Grade 1: Skills Unit 5 Teacher Guide

This Unit 5 Teacher Guide contains background information and resources that the teacher will need to implement Unit 5, 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; 22 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;
3. Identify who is telling the story at various points in a fiction text 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. Recognize the distinguishing features of a sentence (e.g., first word capitalization, ending punctuation);
7. Orally produce single syllable words with various vowel and consonant sounds by blending the sounds;
8. Isolate and produce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words;
9. Segment and blend phonemes to form one-syllable words;
10. Read and/or write one-syllable words that include letter-sound correspondences taught;
11. State that every syllable must have a vowel sound;
12. Identify the number of syllables (i.e., vowel sounds) in spoken and written words; 
13. Read and/or write two-syllable words composed of the following syllable types: closed syllables, magic ‘e’ syllables, vowel digraph syllables, r-controlled syllables, and open syllables;
14. Read words with the following inflectional endings: plural nouns ending in –s or –es; present tense verbs ending in –s, -es, or –ing; past tense verbs ending in –ed; 
15. Read and/or write Tricky Words: how, picture, stagecoach;
16. Read decodable text that incorporates the letter-sound correspondences taught with purpose and understanding;
17. Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
18. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
19. Read and write words in which 'g' > /g/ as in got or /j/ as in gem; 
20. 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;
21. 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;
22. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers;
23. Produce complete sentences when appropriate to task and situation;
24. Write from memory the letters of the alphabet accurately in upper- and lowercase form;
25. Identify common and proper nouns;
26. Use regular present-, past- and/or future-tense verbs correctly orally and in own writing;
27. Identify and use adjectives orally and in own writing;
28. Use frequently occurring conjunctions (e.g., and, but, or, so, because) orally and in own writing;
29. Build simple and compound declarative, interrogative, and exclamatory sentences orally in response to prompts;
30. Capitalize dates and names of people;
31. Identify and use end punctuation, including periods, question marks, and exclamation points, in writing;
32. Use commas in dates and to separate single words in a series;
33. Spell and write one-syllable words using the letter-sound correspondences taught in grade 1, using the Individual Code Chart if needed;
34. Spell and write high-frequency Tricky Words;
35. 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.);
36. Use sentence-level context as a clue to the meaning of a word or phrase;
46. Use frequently occurring affixes as a clue to the meaning of a word;
47. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking);
48. 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); and
49. Orally produce sounds represented by spellings.

Downloadable Resources

Resources may contain links to sites external to the website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

Common Core Learning Standards

CCLS State Standard
RL.1.1 Ask and answer questions about key details in a text.
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.

Curriculum Map