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Category: Grade 1 ELA

  • Grade 1 ELA Unit 4

    Genres and Opinion Writing

    Unit description:  Students will develop an understanding of the difference between fiction and nonfiction pieces. They will begin to express their opinions through discussion and writing. 

    This unit should be paired with the Reading Foundations which focus on the acquisition of phonological awareness and phonics which are essential foundations for reading and writing. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Download the complete Grade 1 ELA Unit 4 framework to customize for your own planning.

    Essential Outcomes of the Unit

    Reading

    1R2: Identify a main topic or central idea in a text and retell important details. 

    Reading Foundations- Fluency

    1RF4: Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.

    Addressed in RF unit: 

    1RF3: Know and apply phonics and word analysis skills in decoding words. 

    Language

    1L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    1L2:  Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

    1L5: Demonstrate understanding of word relationships and nuances in word meanings.

    Writing

    1W1: Write an opinion on a topic or personal experience; give two or more reasons to support that opinion.

    1W4: Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, artwork, or other).

    Speaking and Listening

    1SL4: Describe familiar people, places, things, and events with relevant details expressing ideas clearly

    1SL6: Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 1RF3a-g
    • 1R2
    • 1RF4
    • 1L1, 1L2, 1L4, 1L5
    • 1W1, 1W4
    • 1SL1, 1SL2, 1SL4, 1SL6

    Essential Questions and Big Ideas

    • What is an opinion?
      • Opinions are the beliefs, views or judgement of a person or group of people.
      • How do authors support their opinions?
      • Opinions are the beliefs, views or judgement of a person or group of people.
    • Authors support their opinions by including facts and experiences which help the reader to understand how their opinion was formulated.
      • My opinion might be different than someone else’s opinion.
      • How do we know if a book is fiction or nonfiction? 
      • Fiction books contain made up or fake information.
      • Nonfiction books contain real, factual information.
      • Pictures and/or illustrations determine the genre of a text.

  • Grade 1 ELA Unit 3

    Nonfiction Reading Informational Writing

    Unit description: Building on their knowledge of sequencing and organization, students will now engage with informational texts to determine topics, central ideas, and key details. Students will write an informative response to a text that provides a clear topic and key facts or details.

    This unit should be paired with the Reading Foundations which focus on the acquisition of phonological awareness and phonics which are essential foundations for reading and writing. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Essential Outcomes

    Reading

    • 1R1 Develop and answer questions about key ideas and details in a text.
    • 1R2 Identify a main topic or central idea in a text and retell important details.
    • 1R7 Use illustrations and details in literary and informational texts to discuss story elements and/or topics.

    Reading Foundations- Fluency

    • 1RF4 Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
    • Addressed in RF unit:
      • 1RF3 Know and apply phonics and word analysis skills in decoding words.

    Language

    • 1L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 1L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
    • 1L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.
    • 1L5 Demonstrate understanding of word relationships and nuances in word meanings.

    Writing

    • 1W2 Write an informative/explanatory text to introduce a topic, supplying some facts to develop points, and provide some sense of closure.
    • 1W4 Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, artwork, or other).

    Speaking and Listening

    • 1SL1 Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
    • 1SL4 Describe familiar people, places, things, and events with relevant details expressing ideas clearly
    • 1SL6 Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 1RF3a-g
    • 1R1, 1R2, 1R5, 1R6, 1R7, 1R8, 1R9
    • 1RF4
    • 1L1, 1L2, 1L4, 1L5
    • 1W2, 1W4, 1W6, 1W7
    • 1SL1, 1SL2, 1SL3, 1SL4, 1SL6

    Essential Questions and Big Ideas

    • What makes a text nonfiction?
      • There are different genres of books. A nonfiction text tells you facts or information about the world around you.
      • In a nonfiction text the author writes to inform the reader.
    • How do nonfiction texts present information?
      • Information can be presented in diagrams, charts and graphs in nonfiction or informational texts.
      • Bold typeface, headings and illustrations are used to highlight information in informational texts.
    • How do readers find the central idea and key details within a text?
      • The central idea is the topic and what the author wants the reader to know about it.
      • Key details support the central idea and the author uses them to explain the topic.
    • How do people share information from what they have read?
      • People can write to share information they have learned from texts.
      • Writers use standard conventions to present information in a clear way, including grammar, punctuation, spelling and capitalization.
      • Speakers use academic English grammar to present information in a clear way.
      • Writers and speakers present information in an organized way with supporting details from the text.
      • People can join discussions to share information they have learned in texts.

    Download the complete Grade 1 ELA Unit 3 framework to customize for your own planning.

  • Grade 1 ELA Unit 2

    Fiction Reading Narrative Writing

    In this unit, students will identify and analyze story elements and event sequence in a fictional text. Students will utilize story elements to draft a sequenced narrative.

    Essential Outcomes

    Reading

    • 1R1 Develop and answer questions about key ideas and details in a text.
    • 1R3 Describe characters, settings, and major events in a story, or pieces of information in a text.
    • 1R7 Use illustrations and details in literary and informational texts to discuss story elements and/or topics.

    Reading Foundations – Fluency

    • 1RF4 Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
      Addressed in RF unit:

      • 1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
      • 1RF3 Know and apply phonics and word analysis skills in decoding words.

    Language

    • 1L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 1L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
    • 1L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

    Writing

    • 1W3 Write narratives which recount real or imagined experiences or events or a short sequence of events.

    Speaking and Listening

    • 1SL1 Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
    • 1SL4 Describe familiar people, places, things, and events with relevant details expressing ideas clearly
    • 1SL6 Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 1RF2 a-c, 1RF3a-g
    • 1R1, 1R3, 1R4, 1R6, 1R7, 1R9
    • 1RF4, 1RF4a, 1RF4b
    • 1L1, 1L2, 1L4, 1L5
    • 1W3
    • 1SL1, 1SL2, 1SL3, 1SL4, 1SL6

    Essential Questions and Big Ideas

    • Why are story elements important?
      • Story elements help students understand the text.
      • Story elements allow students to recall key information.
    • Why are Illustrations important to a story?
      • Illustrations to add meaning to their understanding of the characters, setting, and events in the text.
    • Why are characters important in a story?
      • A character in a story deepens our understanding of the text.
      • A character allows students to make connections to the text.
    • How do writers create and write narrative stories?
      • Writers use words, symbols, and pictures that capture their ideas to create written stories.

    Prerequisite Skills

    Reading Routines and Questioning

    • Story elements & key events
    • Staying on topic during discussions

    Story Elements

    • Point of view & genres
    • Listening to and talking about a text

    Characters

    • Identify specific feeling words
    • Identify characters within a text

    Point of View, Planning to Write a Narrative

    • Personal narratives & writing process

    Narrative Writing

    • Identify letter names and sounds
    • Kindergarten sight words

    Download the complete Grade 1 ELA Unit 2 framework to customize for your own planning.

  • Grade 1 ELA Unit 1

    Rules and Routines Small Moments in Writing (Narrative)

    In this introductory unit, students will review key concepts from Kindergarten, while working to develop a strong virtual classroom community. Students will use their review of reading and phonics skills to develop a “small moment” narrative that describes a real or imagined experience.

    This unit should be paired with the Reading Foundations unit which focuses on print concepts, phonological awareness, phonics, word recognition and building fluency. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Download the complete Grade 1 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 1R1 Develop and answer questions about key ideas and details in a text.
    • 1R3 Describe characters, settings, and major events in a story, or pieces of information in a text.

    Reading Foundations – Print Concepts

    • 1RF1 Demonstrate understanding of the organization and basic features of print.
    • Addressed in RF unit:
      • 1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
      • 1RF3 Know and apply phonics and word analysis skills in decoding words.

    Language

    • 1L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 1L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    Writing

    • 1W3 Write narratives which recount real or imagined experiences or events or a short sequence of events.

    Speaking and Listening

    • 1SL1 Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).
    • 1SL6 Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience.

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 1RF2 a-c, 1RF3a-g
    • 1R1, 1R3, 1R4, 1R6, 1R9
    • 1RF1
    • 1L1, 1L2
    • 1W3
    • 1SL1, 1SL5, 1SL6

    Essential Questions and Big Ideas

    • What makes a classroom a place to learn?
      • Rules and routines help to make classrooms places to learn.
    • What makes a word?
      • Combinations of letter sounds work together to create words that represent meaning.
    • How do writers create and write stories?
      • Writers use words that capture their ideas to create written stories.

    Download the complete Grade 1 ELA Unit 1 framework to customize for your own planning.

  • Grade 1 ELA Reading Foundations

    Phonological Awareness, Phonics and Word Recognition

    In these lessons, students will learn the fundamental strategies for decoding and spelling. The students will develop their phonological awareness and apply that understanding to tapping to decode and spell. Students will expand their sight word vocabulary which will help increase their fluency and comprehension. Students will become proficient at decoding and spelling closed syllable words and they will begin to apply understanding of v-e syllable types in decoding and spelling. The students will gain a basic understanding of common suffixes and how they change the meaning of the base word.

    Download the complete Grade 1 ELA Reading Foundations framework to customize for your own planning.

    Essential Outcomes

    Reading Foundations: Phonological Awareness

    • 1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
    • 1RF2a: Count, blend and segment single syllable words that include consonant blends.
    • 1RF2b: Create new words by manipulating individual sounds (phonemes) in spoken one syllable words.
    • 1RF2c: Manipulate individual sounds (phonemes) in single-syllable spoken words.

    Reading Foundations: Phonics and Word Recognition

    • 1RF3: Know and apply phonics and word analysis skills in decoding words.
    • 1RF3a: Know the letter-sound correspondences for common blends and consonant digraphs (e.g., sh, ch, th).
    • 1RF3b: Decode long vowel sounds in regularly spelled one-syllable words (e.g., final -e conventions and common vowel teams).
    • 1RF3c: Decode regularly spelled one-syllable words.
    • 1RF3d: Determine the number of syllables in a printed word by using knowledge that every syllable must have a vowel sound.
    • 1RF3e: Decode two-syllable words following basic patterns by breaking the words into syllables.
    • 1RF3f: Recognize and identify root words and simple suffixes (e.g. run, runs, walk, walked).
    • 1RF3g: Read most common high-frequency words by sight.

    Essential Questions and Big Ideas

    • What are words and why are they important?
      • Words are made of a specific order of phonemes, or sounds and have a specific meaning.
      • Phonemes are represented by a letter or a combination of letters which are used to create written words.
      • Words can be spoken and written.
      • Words can be used together or alone to form full thoughts called sentences.
      • People use spoken and written words to communicate.
    • How do readers and writers know how to decode and spell words?
      • Readers use their understanding of phonemes and their letter representations to decode written words.
      • Writers use their understanding of phonemes and their letter representations to write words.
      • Readers and writers expand their understanding of phonemes and letters by learning about syllable types.

    Download the complete Grade 1 ELA Reading Foundations Framework to customize for your own planning.