Grade 1: Skills Unit 2 Teacher Guide

This Unit 2 Teacher Guide contains background information and resources that the teacher will need to implement Unit 2, 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. Talk about the illustrations and details from a fiction text read independently, to describe its characters, setting, or events;
4. Read (with a partner or alone) and understand decodable text of appropriate complexity for grade 1 that incorporates the specific code knowledge taught;
5. Recognize the distinguishing features of a sentence (e.g., first word capitalization, ending punctuation);
6. Distinguish long from short vowel sounds in spoken single-syllable words;
7. Orally produce single syllable words with various vowel and consonant sounds by blending the sounds;
8. Segment and blend phonemes to form one-syllable words;
9. Read and/or write one-syllable words that include letter-sound correspondences taught;
10. Read and/or write long vowel sounds spelled with the following vowel digraph teams /ae/ spelled ‘a_e’, ‘ai’, ‘ay’; /ie/ spelled ‘i_e’; /ue/ spelled ‘u_e’; /oe/ spelled ‘oa’; /ee/ spelled ‘ee’;
11. Read and/or write Trick Words: he, she, we, be, me, they, their, my, by, no, so, some, you, your;
12. Read decodable text that incorporates the letter-sound correspondences taught with purpose and understanding;
13. Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
14. Add drawings or other visual displays to oral or written descriptions when appropriate to clarify ideas, thoughts, and feelings;
15. Produce complete sentences when appropriate to task and situation;
16. Write from memory the letters of the alphabet accurately in upper- and lowercase form;
17. Use common, proper, and possessive nouns orally and in own writing;
18. Identify common and proper nouns;
19. Use personal, possessive, and indefinite pronouns orally and in own writing;
20. Use adjectives orally and in own writing;
21. Use frequently occurring conjunctions (e.g., and, but, or, so, because) orally and in own writing;
22. Use determiners (e.g., the, a, this, that) orally and in writing;
23. Build simple and compound declarative, interrogative, and exclamatory sentences orally in response to prompts;
24. Identify and use end punctuation, including periods, question marks, and exclamation points, in writing;
25. Spell and write one-syllable words using the letter-sound correspondences taught in grade 1, using the Individual Code Chart if needed;
26. Spell and write high-frequency Tricky Words; and
27. 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).

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.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Curriculum Map