Grade 1: Skills Unit 3 Teacher Guide

This Unit 3 Teacher Guide contains background information and resources that the teacher will need to implement Unit 3, including an alignment chart between this unit and the Common Core State Standards; an introduction including planning tools, a list of strand components, goals and objectives, and an explanation of lesson format, components, and assessment; 19 lessons, including objectives, planning charts, procedures and activities, take-home material, and/or assessments; a Pausing Point; teacher resources; and the workbook answer key. By the end of this unit, students will be able to:

1. Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently;
2. Use narrative language to describe characters, setting, things, events, actions, a scene, or facts from a fiction text that has been read independently;
3. Distinguish fiction from informational or realistic texts that are read independently;
4. Talk about the illustrations and details from a fiction text read independently, to describe its characters, setting, or events;
5. Read (with a partner or alone) and understand decodable text of appropriate complexity for grade 1 that incorporates the specific code knowledge taught;
6. Orally produce single syllable words with various vowel and consonant sounds by blending the sounds;
7. Isolate and produce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words;
8. Segment and blend phonemes to form one-syllable words;
9. Compare words with similar vowel sounds;
10. Read and write the following letter-sound correspondences in words: 'sh' > /sh/, 'ch' > /ch/, 'th' > /th/ (thin), 'th' > /th/ (then), 'ng' > /ng/, 'ck' > /k/;
11. Read and/or write one-syllable words that include letter-sound correspondences taught;
12. Read and/or write vowel sounds spelled with vowel digraph teams, such as: /ae/ spelled ‘a_e’, /ie/ spelled ‘i_e’, /oe/ spelled 'o_e', /ue/ spelled ‘u_e’; /oo/ spelled ‘oo’; /ou/ spelled ‘ou’, /oi/ spelled 'oi', /aw/ spelled 'aw'; 
13. Read and/or write Tricky Words: because, should, would, could, down;
14. Read decodable text that incorporates the letter-sound correspondences taught with purpose and understanding;
15. Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
16. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
17. Plan, draft, and edit an opinion piece in which they introduce the topic or the name of the fiction or nonfiction/informational text they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure;
18. Plan, draft, and edit a narrative retelling of a fiction read-aloud, with a title, characters, some details regarding the plot, the use of temporal words to signal event order, and some sense of closure;
19. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed;
20. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly;
21. Add drawings or other visual displays to oral or written descriptions when appropriate to clarify ideas, thoughts, and feelings;
22. Produce complete sentences when appropriate to task and situation;
23. Write from memory the letters of the alphabet accurately in upper- and lowercase form;
24. Use common, proper, and possessive nouns orally and in own writing;
25. Identify common and proper nouns;
26. Use personal, possessive, and indefinite pronouns orally add in own writing;
27. Use regular present-, past- and/or future-tense verbs correctly orally and in own writing;
28. Use frequently occurring conjunctions (e.g., and, but, or, so, because) orally and in own writing;
29. Use determiners (e.g., the, a, this, that) orally and in writing;
30. Build simple and compound declarative, interrogative, and exclamatory sentences orally in response to prompts;
31. Identify and use end punctuation, including periods, question marks, and exclamation points in writing;
32. Spell and write one-syllable words using the letter-sound correspondences taught in grade 1, using the Individual Code Chart if needed;
33. Spell and write high-frequency Tricky Words;
34. Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge (e.g., write bote for boat, sum for some, hunee for honey, etc.);
35. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including frequently occurring conjunctions to signal simple relationships (e.g., because);
36. Orally produce sounds represented by spellings;
37. Identify the correct spelling when given a sound using the Individual Code Chart; and
38. Sequence events from a text read independently.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.1.1 Ask and answer questions about key details in a text.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.5 Explain major differences between books that tell stories and books that give information, drawing...

Curriculum Map