1st Grade English Language Arts
Language (L)
Standards in this strand:
Conventions of Standard English
L.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 4 Lesson(s) |
L.1.1.a | Print all upper- and lowercase letters. | 0 Lesson(s) |
L.1.1.b | Use common, proper, and possessive nouns. | 0 Lesson(s) |
L.1.1.c | Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). | 0 Lesson(s) |
L.1.1.d | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). | 0 Lesson(s) |
L.1.1.e | Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). | 0 Lesson(s) |
L.1.1.f | Use frequently occurring adjectives. | 0 Lesson(s) |
L.1.1.g | Use frequently occurring conjunctions (e.g., and, but, or, so, because). | 0 Lesson(s) |
L.1.1.h | Use determiners (e.g., articles, demonstratives). | 0 Lesson(s) |
L.1.1.i | Use frequently occurring prepositions (e.g., during, beyond, toward). | 0 Lesson(s) |
L.1.1.j | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. | 1 Lesson(s) |
L.1.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 6 Lesson(s) |
L.1.2.a | Capitalize dates and names of people. | 0 Lesson(s) |
L.1.2.b | Use end punctuation for sentences. | 4 Lesson(s) |
L.1.2.c | Use commas in dates and to separate single words in a series. | 0 Lesson(s) |
L.1.2.d | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. | 3 Lesson(s) |
L.1.2.e | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. | 0 Lesson(s) |
Knowledge of Language
L.1.3 | (L.1.3 begins in grade 2) | 0 Lesson(s) |
Vocabulary Acquisition and Use
L.1.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. | 0 Lesson(s) |
L.1.4.a | Use sentence-level context as a clue to the meaning of a word or phrase. | 1 Lesson(s) |
L.1.4.b | Use frequently occurring affixes as a clue to the meaning of a word. | 0 Lesson(s) |
L.1.4.c | Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g.,looks, looked, looking). | 0 Lesson(s) |
L.1.5 | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. | 2 Lesson(s) |
L.1.5.a | Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. | 1 Lesson(s) |
L.1.5.b | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). | 1 Lesson(s) |
L.1.5.c | Identify real-life connections between words and their use (e.g., note places at home that are cozy). | 2 Lesson(s) |
L.1.5.d | Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. | 0 Lesson(s) |
L.1.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). | 0 Lesson(s) |
View related units & lessons using L.1
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged W.1
-
Unit 5
Unit 5
6 Weeks
Mar. 9- Apr. 24
Comprehension: Cause and Effect, Make Inferences, Compare and Contrast, Sequence of Events Phoneme Awareness/Phonics: r-Controlled Vowels, Diphthongs Text Features/Study Skills: Captions, Bold Print, Diagrams, Word Play Grammar: Adjectives that Compare, Synonyms and Antonyms, Color Words, Number Words Writing: How-to Article
-
Unit 4
Unit 4
6 Weeks
Jan. 26 - Mar. 6
Comprehension: Retell, Make Predictions, Character and Setting, Reread, Problem and Solution Phoneme Awareness/Phonics: Long a (ai, ay), Long e (e, ee, ea, y, ey), Long i (i, y, igh, ie), Long o (o, oa, ow, oe) Text Features/Study Skills: Captions Grammar: Was and were, has and have, go and do, see and saw, Contractions with not Writing: Expository Writing
-
Unit 3
Unit 3
6 Weeks
Dec. 1- Jan. 23
Comprehension: Retell, Make Predictions, Main Idea and Details, Draw Conclusions, Compare and Contrast Phoneme Awareness/Phonics: Long a, Long i, Long o, Digraphs ch, tch, wh, ph, Three-Letter Blends Text Features/Study Skills: Signs and Symbols, Charts, Floor Plans, Word Choice Grammar: Past and Present-Tense Verbs, Contractions with not, is, and are Writing: Expository Description
-
Unit 6
Unit 6
5 Weeks
Apr. 27- May 29
Comprehension: Fantasy and Reality, Make Inferences, Classify and Categorize, Make Predictions, Character, Setting, Plot Phoneme Awareness/Phonics: Variant Vowel oo, Variant Vowel /ô/, Two-Syllable Words Text Features/Study Skills: Captions, Lists, Heads, Rhyming Pattern Grammar: Subjects and Predicates, Pronouns, Using I and Me, Combining Sentences Writing: Expository Report
-
Unit 1
Unit 1
6 Weeks
Sept. 2- Oct. 10
Comprehension: Plot Development, Retell, Author’s Purpose Phoneme Awareness/Phonics: Short a, i; l Blends bl-, cl-, fl-, pl-, sl-; Final Blends -nd, -st, -nt, nk Text Features/Study Skills: Use Photographs, Labels with Picture, Book Parts, Lists Grammar: Sentences Writing: Personal Narrative
-
Smart Start
Smart Start
3 Weeks
August 13-29
Comprehension: Read Decodable text Phoneme Awareness/Phonics: Rhyme, Phoneme Isolation, Phoneme Blending, Phoneme Segmentation; Kindergarten review of short vowels and consonants Writing: Shared Writing, Interactive Writing, Independent Writing: Strong Sentences, Handwriting
Lessons Tagged W.1
-
Opinion Writing: The Best Part of Me
Opinion Writing: The Best Part of Me
- L.1.2
- L.1.2.b
- L.1.2.d
- SL.1.2
- W.1.1
- W.1.5
- W.1.6
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, The Best Part of Me, is filled with pictures of kids and their describing the best part of them. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: What Kind of Animal Hair do you Want to Have?
Opinion Writing: What Kind of Animal Hair do you Want to Have?
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, What if You Had Animal Hair?, describes different types of animal hair as well as the pros and cons of having that type of hair. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: Would You Step on the Ant?
Opinion Writing: Would You Step on the Ant?
- L.1.1
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, Hey, Little Ant, is written from both the perspective of the ant and of the little boy. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Super Hero Opinion Writing
Super Hero Opinion Writing
- L.1.1
- W.1.1
Students will choose a super hero power that they think is the best and write an opinion with supporting details.
-
What Animal Teeth would be the best teeth to have for a day?
What Animal Teeth would be the best teeth to have for a day?
- W.1.1
Students will decide which animal teeth would be the best to have for a day.They will develop a logical argument, construct their paragraph, cite evidence based on a story titled "What if You had Animal Teeth!?" that was read to them and use prior knowledge about the animal that the child chose.
-
Planet Report
Planet Report
- RI.1.2
- RI.1.10
- RL.1.1
- SL.1.1
- W.1.2
- W.1.5
Students will read a variety of informational text about our sun, moon, and the planets in our solar system. Students will record key facts/details on graphic organizers for each planet. Students will select a planet to write a report on, and work in cooperative groups to collaborate on creating topic sentences and details for their planet report. Students will write a report that has a topic sentence, at least 3 details, and a conclusion.
-
Lap Book: Life Cycle of a Frog
Lap Book: Life Cycle of a Frog
- L.1.2
- L.1.2.b
- L.1.5.c
- RI.1.2
- RI.1.3
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.8
- Introduce the Life Cycle of a Frog with nonfiction books, National Geographic videos for kids etc.
- Complete a guided drawing of a frog and label the parts of a frog
- Complete the lessons and activities for a Lap Book for the Life Cycle of a Frog
- After lessons with vocabulary, sequencing, etc, the students will write a informative/explanatory paragraph about the life cycle of a frog.
-
Our Country's Symbols
Our Country's Symbols
- RI.1.1
- RI.1.2
- RI.1.4
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.7
Students will read informational text based on their symbol of choice: Mount Rushmore, Lincoln Monument, White House, California State Flag, dollar bill) Students will select important details from text. Students will collaborate with peers to write an explanatory paragraph, writing topic and closing sentences together, detail sentences individually, with final revising and editing together. Students write each sentence on sentence strips and compose complete paragraph on a pocket chart.
-
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
- RL.1.1
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.1
- SL.1.1.a
- SL.1.2
- SL.1.4
- W.1.2
- W.1.8
Included in lesson document
-
Retelling and Summarizing Key Details
Retelling and Summarizing Key Details
- RL.1.2
- RL.1.3
- W.1.3
Students will be able to identify key details of a fiction text. Students will be able to summarize key details for each (who, what, where, when,) verbally and in writing. *** This is day 1 of a lesson series.
1st Grade English Language Arts
Reading: Foundational Skills (RF)
Standards in this strand:
Print Concepts
RF.1.1 | Demonstrate understanding of the organization and basic features of print. | 1 Lesson(s) |
RF.1.1.a | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). | 2 Lesson(s) |
Phonological Awareness
RF.1.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | 0 Lesson(s) |
RF.1.2.a | Distinguish long from short vowel sounds in spoken single-syllable words. | 0 Lesson(s) |
RF.1.2.b | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. | 0 Lesson(s) |
RF.1.2.c | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. | 0 Lesson(s) |
RF.1.2.d | Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). | 0 Lesson(s) |
Phonics and Word Recognition
RF.1.3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 0 Lesson(s) |
RF.1.3.a | Know the spelling-sound correspondences for common consonant digraphs. | 0 Lesson(s) |
RF.1.3.b | Decode regularly spelled one-syllable words. | 0 Lesson(s) |
RF.1.3.c | Know final -e and common vowel team conventions for representing long vowel sounds. | 0 Lesson(s) |
RF.1.3.d | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. | 0 Lesson(s) |
RF.1.3.e | Decode two-syllable words following basic patterns by breaking the words into syllables. | 0 Lesson(s) |
RF.1.3.f | Read words with inflectional endings. | 0 Lesson(s) |
RF.1.3.g | Recognize and read grade-appropriate irregularly spelled words. | 0 Lesson(s) |
Fluency
RF.1.4 | Read with sufficient accuracy and fluency to support comprehension. | 1 Lesson(s) |
RF.1.4.a | Read grade-level text with purpose and understanding. | 0 Lesson(s) |
RF.1.4.b | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. | 0 Lesson(s) |
RF.1.4.c | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | 0 Lesson(s) |
View related units & lessons using RF.1
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged W.1
-
Unit 5
Unit 5
6 Weeks
Mar. 9- Apr. 24
Comprehension: Cause and Effect, Make Inferences, Compare and Contrast, Sequence of Events Phoneme Awareness/Phonics: r-Controlled Vowels, Diphthongs Text Features/Study Skills: Captions, Bold Print, Diagrams, Word Play Grammar: Adjectives that Compare, Synonyms and Antonyms, Color Words, Number Words Writing: How-to Article
-
Unit 4
Unit 4
6 Weeks
Jan. 26 - Mar. 6
Comprehension: Retell, Make Predictions, Character and Setting, Reread, Problem and Solution Phoneme Awareness/Phonics: Long a (ai, ay), Long e (e, ee, ea, y, ey), Long i (i, y, igh, ie), Long o (o, oa, ow, oe) Text Features/Study Skills: Captions Grammar: Was and were, has and have, go and do, see and saw, Contractions with not Writing: Expository Writing
-
Unit 3
Unit 3
6 Weeks
Dec. 1- Jan. 23
Comprehension: Retell, Make Predictions, Main Idea and Details, Draw Conclusions, Compare and Contrast Phoneme Awareness/Phonics: Long a, Long i, Long o, Digraphs ch, tch, wh, ph, Three-Letter Blends Text Features/Study Skills: Signs and Symbols, Charts, Floor Plans, Word Choice Grammar: Past and Present-Tense Verbs, Contractions with not, is, and are Writing: Expository Description
-
Unit 6
Unit 6
5 Weeks
Apr. 27- May 29
Comprehension: Fantasy and Reality, Make Inferences, Classify and Categorize, Make Predictions, Character, Setting, Plot Phoneme Awareness/Phonics: Variant Vowel oo, Variant Vowel /ô/, Two-Syllable Words Text Features/Study Skills: Captions, Lists, Heads, Rhyming Pattern Grammar: Subjects and Predicates, Pronouns, Using I and Me, Combining Sentences Writing: Expository Report
-
Unit 1
Unit 1
6 Weeks
Sept. 2- Oct. 10
Comprehension: Plot Development, Retell, Author’s Purpose Phoneme Awareness/Phonics: Short a, i; l Blends bl-, cl-, fl-, pl-, sl-; Final Blends -nd, -st, -nt, nk Text Features/Study Skills: Use Photographs, Labels with Picture, Book Parts, Lists Grammar: Sentences Writing: Personal Narrative
-
Smart Start
Smart Start
3 Weeks
August 13-29
Comprehension: Read Decodable text Phoneme Awareness/Phonics: Rhyme, Phoneme Isolation, Phoneme Blending, Phoneme Segmentation; Kindergarten review of short vowels and consonants Writing: Shared Writing, Interactive Writing, Independent Writing: Strong Sentences, Handwriting
Lessons Tagged W.1
-
Opinion Writing: The Best Part of Me
Opinion Writing: The Best Part of Me
- L.1.2
- L.1.2.b
- L.1.2.d
- SL.1.2
- W.1.1
- W.1.5
- W.1.6
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, The Best Part of Me, is filled with pictures of kids and their describing the best part of them. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: What Kind of Animal Hair do you Want to Have?
Opinion Writing: What Kind of Animal Hair do you Want to Have?
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, What if You Had Animal Hair?, describes different types of animal hair as well as the pros and cons of having that type of hair. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: Would You Step on the Ant?
Opinion Writing: Would You Step on the Ant?
- L.1.1
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, Hey, Little Ant, is written from both the perspective of the ant and of the little boy. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Super Hero Opinion Writing
Super Hero Opinion Writing
- L.1.1
- W.1.1
Students will choose a super hero power that they think is the best and write an opinion with supporting details.
-
What Animal Teeth would be the best teeth to have for a day?
What Animal Teeth would be the best teeth to have for a day?
- W.1.1
Students will decide which animal teeth would be the best to have for a day.They will develop a logical argument, construct their paragraph, cite evidence based on a story titled "What if You had Animal Teeth!?" that was read to them and use prior knowledge about the animal that the child chose.
-
Planet Report
Planet Report
- RI.1.2
- RI.1.10
- RL.1.1
- SL.1.1
- W.1.2
- W.1.5
Students will read a variety of informational text about our sun, moon, and the planets in our solar system. Students will record key facts/details on graphic organizers for each planet. Students will select a planet to write a report on, and work in cooperative groups to collaborate on creating topic sentences and details for their planet report. Students will write a report that has a topic sentence, at least 3 details, and a conclusion.
-
Lap Book: Life Cycle of a Frog
Lap Book: Life Cycle of a Frog
- L.1.2
- L.1.2.b
- L.1.5.c
- RI.1.2
- RI.1.3
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.8
- Introduce the Life Cycle of a Frog with nonfiction books, National Geographic videos for kids etc.
- Complete a guided drawing of a frog and label the parts of a frog
- Complete the lessons and activities for a Lap Book for the Life Cycle of a Frog
- After lessons with vocabulary, sequencing, etc, the students will write a informative/explanatory paragraph about the life cycle of a frog.
-
Our Country's Symbols
Our Country's Symbols
- RI.1.1
- RI.1.2
- RI.1.4
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.7
Students will read informational text based on their symbol of choice: Mount Rushmore, Lincoln Monument, White House, California State Flag, dollar bill) Students will select important details from text. Students will collaborate with peers to write an explanatory paragraph, writing topic and closing sentences together, detail sentences individually, with final revising and editing together. Students write each sentence on sentence strips and compose complete paragraph on a pocket chart.
-
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
- RL.1.1
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.1
- SL.1.1.a
- SL.1.2
- SL.1.4
- W.1.2
- W.1.8
Included in lesson document
-
Retelling and Summarizing Key Details
Retelling and Summarizing Key Details
- RL.1.2
- RL.1.3
- W.1.3
Students will be able to identify key details of a fiction text. Students will be able to summarize key details for each (who, what, where, when,) verbally and in writing. *** This is day 1 of a lesson series.
1st Grade English Language Arts
Reading: Informational Text (RI)
Standards in this strand:
Key Ideas and Details
RI.1.1 |
Ask and answer questions about key details in a text. |
2 Lesson(s) |
RI.1.2 | Identify the main topic and retell key details of a text. | 4 Lesson(s) |
RI.1.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text. | 1 Lesson(s) |
Craft and Structure
RI.1.4 | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. | 2 Lesson(s) |
RI.1.5 | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. | 2 Lesson(s) |
RI.1.6 | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. | 1 Lesson(s) |
Integration of Knowledge and Ideas
RI.1.7 | Use the illustrations and details in a text to describe its key ideas. | 2 Lesson(s) |
RI.1.8 | Identify the reasons an author gives to support points in a text. | 0 Lesson(s) |
RI.1.9 | Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). | 0 Lesson(s) |
Range of Reading and Level of Text Complexity
RI.1.10 | With prompting and support, read informational texts appropriately complex for grade 1. | 1 Lesson(s) |
View related units & lessons using RI.1
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged W.1
-
Unit 5
Unit 5
6 Weeks
Mar. 9- Apr. 24
Comprehension: Cause and Effect, Make Inferences, Compare and Contrast, Sequence of Events Phoneme Awareness/Phonics: r-Controlled Vowels, Diphthongs Text Features/Study Skills: Captions, Bold Print, Diagrams, Word Play Grammar: Adjectives that Compare, Synonyms and Antonyms, Color Words, Number Words Writing: How-to Article
-
Unit 4
Unit 4
6 Weeks
Jan. 26 - Mar. 6
Comprehension: Retell, Make Predictions, Character and Setting, Reread, Problem and Solution Phoneme Awareness/Phonics: Long a (ai, ay), Long e (e, ee, ea, y, ey), Long i (i, y, igh, ie), Long o (o, oa, ow, oe) Text Features/Study Skills: Captions Grammar: Was and were, has and have, go and do, see and saw, Contractions with not Writing: Expository Writing
-
Unit 3
Unit 3
6 Weeks
Dec. 1- Jan. 23
Comprehension: Retell, Make Predictions, Main Idea and Details, Draw Conclusions, Compare and Contrast Phoneme Awareness/Phonics: Long a, Long i, Long o, Digraphs ch, tch, wh, ph, Three-Letter Blends Text Features/Study Skills: Signs and Symbols, Charts, Floor Plans, Word Choice Grammar: Past and Present-Tense Verbs, Contractions with not, is, and are Writing: Expository Description
-
Unit 6
Unit 6
5 Weeks
Apr. 27- May 29
Comprehension: Fantasy and Reality, Make Inferences, Classify and Categorize, Make Predictions, Character, Setting, Plot Phoneme Awareness/Phonics: Variant Vowel oo, Variant Vowel /ô/, Two-Syllable Words Text Features/Study Skills: Captions, Lists, Heads, Rhyming Pattern Grammar: Subjects and Predicates, Pronouns, Using I and Me, Combining Sentences Writing: Expository Report
-
Unit 1
Unit 1
6 Weeks
Sept. 2- Oct. 10
Comprehension: Plot Development, Retell, Author’s Purpose Phoneme Awareness/Phonics: Short a, i; l Blends bl-, cl-, fl-, pl-, sl-; Final Blends -nd, -st, -nt, nk Text Features/Study Skills: Use Photographs, Labels with Picture, Book Parts, Lists Grammar: Sentences Writing: Personal Narrative
-
Smart Start
Smart Start
3 Weeks
August 13-29
Comprehension: Read Decodable text Phoneme Awareness/Phonics: Rhyme, Phoneme Isolation, Phoneme Blending, Phoneme Segmentation; Kindergarten review of short vowels and consonants Writing: Shared Writing, Interactive Writing, Independent Writing: Strong Sentences, Handwriting
Lessons Tagged W.1
-
Opinion Writing: The Best Part of Me
Opinion Writing: The Best Part of Me
- L.1.2
- L.1.2.b
- L.1.2.d
- SL.1.2
- W.1.1
- W.1.5
- W.1.6
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, The Best Part of Me, is filled with pictures of kids and their describing the best part of them. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: What Kind of Animal Hair do you Want to Have?
Opinion Writing: What Kind of Animal Hair do you Want to Have?
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, What if You Had Animal Hair?, describes different types of animal hair as well as the pros and cons of having that type of hair. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: Would You Step on the Ant?
Opinion Writing: Would You Step on the Ant?
- L.1.1
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, Hey, Little Ant, is written from both the perspective of the ant and of the little boy. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Super Hero Opinion Writing
Super Hero Opinion Writing
- L.1.1
- W.1.1
Students will choose a super hero power that they think is the best and write an opinion with supporting details.
-
What Animal Teeth would be the best teeth to have for a day?
What Animal Teeth would be the best teeth to have for a day?
- W.1.1
Students will decide which animal teeth would be the best to have for a day.They will develop a logical argument, construct their paragraph, cite evidence based on a story titled "What if You had Animal Teeth!?" that was read to them and use prior knowledge about the animal that the child chose.
-
Planet Report
Planet Report
- RI.1.2
- RI.1.10
- RL.1.1
- SL.1.1
- W.1.2
- W.1.5
Students will read a variety of informational text about our sun, moon, and the planets in our solar system. Students will record key facts/details on graphic organizers for each planet. Students will select a planet to write a report on, and work in cooperative groups to collaborate on creating topic sentences and details for their planet report. Students will write a report that has a topic sentence, at least 3 details, and a conclusion.
-
Lap Book: Life Cycle of a Frog
Lap Book: Life Cycle of a Frog
- L.1.2
- L.1.2.b
- L.1.5.c
- RI.1.2
- RI.1.3
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.8
- Introduce the Life Cycle of a Frog with nonfiction books, National Geographic videos for kids etc.
- Complete a guided drawing of a frog and label the parts of a frog
- Complete the lessons and activities for a Lap Book for the Life Cycle of a Frog
- After lessons with vocabulary, sequencing, etc, the students will write a informative/explanatory paragraph about the life cycle of a frog.
-
Our Country's Symbols
Our Country's Symbols
- RI.1.1
- RI.1.2
- RI.1.4
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.7
Students will read informational text based on their symbol of choice: Mount Rushmore, Lincoln Monument, White House, California State Flag, dollar bill) Students will select important details from text. Students will collaborate with peers to write an explanatory paragraph, writing topic and closing sentences together, detail sentences individually, with final revising and editing together. Students write each sentence on sentence strips and compose complete paragraph on a pocket chart.
-
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
- RL.1.1
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.1
- SL.1.1.a
- SL.1.2
- SL.1.4
- W.1.2
- W.1.8
Included in lesson document
-
Retelling and Summarizing Key Details
Retelling and Summarizing Key Details
- RL.1.2
- RL.1.3
- W.1.3
Students will be able to identify key details of a fiction text. Students will be able to summarize key details for each (who, what, where, when,) verbally and in writing. *** This is day 1 of a lesson series.
1st Grade English Language Arts
Reading: Literature (RL)
Standards in this strand:
Key Ideas and Details
RL.1.1 | Ask and answer questions about key details in a text. | 4 Lesson(s) |
RL.1.2 | Retell stories, including key details, and demonstrate understanding of their central message or lesson. | 3 Lesson(s) |
RL.1.3 | Describe characters, settings, and major events in a story, using key details. | 5 Lesson(s) |
Craft and Structure
RL.1.4 | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. | 0 Lesson(s) |
RL.1.5 | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. | 0 Lesson(s) |
RL.1.6 | Identify who is telling the story at various points in a text. | 3 Lesson(s) |
Integration of Knowledge and Ideas
RL.1.7 | Use illustrations and details in a story to describe its characters, setting, or events. | 4 Lesson(s) |
RL.1.8 | (RL.1.8 not applicable to literature) | 0 Lesson(s) |
RL.1.9 | Compare and contrast the adventures and experiences of characters in stories. | 1 Lesson(s) |
Range of Reading and Level of Text Complexity
RL.1.10 | With prompting and support, read prose and poetry of appropriate complexity for grade 1. | 2 Lesson(s) |
View related units & lessons using RL.1
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged W.1
-
Unit 5
Unit 5
6 Weeks
Mar. 9- Apr. 24
Comprehension: Cause and Effect, Make Inferences, Compare and Contrast, Sequence of Events Phoneme Awareness/Phonics: r-Controlled Vowels, Diphthongs Text Features/Study Skills: Captions, Bold Print, Diagrams, Word Play Grammar: Adjectives that Compare, Synonyms and Antonyms, Color Words, Number Words Writing: How-to Article
-
Unit 4
Unit 4
6 Weeks
Jan. 26 - Mar. 6
Comprehension: Retell, Make Predictions, Character and Setting, Reread, Problem and Solution Phoneme Awareness/Phonics: Long a (ai, ay), Long e (e, ee, ea, y, ey), Long i (i, y, igh, ie), Long o (o, oa, ow, oe) Text Features/Study Skills: Captions Grammar: Was and were, has and have, go and do, see and saw, Contractions with not Writing: Expository Writing
-
Unit 3
Unit 3
6 Weeks
Dec. 1- Jan. 23
Comprehension: Retell, Make Predictions, Main Idea and Details, Draw Conclusions, Compare and Contrast Phoneme Awareness/Phonics: Long a, Long i, Long o, Digraphs ch, tch, wh, ph, Three-Letter Blends Text Features/Study Skills: Signs and Symbols, Charts, Floor Plans, Word Choice Grammar: Past and Present-Tense Verbs, Contractions with not, is, and are Writing: Expository Description
-
Unit 6
Unit 6
5 Weeks
Apr. 27- May 29
Comprehension: Fantasy and Reality, Make Inferences, Classify and Categorize, Make Predictions, Character, Setting, Plot Phoneme Awareness/Phonics: Variant Vowel oo, Variant Vowel /ô/, Two-Syllable Words Text Features/Study Skills: Captions, Lists, Heads, Rhyming Pattern Grammar: Subjects and Predicates, Pronouns, Using I and Me, Combining Sentences Writing: Expository Report
-
Unit 1
Unit 1
6 Weeks
Sept. 2- Oct. 10
Comprehension: Plot Development, Retell, Author’s Purpose Phoneme Awareness/Phonics: Short a, i; l Blends bl-, cl-, fl-, pl-, sl-; Final Blends -nd, -st, -nt, nk Text Features/Study Skills: Use Photographs, Labels with Picture, Book Parts, Lists Grammar: Sentences Writing: Personal Narrative
-
Smart Start
Smart Start
3 Weeks
August 13-29
Comprehension: Read Decodable text Phoneme Awareness/Phonics: Rhyme, Phoneme Isolation, Phoneme Blending, Phoneme Segmentation; Kindergarten review of short vowels and consonants Writing: Shared Writing, Interactive Writing, Independent Writing: Strong Sentences, Handwriting
Lessons Tagged W.1
-
Opinion Writing: The Best Part of Me
Opinion Writing: The Best Part of Me
- L.1.2
- L.1.2.b
- L.1.2.d
- SL.1.2
- W.1.1
- W.1.5
- W.1.6
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, The Best Part of Me, is filled with pictures of kids and their describing the best part of them. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: What Kind of Animal Hair do you Want to Have?
Opinion Writing: What Kind of Animal Hair do you Want to Have?
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, What if You Had Animal Hair?, describes different types of animal hair as well as the pros and cons of having that type of hair. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: Would You Step on the Ant?
Opinion Writing: Would You Step on the Ant?
- L.1.1
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, Hey, Little Ant, is written from both the perspective of the ant and of the little boy. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Super Hero Opinion Writing
Super Hero Opinion Writing
- L.1.1
- W.1.1
Students will choose a super hero power that they think is the best and write an opinion with supporting details.
-
What Animal Teeth would be the best teeth to have for a day?
What Animal Teeth would be the best teeth to have for a day?
- W.1.1
Students will decide which animal teeth would be the best to have for a day.They will develop a logical argument, construct their paragraph, cite evidence based on a story titled "What if You had Animal Teeth!?" that was read to them and use prior knowledge about the animal that the child chose.
-
Planet Report
Planet Report
- RI.1.2
- RI.1.10
- RL.1.1
- SL.1.1
- W.1.2
- W.1.5
Students will read a variety of informational text about our sun, moon, and the planets in our solar system. Students will record key facts/details on graphic organizers for each planet. Students will select a planet to write a report on, and work in cooperative groups to collaborate on creating topic sentences and details for their planet report. Students will write a report that has a topic sentence, at least 3 details, and a conclusion.
-
Lap Book: Life Cycle of a Frog
Lap Book: Life Cycle of a Frog
- L.1.2
- L.1.2.b
- L.1.5.c
- RI.1.2
- RI.1.3
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.8
- Introduce the Life Cycle of a Frog with nonfiction books, National Geographic videos for kids etc.
- Complete a guided drawing of a frog and label the parts of a frog
- Complete the lessons and activities for a Lap Book for the Life Cycle of a Frog
- After lessons with vocabulary, sequencing, etc, the students will write a informative/explanatory paragraph about the life cycle of a frog.
-
Our Country's Symbols
Our Country's Symbols
- RI.1.1
- RI.1.2
- RI.1.4
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.7
Students will read informational text based on their symbol of choice: Mount Rushmore, Lincoln Monument, White House, California State Flag, dollar bill) Students will select important details from text. Students will collaborate with peers to write an explanatory paragraph, writing topic and closing sentences together, detail sentences individually, with final revising and editing together. Students write each sentence on sentence strips and compose complete paragraph on a pocket chart.
-
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
- RL.1.1
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.1
- SL.1.1.a
- SL.1.2
- SL.1.4
- W.1.2
- W.1.8
Included in lesson document
-
Retelling and Summarizing Key Details
Retelling and Summarizing Key Details
- RL.1.2
- RL.1.3
- W.1.3
Students will be able to identify key details of a fiction text. Students will be able to summarize key details for each (who, what, where, when,) verbally and in writing. *** This is day 1 of a lesson series.
1st Grade English Language Arts
Speaking and Listening (SL)
Standards in this strand:
Comprehension and Collaboration
SL.1.1 | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. | 4 Lesson(s) |
SL.1.1.a | Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). | 1 Lesson(s) |
SL.1.1.b | Build on others' talk in conversations by responding to the comments of others through multiple exchanges. | 0 Lesson(s) |
SL.1.1.c | Ask questions to clear up any confusion about the topics and texts under discussion. | 0 Lesson(s) |
SL.1.2 | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. | 7 Lesson(s) |
SL.1.3 | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. | 0 Lesson(s) |
Presentation of Knowledge and Ideas
SL.1.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. | 1 Lesson(s) |
SL.1.5 |
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
|
2 Lesson(s) |
SL.1.6 | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.) | 0 Lesson(s) |
View related units & lessons using SL.1
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged W.1
-
Unit 5
Unit 5
6 Weeks
Mar. 9- Apr. 24
Comprehension: Cause and Effect, Make Inferences, Compare and Contrast, Sequence of Events Phoneme Awareness/Phonics: r-Controlled Vowels, Diphthongs Text Features/Study Skills: Captions, Bold Print, Diagrams, Word Play Grammar: Adjectives that Compare, Synonyms and Antonyms, Color Words, Number Words Writing: How-to Article
-
Unit 4
Unit 4
6 Weeks
Jan. 26 - Mar. 6
Comprehension: Retell, Make Predictions, Character and Setting, Reread, Problem and Solution Phoneme Awareness/Phonics: Long a (ai, ay), Long e (e, ee, ea, y, ey), Long i (i, y, igh, ie), Long o (o, oa, ow, oe) Text Features/Study Skills: Captions Grammar: Was and were, has and have, go and do, see and saw, Contractions with not Writing: Expository Writing
-
Unit 3
Unit 3
6 Weeks
Dec. 1- Jan. 23
Comprehension: Retell, Make Predictions, Main Idea and Details, Draw Conclusions, Compare and Contrast Phoneme Awareness/Phonics: Long a, Long i, Long o, Digraphs ch, tch, wh, ph, Three-Letter Blends Text Features/Study Skills: Signs and Symbols, Charts, Floor Plans, Word Choice Grammar: Past and Present-Tense Verbs, Contractions with not, is, and are Writing: Expository Description
-
Unit 6
Unit 6
5 Weeks
Apr. 27- May 29
Comprehension: Fantasy and Reality, Make Inferences, Classify and Categorize, Make Predictions, Character, Setting, Plot Phoneme Awareness/Phonics: Variant Vowel oo, Variant Vowel /ô/, Two-Syllable Words Text Features/Study Skills: Captions, Lists, Heads, Rhyming Pattern Grammar: Subjects and Predicates, Pronouns, Using I and Me, Combining Sentences Writing: Expository Report
-
Unit 1
Unit 1
6 Weeks
Sept. 2- Oct. 10
Comprehension: Plot Development, Retell, Author’s Purpose Phoneme Awareness/Phonics: Short a, i; l Blends bl-, cl-, fl-, pl-, sl-; Final Blends -nd, -st, -nt, nk Text Features/Study Skills: Use Photographs, Labels with Picture, Book Parts, Lists Grammar: Sentences Writing: Personal Narrative
-
Smart Start
Smart Start
3 Weeks
August 13-29
Comprehension: Read Decodable text Phoneme Awareness/Phonics: Rhyme, Phoneme Isolation, Phoneme Blending, Phoneme Segmentation; Kindergarten review of short vowels and consonants Writing: Shared Writing, Interactive Writing, Independent Writing: Strong Sentences, Handwriting
Lessons Tagged W.1
-
Opinion Writing: The Best Part of Me
Opinion Writing: The Best Part of Me
- L.1.2
- L.1.2.b
- L.1.2.d
- SL.1.2
- W.1.1
- W.1.5
- W.1.6
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, The Best Part of Me, is filled with pictures of kids and their describing the best part of them. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: What Kind of Animal Hair do you Want to Have?
Opinion Writing: What Kind of Animal Hair do you Want to Have?
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, What if You Had Animal Hair?, describes different types of animal hair as well as the pros and cons of having that type of hair. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: Would You Step on the Ant?
Opinion Writing: Would You Step on the Ant?
- L.1.1
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, Hey, Little Ant, is written from both the perspective of the ant and of the little boy. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Super Hero Opinion Writing
Super Hero Opinion Writing
- L.1.1
- W.1.1
Students will choose a super hero power that they think is the best and write an opinion with supporting details.
-
What Animal Teeth would be the best teeth to have for a day?
What Animal Teeth would be the best teeth to have for a day?
- W.1.1
Students will decide which animal teeth would be the best to have for a day.They will develop a logical argument, construct their paragraph, cite evidence based on a story titled "What if You had Animal Teeth!?" that was read to them and use prior knowledge about the animal that the child chose.
-
Planet Report
Planet Report
- RI.1.2
- RI.1.10
- RL.1.1
- SL.1.1
- W.1.2
- W.1.5
Students will read a variety of informational text about our sun, moon, and the planets in our solar system. Students will record key facts/details on graphic organizers for each planet. Students will select a planet to write a report on, and work in cooperative groups to collaborate on creating topic sentences and details for their planet report. Students will write a report that has a topic sentence, at least 3 details, and a conclusion.
-
Lap Book: Life Cycle of a Frog
Lap Book: Life Cycle of a Frog
- L.1.2
- L.1.2.b
- L.1.5.c
- RI.1.2
- RI.1.3
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.8
- Introduce the Life Cycle of a Frog with nonfiction books, National Geographic videos for kids etc.
- Complete a guided drawing of a frog and label the parts of a frog
- Complete the lessons and activities for a Lap Book for the Life Cycle of a Frog
- After lessons with vocabulary, sequencing, etc, the students will write a informative/explanatory paragraph about the life cycle of a frog.
-
Our Country's Symbols
Our Country's Symbols
- RI.1.1
- RI.1.2
- RI.1.4
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.7
Students will read informational text based on their symbol of choice: Mount Rushmore, Lincoln Monument, White House, California State Flag, dollar bill) Students will select important details from text. Students will collaborate with peers to write an explanatory paragraph, writing topic and closing sentences together, detail sentences individually, with final revising and editing together. Students write each sentence on sentence strips and compose complete paragraph on a pocket chart.
-
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
- RL.1.1
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.1
- SL.1.1.a
- SL.1.2
- SL.1.4
- W.1.2
- W.1.8
Included in lesson document
-
Retelling and Summarizing Key Details
Retelling and Summarizing Key Details
- RL.1.2
- RL.1.3
- W.1.3
Students will be able to identify key details of a fiction text. Students will be able to summarize key details for each (who, what, where, when,) verbally and in writing. *** This is day 1 of a lesson series.
1st Grade English Language Arts
Writing (W)
Standards in this strand:
Text Types and Purposes
W.1.1 | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. | 5 Lesson(s) |
W.1.2 | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. | 4 Lesson(s) |
W.1.3 | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. | 1 Lesson(s) |
Production and Distribution of Writing
W.1.4 | (W.1.4 begins in grade 3) | 0 Lesson(s) |
W.1.5 | 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. | 2 Lesson(s) |
W.1.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. | 1 Lesson(s) |
Research to Build and Present Knowledge
W.1.7 | Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). | 1 Lesson(s) |
W.1.8 | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | 5 Lesson(s) |
W.1.9 | (W.1.9 begins in grade 4) | 0 Lesson(s) |
Range of Writing
W.1.10 | (W.1.10 begins in grade 3) | 0 Lesson(s) |
View related units & lessons using W.1
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged W.1
-
Unit 5
Unit 5
6 Weeks
Mar. 9- Apr. 24
Comprehension: Cause and Effect, Make Inferences, Compare and Contrast, Sequence of Events Phoneme Awareness/Phonics: r-Controlled Vowels, Diphthongs Text Features/Study Skills: Captions, Bold Print, Diagrams, Word Play Grammar: Adjectives that Compare, Synonyms and Antonyms, Color Words, Number Words Writing: How-to Article
-
Unit 4
Unit 4
6 Weeks
Jan. 26 - Mar. 6
Comprehension: Retell, Make Predictions, Character and Setting, Reread, Problem and Solution Phoneme Awareness/Phonics: Long a (ai, ay), Long e (e, ee, ea, y, ey), Long i (i, y, igh, ie), Long o (o, oa, ow, oe) Text Features/Study Skills: Captions Grammar: Was and were, has and have, go and do, see and saw, Contractions with not Writing: Expository Writing
-
Unit 3
Unit 3
6 Weeks
Dec. 1- Jan. 23
Comprehension: Retell, Make Predictions, Main Idea and Details, Draw Conclusions, Compare and Contrast Phoneme Awareness/Phonics: Long a, Long i, Long o, Digraphs ch, tch, wh, ph, Three-Letter Blends Text Features/Study Skills: Signs and Symbols, Charts, Floor Plans, Word Choice Grammar: Past and Present-Tense Verbs, Contractions with not, is, and are Writing: Expository Description
-
Unit 6
Unit 6
5 Weeks
Apr. 27- May 29
Comprehension: Fantasy and Reality, Make Inferences, Classify and Categorize, Make Predictions, Character, Setting, Plot Phoneme Awareness/Phonics: Variant Vowel oo, Variant Vowel /ô/, Two-Syllable Words Text Features/Study Skills: Captions, Lists, Heads, Rhyming Pattern Grammar: Subjects and Predicates, Pronouns, Using I and Me, Combining Sentences Writing: Expository Report
-
Unit 1
Unit 1
6 Weeks
Sept. 2- Oct. 10
Comprehension: Plot Development, Retell, Author’s Purpose Phoneme Awareness/Phonics: Short a, i; l Blends bl-, cl-, fl-, pl-, sl-; Final Blends -nd, -st, -nt, nk Text Features/Study Skills: Use Photographs, Labels with Picture, Book Parts, Lists Grammar: Sentences Writing: Personal Narrative
-
Smart Start
Smart Start
3 Weeks
August 13-29
Comprehension: Read Decodable text Phoneme Awareness/Phonics: Rhyme, Phoneme Isolation, Phoneme Blending, Phoneme Segmentation; Kindergarten review of short vowels and consonants Writing: Shared Writing, Interactive Writing, Independent Writing: Strong Sentences, Handwriting
Lessons Tagged W.1
-
Opinion Writing: The Best Part of Me
Opinion Writing: The Best Part of Me
- L.1.2
- L.1.2.b
- L.1.2.d
- SL.1.2
- W.1.1
- W.1.5
- W.1.6
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, The Best Part of Me, is filled with pictures of kids and their describing the best part of them. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: What Kind of Animal Hair do you Want to Have?
Opinion Writing: What Kind of Animal Hair do you Want to Have?
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, What if You Had Animal Hair?, describes different types of animal hair as well as the pros and cons of having that type of hair. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Opinion Writing: Would You Step on the Ant?
Opinion Writing: Would You Step on the Ant?
- L.1.1
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, Hey, Little Ant, is written from both the perspective of the ant and of the little boy. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
-
Super Hero Opinion Writing
Super Hero Opinion Writing
- L.1.1
- W.1.1
Students will choose a super hero power that they think is the best and write an opinion with supporting details.
-
What Animal Teeth would be the best teeth to have for a day?
What Animal Teeth would be the best teeth to have for a day?
- W.1.1
Students will decide which animal teeth would be the best to have for a day.They will develop a logical argument, construct their paragraph, cite evidence based on a story titled "What if You had Animal Teeth!?" that was read to them and use prior knowledge about the animal that the child chose.
-
Planet Report
Planet Report
- RI.1.2
- RI.1.10
- RL.1.1
- SL.1.1
- W.1.2
- W.1.5
Students will read a variety of informational text about our sun, moon, and the planets in our solar system. Students will record key facts/details on graphic organizers for each planet. Students will select a planet to write a report on, and work in cooperative groups to collaborate on creating topic sentences and details for their planet report. Students will write a report that has a topic sentence, at least 3 details, and a conclusion.
-
Lap Book: Life Cycle of a Frog
Lap Book: Life Cycle of a Frog
- L.1.2
- L.1.2.b
- L.1.5.c
- RI.1.2
- RI.1.3
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.8
- Introduce the Life Cycle of a Frog with nonfiction books, National Geographic videos for kids etc.
- Complete a guided drawing of a frog and label the parts of a frog
- Complete the lessons and activities for a Lap Book for the Life Cycle of a Frog
- After lessons with vocabulary, sequencing, etc, the students will write a informative/explanatory paragraph about the life cycle of a frog.
-
Our Country's Symbols
Our Country's Symbols
- RI.1.1
- RI.1.2
- RI.1.4
- RI.1.7
- SL.1.1
- SL.1.2
- SL.1.5
- W.1.2
- W.1.7
Students will read informational text based on their symbol of choice: Mount Rushmore, Lincoln Monument, White House, California State Flag, dollar bill) Students will select important details from text. Students will collaborate with peers to write an explanatory paragraph, writing topic and closing sentences together, detail sentences individually, with final revising and editing together. Students write each sentence on sentence strips and compose complete paragraph on a pocket chart.
-
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
Grade 1 ELA Dear Children of the Earth, A letter from Home by Schim Schimmel
- RL.1.1
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.1
- SL.1.1.a
- SL.1.2
- SL.1.4
- W.1.2
- W.1.8
Included in lesson document
-
Retelling and Summarizing Key Details
Retelling and Summarizing Key Details
- RL.1.2
- RL.1.3
- W.1.3
Students will be able to identify key details of a fiction text. Students will be able to summarize key details for each (who, what, where, when,) verbally and in writing. *** This is day 1 of a lesson series.