Grade 1: Skills Unit 4 Teacher Guide

This Unit 4 Teacher Guide contains background information and resources that the teacher will need to implement Unit 4, 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; 28 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. Distinguish fiction from informational texts that are read independently;
2. 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 nonfiction/informational text read independently;
3. Identify the main topic and retell key details of a nonfiction/informational text read independently;
4. Describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational text read independently;
5. Ask and answer questions about unknown words and phrases in nonfiction/informational texts read independently;
6. Identify and use text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a nonfiction/informational text;
7. Distinguish between information provided by pictures or other illustrations and information provided by the words in a nonfiction/informational text read independently;
8. Use illustrations and details in a nonfiction/informational text read independently to describe its key ideas;
9. Read (with a partner or alone) and understand decodable text of appropriate complexity for grade 1 that incorporates the specific code knowledge taught;
10. Recognize the distinguishing features of a sentence (e.g., first word capitalization, ending punctuation);
11. Orally produce single syllable words with various vowel and consonant sounds by blending the sounds;
12. Isolate and produce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words;
13. Segment and blend phonemes to form one-syllable words;
14. Read and/or write one-syllable words that include letter-sound correspondences taught;
15. Read and/or write long vowel sounds spelled with vowel digraph teams, such as: /ae/ spelled ‘a_e’, ‘ai,’ ‘ay’;  /ie/ spelled ‘i_e’;
16. State that every syllable must have a vowel sound;
17. Identify the number of syllables (i.e., vowel sounds) in spoken and written words; 
18. 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;
19. 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; 
20. Read and/or write Tricky Words: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, today, yesterday, tomorrow;
21. Read decodable text that incorporates the letter-sound correspondences taught with purpose and understanding;
22. Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
23. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
24. Read and write the following r-controlled vowels: ‘ar’ > /ar/, ‘er’ > /er/, ‘or’ > /or/; 
25. Plan, draft, and edit an informative/explanatory text that includes mention of a topic, some facts about the topic, and some sense of closure;
26. 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;
27. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers;
28. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question;
29. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly;
30. Produce complete sentences when appropriate to task and situation;
31. Write from memory the letters of the alphabet accurately in upper- and lowercase form;
32. Use common, proper, and possessive nouns orally and in own writing;
33. Identify common and proper nouns;
34. Use personal, possessive, and indefinite pronouns orally and in own writing;
35. Use regular present-, past- and/or future-tense verbs correctly orally and in own writing;
36. Identify and use adjectives orally and in own writing;
37. Use frequently occurring conjunctions (e.g., and, but, or, so, because) orally and in own writing;
38. Use determiners (e.g., the, a, this, that) orally and in writing;
39. Build simple and compound declarative, interrogative, and exclamatory sentences orally in response to prompts;
40. Capitalize dates and names of people;
41. Identify and use end punctuation, including periods, question marks, and exclamation points, in writing;
42. Use commas in dates and to separate single words in a series;
43. Spell and write one-syllable words using the letter-sound correspondences taught in grade 1, using the Individual Code Chart if needed;
44. Spell and write high-frequency Tricky Words;
45. 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.);
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);
49. Orally produce sounds represented by spellings;
50. Use an apostrophe to form contractions and frequently occurring possessives;
51. Identify the correct spelling when given a sound using the Individual Code Chart; and
52. Share writing with peers.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.1.5 Explain major differences between books that tell stories and books that give information, drawing...
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.

Curriculum Map