Grade 1 Elementary English Language Arts and Reading
Fall Semester | ||||||
Unit Title | Unit 1: Growing Into Literacy | Unit 2: Connecting for Comprehension | Unit 3: Literacy Investigators | Unit 4: Picture It! | Unit 5: Diving Deeper to Make Meaning | Unit 6: Super Synthesizers |
Time | 16 Days | 18 Days | 17 Days | 7 Days | 15 Days | 13 Days |
Understandings
| Phonological Awareness: Students will be exposed to and play with oral language. Explicit instruction will teach students to produce rhymes and recognize and produce alliteration and to segment, blend, and manipulate phonemes and syllables. Recursive review of these specific skills will continue throughout the remainder of the year. Explicit teaching of all 44 phonemes occurs in Kinder, you will have daily review of these phonemes and will continue to introduce graphemes through the use of a sound wall. | Phonological Awareness: Explicit instruction will teach students to produce rhymes and recognize and produce alliteration and to segment, blend, and manipulate phonemes and syllables. Recursive review of these specific skills will continue throughout the remainder of the year. You will have daily review of these phonemes and will continue to introduce graphemes through the use of a sound wall. | Phonological Awareness: Explicit instruction will continue to teach and provide reinforcement for students to produce rhymes and recognize and produce alliteration and to segment, blend, and manipulate phonemes. We have moved away from manipulating at the syllable level as that is a Kinder TEK. If you notice students having difficulty manipulating at the syllable level, this should be addressed in targeted small group instruction. Recursive review of these specific skills continues and you will have daily review of phonemes and will continue to introduce new graphemes through the use of a sound wall. | Phonological Awareness: Explicit instruction will continue to teach and provide reinforcement for students to produce rhymes and recognize and produce alliteration and to segment, blend, and manipulate phonemes. We have moved away from manipulating at the syllable level as that is a Kinder TEK. If you notice students having difficulty manipulating at the syllable level, this should be addressed in targeted small group instruction. Recursive review of these specific skills continues and you will have daily review of phonemes and will continue to introduce new graphemes through the use of a sound wall. | Phonological Awareness: Students continue to develop their phonological awareness proficiency as they work on rhyming, alliteration, isolating medial sound to listen for the long and short vowel sounds, blending onset rime, and orally manipulating sounds by segmenting, blending, and substituting phonemes. | Phonological Awareness: Students continue to develop their phonological awareness proficiency as they work on rhyming, alliteration, isolating medial sound to listen for the long and short vowel sounds, blending onset rime, and orally manipulating sounds by segmenting, blending, and substituting phonemes. |
Phonics: Students decode and spell words with initial consonant digraphs, short vowels, and closed syllables (VC, CVC, CCVC). Students also begin to build their bank of high-frequency words to assist in reading and spelling. | Phonics: Students decode and spell words with initial and final consonant digraphs, short vowels, and closed syllables (VC, CVC, CCVC). Students continue to build their bank of high-frequency words to assist in reading and spelling. | Phonics: Students decode and spell open and closed syllables that include initial and final consonant blends. Students also work on decoding and encoding words with double consonants -ff, -ll, -ss, -zz, at the end of words. Students continue to grow their high frequency word vocabularies. | Phonics: Students decode and spell VCe syllables that include long a words. Students also work on decoding words with inflectional endings (verbs with -ing). Students continue to grow their fluency and confidence with their high frequency word vocabularies. | Phonics: Students decode and spell words with the VCe syllable pattern that spell the Long i, o, and u sounds. Students are introduced to the syllable type, vowel teams. They specifically begin the study of vowel teams with the vowel digraphs ai and ay that make the long vowel sound a. Students work on decoding inflectional endings -s, -es, and -ed. Additionally students will decode compound words while also adding new high-frequency words and heart words to their growing sight word vocabularies. | Phonics: Students decode and spell words with the VCe syllable pattern that spell the Long e sound. Students add the vowel digraph ie to the list of others they have already learned. They are introduced to consonant clusters and will also be decoding closed compound words. | |
Reading: Students listen to and interact with a variety of texts as they focus on the goal of reading: comprehension. Students discuss, retell, and respond orally to self-selected texts or texts read aloud. Students also use drawing or writing to show understanding. Students also demonstrate their understanding of print concepts. Students use illustrations and context as they learn the meaning of new words.
| Reading: Students are continuing to engage in dialogue and conversation with peers to support learning and understanding. Students preview texts, demonstrate print awareness, and identify topics to establish their own purposes for reading. Students also identify and discuss authors’ purposes for writing in a variety of texts. Students look for details, facts, and ideas that reveal the author’s purpose. Students also improve comprehension by making connections to personal experiences, ideas in other texts, and society. Students continue to use strategies to monitor their comprehension in order to support understanding of texts. Students demonstrate their understanding by describing their connections and interacting with texts through writing and illustrating using newly acquired vocabulary. | Reading: Students listen to and interact with a variety of texts as they learn essential reading strategies which promote comprehension. Students ask and answer questions to enhance understanding and gain information. Students also make predictions using background knowledge and clues from the text, including those from text/print and graphic features, and they support/confirm their predictions with text evidence. Students interact with self-selected texts or those read aloud to them by using text evidence to support appropriate oral and/or written responses. | Reading: Students focus on creating mental images to extract meaning by attending to details and discussing the author’s use of language. Students also continue to apply letter-sound relationships to decode words while self-monitoring comprehension and employing strategies that deepen understanding in a variety of texts. Students continue to work on building their vocabulary by using words that name directions and categories. | Reading: Students listen to and interact with a variety of texts as they learn essential reading strategies which promote comprehension. With adult assistance, students make inferences during reading and use text evidence to support understanding. Additionally, students use illustrations and text to infer the meaning of unfamiliar words. Students also continue to self-select texts and build their stamina in order to read and interact with texts for increasingly longer periods of time. | Reading: Students listen to, read, and interact with a variety of texts as they learn essential reading strategies which promote comprehension. With adult assistance, students begin to monitor their thinking to evaluate details and determine whether or not a detail is important to the purpose and message of the text. Students demonstrate their understanding of text by retelling the most important details included within the text they are reading. Additionally, students (with adult assistance) synthesize details, ideas, and information to create new understandings, perspectives, and/or insights. Students continue to self-select texts and increase the time they are able to read independently while working on using their comprehension strategies flexibly as needed, improving their fluency, practicing their decoding skills in context, and growing their vocabularies. Students grow their vocabulary as they use illustrations and text as clues to learn the meaning of unfamiliar words. Students also identify and use words that name actions, directions, positions, sequences, categories, and locations. These words help them communicate specifically and clearly. | |
Writing: Students begin learning about the writing process with time devoted to the importance of planning and idea generation. With adult assistance, students begin to collect and generate ideas about various topics. Students develop short drafts about topics of interest and share their writing with others. | Writing: Students learn from the authors they have been reading and focus on their own purposes for writing. Students use planning to brainstorm ideas that support their purpose for writing a personal narrative. Students develop drafts that include specific and relevant details that support their purpose. Students edit their drafts for complete sentences, including capital letters at the beginning and appropriate end punctuation for declarative sentences. Other editing considerations include capitalizing the pronoun “I” and past tense verbs. | Writing: Students dive into the writing process, both independently and with adult assistance, with emphasis on developing drafts by organizing with structure and relevant details, revising by adding details, and editing. Students edit drafts as appropriate for complete sentences with capitalization and punctuation as well as correct verb tense. Other editing considerations include other end punctuation marks, present tense verbs, and prepositions. Multiple, authentic writing experiences provide many opportunities for handwriting development and, more importantly, the realization of self as a writer/author. | Writing: Students revise drafts that include details that help the reader create mental images and utilize authors’ craft moves. Composing text provides authentic opportunities to practice handwriting and editing, as appropriate, for complete sentences and singular and plural nouns as well as other previously learned conventions. | Writing: Students gain confidence as they write, both independently and with adult assistance. Through discussion and feedback, students revise their writing by trying out new craft moves in their personal narrative. While students continue to edit drafts for previously taught conventions, they now edit for common and proper nouns and complete sentences with subject-verb agreement. This unit will end with a writing celebration. Multiple, authentic writing experiences provide many opportunities for handwriting development and continued emphasis on self as a writer/author. | Writing: Students gain confidence as they write realistic fiction both independently and with adult assistance with continued emphasis on idea generation, planning, and drafting. While students continue to edit drafts for previously taught conventions, the focus of editing in this unit is adjectives including articles. Multiple, authentic writing experiences provide many opportunities for handwriting development and continued emphasis on self as a writer/author. | |
Grammar: Students will learn about capital letters at the beginning of sentences and the punctuation mark: period at the end of declarative sentences. | Grammar: Students use pronouns to stand in for nouns and they use verbs to show past tense actions.
| Grammar: Students use end punctuation marks (? !) to show strong feelings or ask questions and they use verbs to show present tense. | Grammar: Students use singular nouns to show one person, place, or thing and plural nouns to show more than one person, place, or thing. | Grammar: Students capitalize proper nouns to show the names of people, places, and things. Students use a noun and a verb to make a complete sentence. | Grammar: Students use adjectives to show what kind. Students use articles (a or an) to show how many or the to show which one. | |
Handwriting: Students review expectations, routines and procedures. Students review directions and positions in preparation for handwriting and overview the Keys to Legibility. | Handwriting: Students also continue to work on their handwriting by printing legibly leaving appropriate spaces between their words. | Handwriting: Students also continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | Handwriting: Students also continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | Handwriting: Students continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | Handwriting: Students continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | |
TEKS | Phonological Awareness: 1.2Aii, 1.2Aiii, 1.2Av | Phonological Awareness: 1.2Ai, 1.2Aii, 1.2Aiii, 1.2Aiv, 1.2Av, 1.2Avi, 1.2Avii | Phonological Awareness: 1.2Ai, 1.2Aii, 1.2Aiii, 1.2Aiv, 1.2Av, 1.2Avi, 1.2Avii | Phonological Awareness: 1.2Ai, 1.2Aii, 1.2Aiv, 1.2Av, 1.2Avi, 1.2Avii | Phonological Awareness: 1.2Ai, 1.2Aii, 1.2Aiv, 1.2Av, 1.2Avi, 1.2Avii | Phonological Awareness: 1.2Ai, 1.2Aii, 1.2Aiv, 1.2Av, 1.2Avi, 1.2Avii |
Phonics: 1.2Bi, 1.2Bii, 1.2Biii, 1.2Bvi, 1.2Ci, 1.2Cii, 1.2Ciii, 1.2Civ | Phonics: 1.2Bi, 1.2Bii, 1.2Biii, 1.2Bvi, 1.2Ci, 1.2Cii, 1.2Ciii, 1.2Civ | Phonics: 1.2Bii, 1.2Biii, 1.2Bvi, 1.2Ci, 1.2Cii, 1.2Civ | Phonics: 1.2Bi, 1.2Bii, 1.2Biii, 1.2Bv, 1.2Bvi, 1.2Ci, 1.2Cii, 1.2Ciii, 1.2Civ | Phonics: 1.2Bi, 1.2Biii, 1.2Biv, 1.2Bv, 1.2Bvi, 1.2Ci, 1.2Ciii, 1.2Civ | Phonics: 1.2Bii, 1.2Biii, 1.2Biv, 1.2Bvi, 1.2Ci, 1.2Ciii, 1.2Civ | |
Reading: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.2D, 1.3B, 1.5A, 1.6I, 1.7D, 1.7E, 1.7F | Reading: 1.1A, 1.1C, 1.1D, 1.2D, 1.3B, 1.3D, 1.4A, 1.5A, 1.6A, 1.6E, 1.6I, 1.7A, 1.7D, 1.7E, 1.7F, 1.10A | Reading: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.3B, 1.3C, 1.3D, 1.4A, 1.5A, 1.6B, 1.6C, 1.6I, 1.7C, 1.7D, 1.7E, 1.7F, 1.10A, 1.10C | Reading: 1.1A, 1.1B, 1.1C, 1.1D, 1.3B, 1.3C, 1.3D, 1.4A, 1.5A, 1.6D, 1.6I, 1.7C, 1.7D, 1.7E, 1.10D | Reading: 1.1A, 1.1C, 1.1D, 1.3B, 1.3C, 1.3D, 1.4A, 1.5A, 1.6F, 1.6I, 1.7C, 1.7D, 1.7E, 1.10A, 1.10C | Reading: 1.1A, 1.1C, 1.1D, 1.3D, 1.4A, 1.5A, 1.6A, 1.6G, 1.6H, 1.6I, 1.7C, 1.7D, 1.7E, 1.10C | |
Writing: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.7E, 1.11A, 1.11B, 1.11Di, 1.11Dviii, 1.11Dix, 1.11E | Writing: 1.1A, 1.1C, 1.1D, 1.11A, 1.11B, 1.11Bi, 1.11C, 1.11Dii, 1.11Dviii, 1.11Dx, 1.12A | Writing: 1.1A, 1.11Bi, 1.11Bii, 1.11C, 1.11Dii, 1.11Dvi, 1.11Dx, 1.11Dix, 1.12A | Writing: 1.1A, 1.7E, 1.10D, 1.11Bii, 1.11C, 1.11Diii, 1.11E, 1.12A | Writing: 1.1C, 1.1D, 1.11C, 1.11D, 1.11Di, 1.11Diii, 1.11E, 1.12A | Writing: 1.1A, 1.1C, 1.11Bi, 1.1Bii, 1.11C, 1.11Div | |
Grammar: 1.11Di, 1.11Dviii, 1.11Dix | Grammar: 1.11Dii, 1.11Dviii, 1.11Dx | Grammar: 1.11Dii, 1.11Dvi, 1.11Dx, 1.11Dix | Grammar: 1.11Diii | Grammar: 1.11Di, 1.11Diii | Grammar: 1.11Div | |
Handwriting: 1.2F | Handwriting: 1.2F | Handwriting: 1.2F | Handwriting: 1.2F | Handwriting: 1.2F | Handwriting: 1.2F | |
Spring Semester | ||||||
Unit Title | Unit 7: | Unit 8: | Unit 9: | Unit 10: | Unit 11: | Unit 12: |
Time | 15 Days | 15 Days | 15 Days | 13 Days | 17 Days | 14 Days |
Understandings | Phonological Awareness: After the first 18 weeks of explicit PA instruction, PA skills will no longer be taught in isolation. Phonological awareness will be embedded throughout phonics instruction for the remainder of the year. | |||||
Phonics: Students decode and spell words with vowel digraphs. Students continue to add new high frequency words to their growing sight word vocabularies. Students review previously taught patterns through continued word study practice and with connected texts with a focus on a mixed review of consonant clusters, initial blends (l,s,r), and inflectional endings (-s, -es, -ed, -ing). | Phonics: Students continue to decode words with final blends and double consonants at the end of words. Students are also introduced to vowel diphthongs and final trigraphs which are new skills taught in first grade. They will continue adding new high-frequency words to their growing sight word vocabularies. | Phonics: Students increase their decoding and spelling skills as they learn additional digraph patterns. They add high frequency words to their ever increasing sight word vocabularies as they become more accurate, fluent readers. | Phonics: Students increase their decoding and spelling skills as they learn additional r-controlled patterns. They continue to add high frequency words to their ever increasing sight word vocabularies as they become more accurate, fluent readers. | Phonics: students continue to read, spell, and use grade-level appropriate orthographic patterns in words. Students continue to decode and spell previously learned syllables both in isolation and in connected text and are introduced to contractions for the first time. | Phonics: Students continue to read, spell, and use grade-level appropriate orthographic patterns in words. Students continue to decode and spell previously learned syllables both in isolation and in connected text. | |
Reading: Students listen to and interact with a variety of fictional texts, including drama. As students listen to and read these fictional texts, they implement essential reading strategies which promote comprehension. Students identify and describe the main characters and their actions, plot elements, and setting. Understanding these elements allows students to understand the topic and theme of a piece of writing as well as the author’s purpose. Recognizing the author's purpose is further supported by an understanding of text structure, print and graphic features, word choice, and point of view. Students also recognize these same literary elements in drama, specifically zeroing in on character and setting. Students interact and respond to texts by retelling the main events as well as using text evidence to write brief comments on what they have listened to or read. Additionally, students learn to alphabetize words by the first letter in order to be able to use a dictionary to find and determine the meaning of words. | Reading: Students listen to and interact with well-known children’s literature as they implement essential reading strategies that promote comprehension. Students continue to study the fiction genre, including character, setting, plot and theme while focusing on the distinguishing characteristics of well-known children’s literature such as fairy tales, folktales, and fables. Students interact with and respond (orally and/or in writing) to self-selected texts or those read aloud to them. Additionally, students continue to alphabetize words by the first letter and use a dictionary to find and determine the meaning of words. | Reading: Students explore characteristics and structures of informational text, including recognizing central idea and supporting evidence. They will also examine the use of text features and organizational patterns such as description and chronological order to facilitate and increase comprehension of texts. Students will continue to interact with texts by writing brief responses to texts that they read. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension. | Reading: Students listen to and read a variety of poems. They discuss rhyme, rhythm, repetition, and alliteration in a variety of poems. With adult assistance, students continue to employ comprehension strategies such as establishing purpose for reading, generating questions, making and confirming predictions, making inferences, making connections, evaluating details, and synthesizing information to create new understandings while reading. Students discuss author's purpose and craft, including how authors carefully select words that help the reader visualize and create meaning. | Reading: Students recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension. Students interact with and respond to self-selected texts, as they explore (read or listen to) persuasive texts in both traditional and multimodal/digital formats. Students will also review what they have learned throughout the year, including specific genre characteristics and will select a genre on which to focus. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension as they engage in discussions and literature circles. While exploring their preferred genre, students interact with and respond to texts and present information about their text/genre to others. Students also demonstrate their alphabetizing skills to the second letter and use both print and digital resources to find words. | Reading: students engage in inquiry and research. With adult assistance, students generate questions for inquiry as they develop and follow a research plan. Through this process, students demonstrate an understanding of information as they answer their pre-generated questions of inquiry. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension. | |
Writing: students gain confidence as they write, both independently and with adult assistance, with continued emphasis on organization of thought, adding details, and revision by using craft moves from authors. The focus of this unit is on composing realistic fiction (series books). Students edit their drafts for complete sentences with subjective and objective pronouns as well as previously learned conventions. Additionally, students are introduced to editing for correct spelling of words (with adult assistance) using their knowledge of orthographic patterns and rules. Multiple, authentic writing experiences provide opportunities for handwriting development and continued emphasis on self as a writer/author. | Writing: Students gain confidence as they write, both independently and with adult assistance, with continued emphasis on idea generation, planning, and organization of thought. This unit continues to focus on composing and revising fiction pieces that organize ideas from beginning, middle, and end. Now that students have more experience with literary elements (e.g., theme, character, plot, setting), they consider incorporating those elements in stories about their series characters. Students edit their drafts for possessive pronouns and helping verbs as well as previously learned conventions. Additionally, students edit for correct spelling of words (with adult assistance) using their knowledge of orthographic patterns and rules. Multiple, authentic writing experiences provide many opportunities for handwriting development and continued emphasis on self as a writer/author. | Writing: Students proceed through the writing process to create their own procedural text. Ample time is devoted to prewriting and planning with the characteristics of the genre incorporated, building on conversations and elements addressed in reading. Students revise their writing to add or remove details to better explain the topic. Students edit their writing for complete sentences, appropriate use of adverbs, and correct spelling as well as previously taught conventions. | Writing: students utilize the writing process to compose original poems/songs by using what they have learned in reading about the genre characteristics and elements of poetry as well as how poets use language to convey their purpose and message. Students revise their poems based on self, peer, and teacher feedback. Students edit for spelling and previously learned mechanics and conventions. Students publish and share their poems with others. | Writing: students compose persuasive correspondence designed to persuade or convince the recipient to think or act in a certain way. Following the writing process, they will develop organized drafts (oral, pictorial, and/or written forms) which contain specific and relevant details that support their message. Students may revise their drafts by reorganizing and/or adding, deleting or changing the details to influence their audience. Additionally, students edit drafts for previously learned conventions and pay careful attention to the correct spelling of high-frequency words and those with familiar orthographic patterns. | Writing: Students use the writing process to create and deliver their research findings. Students organize the information they have gathered and determine the best way to deliver their findings to a suitable audience. Students revise their writing by adding details in pictures or words to clarify their message. Students edit their writing for complete sentences, appropriate use of pronouns, and correct spelling as well as previously taught conventions. Students publish and present their findings to an audience. | |
Grammar: Students use subjective and objective pronouns to stand in for nouns. | Grammar: Students will use possessive pronouns as a substitute for a noun or a noun phrase to show who owns something. | Grammar: Students will use transition words to show their thoughts in order. | Grammar: Students will apply the grammar and conventions learned throughout the year. | Grammar: Students will apply the grammar and conventions learned throughout the year. | Grammar: Students will apply the grammar and conventions learned throughout the year. | |
Handwriting: Students continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | Handwriting: Students continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | Handwriting: Students continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | Handwriting: Students continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | Handwriting: Students continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | Handwriting: Students continue to work on their handwriting by printing legibly using proper strokes to form letters and leaving appropriate spaces between their words. | |
TEKS
| Phonological Awareness: 1.2Ai, 1.2Aii, 1.2Aiv,1.2Av, 1.2Avi, 1.2Avii | Phonological Awareness: 1.2Aiv,1.2Av, 1.2Avi, 1.2Avii | Phonological Awareness: 1.2Aiv,1.2Av, 1.2Avi, 1.2Avii
| Phonological Awareness: 1.2Aii, 1.2Aiv, 1.2Av, 1.2Avi, 1.2Avii | Phonological Awareness: 1.2Ai, 1.2Aiv, 1.2Av, 1.2Avi, 1.2Avii | Phonological Awareness: 1.2Ai, 1.2Aii, 1.2Aiv, 1.2Av, 1.2Avi, 1.2vii, |
Phonics: 1.2Bii, 1.2Biii, 1.2Bv, 1.2Bvi, 1.2Ci, 1.2Cii, 1.2Ciii, 1.2Civ | Phonics: 1.2Bii, 1.2Biii, 1.2Bv, 1.2Bvi, 1.2Ci, 1.2Cii, 1.2Ciii, 1.2Civ | Phonics: 1.2Bii, 1.2Biii, 1.2Bvi, 1.2Ci, 1.2Cii, 1.2Ciii, 1.2Civ | Phonics: 1.2Bii, 1.2Biii, 1.2Bvi, 1.2Ci, 1.2Cii, 1.2Ciii, 1.2Civ | Phonics: 1.2Bii, 1.2Biii, 1.2Biv,1.2Bvi, 1.2Ci, 1.2Cii, 1.2Ciii, 1.2Civ | Phonics: 1.2Bii, 1.2Biii, 1.2Bvi, 1.2Ci, 1.2Cii, 1.2Ciii, 1.2Civ | |
Reading: 1.3A, 1.2E, 1.6A, 1.7B, 1.7C, 1.7D, 1.7E, 1.8A, 1.8B, 1.8C, 1.8D, 1.9, 1.10A, 1.10B, 1.10C, 1.10D, 1.10E | Reading: 1.2E, 1.3A, 1.6I, 1.7B,1.7C, 1.7D, 1.7E, 1.8A, 1.8B, 1.8C, 1.8D, 1.9A,1.9F, 1.10A, 1.10B, 1.10C, 1.10D | Reading: 1.6A,1.6B, 1.6C, 1.6E, 1.6G, 1.6H,1.7B,1.7C, 1.7E, 1.8A, 1.9A, 1.9B, 1.10A, 1.10B | Reading: 1.1A,1.6B, 1.6C, 1.6D, 1.6E, 1.6F, 1.6G, 1.6H,1.7B,1.7C, 1.7D, 1.7E, 1.9D, 1.9Di, 1.9Dii, 1.9Diii,1.9F, 1.10A, 1.10B | Reading: 1.2E, 1.3A, ,1.6B, 1.6C, 1.6E, 1.6F, 1.6G, 1.6H,1.7B,1.7C, 1.7E,1.7F 1.9E, 1.9F, 1.10A, 1.10B, 1.10C, 1.10D | Reading: 1.1A,1.1C,1.1D, 1.6A, 1.6B, 1.6F, 1.6G, 1.6H,1.7B,1.7C, 1.7E, 1.9Di, 1.9Dii, 1.9Diii,1.10A, 1.10B, 1.10C, 1.11Bi, 1.11Bii, 1.11C, 1.11D, 1.11E, 1.12B, 1.13A, 1.13B, 1.13C, 1.13D, 1.13E | |
Writing: 1.1A, 1.1C,1.7B, 1.11Bi, 1.11Bii, 1.11C, 1.11D, 1.11Dvii, 1.11Dx, 1.11E, 1.12A | Writing: 1.1A,1.1C, 1.11A, 1.11Bi, 1.11Bii, 1.11C, 1.11Dii, 1.11Dvii, 1.11Dix, 1.11E, 1.12A | Writing: 1.1A, 1.1B, 1.1C, 1.11A, 1.11Bi, 1.11Bii, 1.11C, 1.11D, 1.11Dv, 1.11Dx, 1.11E, 1.12B | Writing: 1.1B, 1.1C, 1.1D, 1.7B, 1.11A, 1.11B, 1.11Bi, 1.11Bii, 1.11E, 1.12A | Writing: 1.1A, 1.1C, 1.1D, 1.7B, 1.11A, 1.11Bi, 1.11Bii, 1.11C, 1.11D, 1.11E, 1.12C | Writing: 1.1B, 1.1C, 1.1D, 1.7B, 1.11A, 1.11B, 1.11Bi, 1.11Bii, 1.11E, 1.12A | |
Grammar: 1.11D, 1.11Dvii, 1.11Dx | Grammar: 1.11Dii, 1.11Dvii, 1.11Dix | Grammar: 1.11D, 1.11Dv, 1.11Dx | Grammar: 1.11D | Grammar: 1.11D | Grammar: 1.11D | |
Handwriting: 1.2F | Handwriting: 1.2F | Handwriting: 1.2F | Handwriting: 1.2F | Handwriting: 1.2F | Handwriting: 1.2F | |