.1.2.A.5

World Languages7.1.NM.A.37.1.NM.A.5



RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.10.With prompting and support, read informational texts at grade level complexity or above

Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.BOrally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.CIsolate and pronounce initial, medial vowel, and final sounds


Reading Response Log/sheets

Africa unit – reading about animals, people, places and culture.


groups Reading


logs/sheets Shared writing Fact charts Word family

activities Making words Blend and Diagraph

charts/activities Promethean board

activities Spelling lists Sight word lists Word wall activities


(phonemes) in spoken single-syllable words. RF.1.2.DSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.BDecode regularly spelled one-syllable words. RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables


using knowledge that every syllable must have a vowel sound. RF.1.3.FRead words with inflectional endings. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W.1.3.Write narratives in which they recount two or more appropriately sequenced events,

Writing Student writing Writing of personal

narratives Working through the

Writing process Shared writing

activities


include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Peer conferences Student conferences Traits discussions Writing about Africa Africa fact sheets

Speaking & Listening Class discussions Group sharing of



and making comments

Read alouds


SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Guided reading groups

Student writing and illustrations

Student biographies Individual sharing of



Buddy activities ICPS activitiies


SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.

Language L.1.1.BUse common, proper, and possessive nouns. L.1.1.CUse singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.DUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). L.1.1.EUse verbs to convey a sense of past, present, and future (e.g.,



groups Student writing Spelling tests Reading

centers/activities Response

Logs/sheets


Yesterday I walked home; Today I walk home; Tomorrow I will walk home). L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.HUse determiners (e.g., articles, demonstratives) L.1.2. ACapitalize dates and names of people. L.1.2.BUse end punctuation for sentences. L.1.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or


phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

December Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters,


groups Reading

centers/activities Discussions Read alouds Sharing Creating mental

images activities Reading response

logs/sheets Author studies Africa Unit – Anansi


group work Student work Running records Student conferences Student writing Hand Signals Individual and

Group sharing Think-pair-share Homework Anansi journals

Social Studies6.1.4.A.146.1.4.D.136.1.4.D.186.1.4.D.196.1.4.D.20

Health and Physical Education2.4.2.A.1

21st Century Life and Career SkillsCRP1CRP2CRP4


settings, and major event(s) in a story, using key details. RL.1.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.6 Identify who is telling the story at various points in a text. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories

Informational Text RI.1.2.Identify the main topic and retell key details of a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas

stories


groups Reading


Log/sheets

Animal posters CRP6CRP8CRP12

Technology8.1.2.A.5




RI.1.10.With prompting and support, read informational texts at grade level complexity or above

Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.BOrally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.CIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.D

Africa unit – reading about animals, people, places and culture.


groups Reading






Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.BDecode regularly spelled one-syllable words. RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound


RF.1.3.FRead words with inflectional endings. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W.1.3.Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal




activities Peer conferences Student conferences


words to signal event order, and provide some sense of closure. W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by

Writing about what we learned

Discussion of writing traits

Writing about Africa




and making comments




responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5.Add drawings or other visual displays to




Buddy activities ICPS activities


descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.

Language L.1.1.BUse common, proper, and possessive nouns. L.1.1.CUse singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.DUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). L.1.1.EUse verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will


activities Read alouds Discussions Guided reading



Logs/sheets


walk home). L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.HUse determiners (e.g., articles, demonstratives) L.1.2. ACapitalize dates and names of people. L.1.2.BUse end punctuation for sentences. L.1.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring


affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

January Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details.


groups Reading

centers/activities Discussions Read alouds Sharing Digging Deeper Unit

– using response logs/sheets, webs, character traits/descriptions, story maps, Venn diagrams



group work Student work Running records Student conferences Student writing Hand signals Individual and

Group sharing Homework Think-pair-share

Social Studies6.1.4.A.106.1.4.A.116.1.4.A.126.1.4.A.156.1.4.B.26.1.4.B.96.1.4.B.106.1.4.D.166.1.4.D.17

21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP12


RL.1.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories

Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.10.With prompting and support, read

Author studies


groups Reading


Log/sheets Penguin unit –

reading about penguins

Penguin Unit – Compare and Contrast penguins

Listing penguin facts

Technology8.1.2.A.5


Mathematics1.MD.4


informational texts at grade level complexity or above

Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.DSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.B

MLK Jr. Unit: read, learn, discuss and write

Finding penguin heights and graphing


groups Reading






Decode regularly spelled one-syllable words. RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound RF.1.3.FRead words with inflectional endings. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding.


RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W.1.3.Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed.




activities Peer conferences Student conferences Writing responses:

prompts, learning logs


W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key




and making comments



illustrations Personal narratives Individual sharing of



Buddy activities


details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.

Language L.1.1.F


activities Personal narratives


Use frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2. ACapitalize dates and names of people. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for

Read alouds Discussions Guided reading



Logs/sheets


frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

February Literature RL.1.1.Ask and answer


groups


Social Studies6.1.4.D.46.1.4.D.6


questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories

Informational Text RI.1.1.


Discussions Read alouds Sharing Digging Deeper Unit

– using response logs/sheets, webs, character traits/descriptions, story maps, Venn diagrams


Author studies 100th day projects

and activities

Informational Text Read alouds

group work Student work Running records Student conferences Student writing Hand Signals Individual and

Group sharing Homework Think-pair-share 100th day projects

6.1.4.D.116.1.4.D.146.1.4. D.176.1.4.D.19


Technology8.1.2.A.5


Mathematics1.MD.4


Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.9.Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.1.10.With prompting and support, read informational texts at grade level complexity or above

Foundational Skills


groups Reading


Log/sheets Discussions of Abe

Lincoln and George Washington

How-to Unit – reading and writing instructions

Writing about penguins

Penguin height chart Fact sheets

Foundational Skills Read alouds


RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables


groups Reading




activities Spelling lists Sight word lists


using knowledge that every syllable must have a vowel sound RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W.1.1.Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense

Writing Student writing Opinion Unit –

Student writing of opinion pieces

How-to Unit – read and write pieces that give directions

Working through the Writing process

Shared writing


of closure. W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.7Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions) W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one

activities Peer conferences Student conferences Writing about

penguins Penguin fact sheets





at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with

and making comments






Buddy activities


relevant details, expressing ideas and feelings clearly. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.

Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative,



groups Handwriting

activities Student writing Spelling tests Reading


Logs/sheets


imperative, and exclamatory sentences in response to prompts. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a


word. L.1.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

March Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.5.Explain major differences between books that tell stories


groups Reading

centers/activities Discussions Read alouds Sharing Nonfiction Unit –

Learning the Nonfiction Conventions and Comparing and Contrasting fiction and nonfiction


Author studies


group work Student work Running records Student conferences Student writing Hand signals Think-pair-share Homework Individual and

Group sharing

Social Studies6.1.4.D.16.1.4.D.106.1.4.D.126.1.4.D.136.1.4.D.14


Technology8.1.2.A.5



and books that give information, drawing on a wide reading of a range of text types. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events.

Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.4Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.


groups Reading


Log/sheets Nonfiction

Conventions book Matter Unit- reading

and listing facts about matter

Science logs


RI.1.6Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.8Identify the reasons an author gives to support points in a text and explain the application of this information with prompting as needed RI.1.10.With prompting and support, read informational texts at grade level complexity or above

Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).. RF.1.3.C


groups Reading


logs/sheets Shared writing


Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. C

Fact charts Word family




Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under

Writing Student writing Student writing of

fiction stories Working through the


activities Peer conferences Student conferences Science logs Native American

writing – poems, learning, facts, connections…




and making comments



discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and





Buddy activities


feelings clearly. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.

Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in





Logs/sheets Matter unit – sorting

matter by its properties

Traits discussions and activities


response to prompts. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.4.C


Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5.ASort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5.BDefine 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 with stripes). L.1.5.DDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.6.Use words and phrases acquired through conversations, reading


and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

April Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details RL.1.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.5.Explain major differences between


groups Reading

centers/activities Discussions Read alouds Sharing Nonfiction Unit –

Learning the Nonfiction Conventions and Comparing and Contrasting fiction and nonfiction

Poetry Unit – Read, write and respond to a variety of poems


Author studies


group work Student work Running records Student conferences Student writing Hand signals Homework Think-pair-share Individual and

Group sharing Conventions books Poems and activities Cooperative group

work Water Conservation

poster

Social Studies6.1.4.D.16.1.4.D.106.1.4.D.126.1.4.D.136.1.4.D.14


Technology8.1.2.A.5

Visual and Performing Arts

1.3.2.D.4


books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.10With prompting and support, read and comprehend stories prose and poetry at grade level text complexity or above

Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.4Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


groups Reading


Log/sheets Nonfiction

Conventions books


RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.8Identify the reasons an author gives to support points in a text and explain the application of this information with prompting as needed RI.1.9.Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or


procedures). RI.1.10.With prompting and support, read informational texts at grade level complexity or above

Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound RF.1.3.GRecognize and read grade-appropriate irregularly spelled


groups Reading




activities Spelling lists Sight word lists Worksheets


words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to

Writing Student writing Writing of nonfiction

stories Writing of fiction

stories Working through the


activities Peer conferences Student conferences Fact charts/posters Water conservation

poster


strengthen writing and ideas as needed. W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking & Listening SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer




and making comments






Buddy activities Water Conservation

poster


questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.

Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand



groups Handwriting

activities Student writing Spelling tests Reading


Logs/sheets Discussion and

activities on writing traits


complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection


(e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.4.CIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5.DDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

May Literature Literature Teacher observation Social Studies


RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events.

Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.4Ask and answer

Guided Reading groups


Discussions Read alouds Sharing Inferring Unit –

Making predictions, inferring meaning of words and story events



groups Reading


Log/sheets Australia unit –

reading about


group work Student work Running records Student conferences Student writing Hand signals Homework Think-pair-share Cooperative learning

activities Individual and

Group sharing

6.1.4.A.146.1.4.B.26.1.4.D.136.1.4.D.186.1.4.D.196.1.4.D.20


Technology8.1.2.A.5




questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.10.With prompting and support, read informational texts at grade level complexity or above

Foundational Skills RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the

animals, people, places and culture.

Inferring Unit – discovering the meaning of unknown words (think-alouds, modeling and practice)

Nonfiction writing – research an animal to write about


groups Reading


logs/sheets Shared writing


words into syllables using knowledge that every syllable must have a vowel sound. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of

Fact charts Word family


activities Spelling lists Sight word lists Clapping syllables


animal story Working through the

writing process Shared writing

activities Peer conferences


closure W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed.

Speaking & Listening SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer

Student conferences Discussion and


Fact charts/posters




and making comments






Buddy activities


questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.6.Produce complete sentences when appropriate to task and situation.

Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2.B





Logs/sheets Editing activities Discussion and

activities dealing with writing traits

Inferring Unit – discussions of words and their meanings

Think alouds Modeling


Use end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.4.CIdentify frequently occurring root words

Worksheets Noun, Verb and

Adjective posters


(e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5.CIdentify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.5.DDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

June Literature RL.1.1.


Teacher observation Discussions

Social Studies6.1.4.A.14


Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events.

Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.4Ask and answer questions to help

groups Reading

centers/activities Discussions Read alouds Sharing Questioning Unit –

Asking questions to clarify meaning, investigate, and spark discussions


Author studies


groups Reading


Log/sheets Fact charts/posters Australia Unit –

reading about

Guided reading group work

Student work Running records Student conferences Student writing Hand signals Think-pair-share Homework Animal cubes Learning

posters/charts Cooperative learning

work Worksheets Students reading and

learning logs Individual and

Group sharing Published story

6.1.4.B.26.1.4.D.136.1.4.D.186.1.4.D.196.1.4.D.20


Technology8.1.2.A.5




determine or clarify the meaning of words and phrases in a text. RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.10.With prompting and support, read informational texts at grade level complexity or above

Foundational Skills RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression.

animals, people, places and culture.


groups Reading


logs/sheets Shared writing Fact charts Promethean board



RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


stories Working through the

writing process Shared writing

activities Peer conferences Student conferences Fact chart/posters Learning posters Published story


Speaking & Listening SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.6.Produce complete sentences when appropriate to task and situation.




and making comments



illustrations Individual sharing of



Buddy activities


Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for





Logs/sheets Discussions and


Nouns, verbs, adjectives charts

worksheets


frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.4.CIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5.DDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large,


gigantic) by defining or choosing them or by acting out the meanings. L.1.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

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