1st Grade ELA Unit Overview – Quarter 1 Reading Unit 1: Readers Build Good Habits Unit Overview: During this unit, readers will learn to warm up to texts, learn different ways to read texts, build reading stamina, and learn different ways to share books with their reading partner (choral, echo, and partner reading). Readers will learn to retell both nonfiction and fictional texts.

Writing Unit 1: Launching Writer’s Workshop/Small Moments Unit Overview: During this reintroduction of the Writer’s Workshop procedures that were introduced in kindergarten, students will participate in the writing process by planning for, drafting, revising, editing, and publishing their work. Students will write and illustrate narrative stories and then work with their teacher to create a kid-friendly editor’s checklist so that they are aware of what writing conventions they should have in their own writing. Students will then choose one piece to edit, publish and create a title page.

Reading Unit 2: Tackling the Tricky Parts Unit Overview: This unit equips early readers to decode unfamiliar words with a variety of strategies. Reading partners will work together to coach each other through tricky word strategies and retelling a text.

Writing Unit 2: Writing For Readers Unit Overview: In this unit, students will continue to write small moment stories while learning to utilize writing conventions within their writing.

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ELA Common Core Reading Standards:

ELA Common Core Writing Standards:

Note: Focus Standards on Elementary Report Card are bolded.

Note: Focus Standards on Elementary Report Card are bolded.

Key Ideas and Details RL1.1 Ask and answer questions about key details in a text. RL1.2 Retell stories, including key details, and demonstrates understanding of their central message or lesson. RI1.1 Ask and answer questions about key details in a text. RI1.2 Identify the main topic and retell key details of a text.

Text Types and Purposes W1.3 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 .

Craft and Structure RI1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Integration of Knowledge and Ideas RL1.7 Use illustrations and details in a story to describe its characters. RI1.7 Use the illustrations and details in a text to describe the key ideas. Reading Foundational Skills RF1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Orally produce single-syllable words by blending sounds (phonemes) including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words.

Production and Distribution of Writing Research to Build and Present Knowledge W1.5 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. Language L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Use personal possessive and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). f. Use frequently occurring adjectives. L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use end punctuation for sentences. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Language L1.5b Define words by category and one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

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The standards below may be observed and assessed within any content area throughout the day. SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 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). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask questions to clear up any confusion about the topics and texts under discussion. SL1.6 Produce complete sentences when appropriate to task and situation. L1.4a 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. Use sentence –level context as a clue to the meaning of a word or phrase. L1.5a With guidance and support from adults, explore word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

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