Grade 1: Skills Unit 6 Teacher Guide

This Unit 6 Teacher Guide contains background information and resources that the teacher will need to implement Unit 6, 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; 25 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. Read (with a partner or alone) and understand decodable text of appropriate complexity for grade 1 that incorporates the specific code knowledge taught;
3. Segment and blend phonemes to form one-syllable words;
4. Read and/or write one-syllable words that include letter-sound correspondences taught;
5. Identify the number of syllables (i.e., vowel sounds) in spoken and written words; 
6. 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;
7. 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; 
8. Read and/or write Tricky Word: cow;
9. Read decodable text that incorporates the letter-sound correspondences taught with purpose and understanding;
10. Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
11. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
12. Read and write words in which 'c' > /k/ as in cat or /s/ as in cent; 'g' > /g/ as in got or /j/ as in gem; 'n' > /n/ as in nap or /ng/ as in pink; 
13. Plan, draft, and edit a personal narrative with a title, recounting two or more appropriately sequenced events, including some details about what happened, using temporal words to signal event order, and providing some sense of closure;
14. 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;
15. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers;
16. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question;
17. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly;
18. Produce complete sentences when appropriate to task and situation;
19. Write from memory the letters of the alphabet accurately in upper- and lowercase form;
20. Identify common and proper nouns;
21. Use personal, possessive, and indefinite pronouns orally and in own writing;
22. Use regular present-, past- and/or future-tense verbs correctly orally and in own writing;
23. Identify and use adjectives orally and in own writing;
24. Use frequently occurring conjunctions (e.g., and, but, or, so, because) orally and in own writing;
25. Use determiners (e.g., the, a, this, that) orally and in writing;
26. Build simple and compound declarative, interrogative, and exclamatory sentences orally in response to prompts;
27. Capitalize dates and names of people;
28. Identify and use end punctuation, including periods, question marks, and exclamation points, in writing;
29. Use commas in dates and to separate single words in a series;
30. Spell and write one-syllable words using the letter-sound correspondences taught in grade 1, using the Individual Code Chart if needed;
31. Spell and write high-frequency Tricky Words;
32. 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.);
33. Use sentence-level context as a clue to the meaning of a word or phrase;
34. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking);
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; and
37. Identify the correct spelling when given a sound.

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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Curriculum Map