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CKLA Grade 1 Skills: Unit 1--Snap Shots

Grade Level Grades 1-2
Standards Alignment
Common Core State Standards


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Focus: For students who completed the Kindergarten CKLA program, Unit 1 provides a review of the sounds and spellings taught in the CKLA Kindergarten curriculum. Students are introduced to Tricky Spellings (spellings that can be sounded more than one way) and Tricky Words (words that cannot be sounded out using the letter-sound correspondences taught so far). The decodable Student Reader for Unit 1 is Snap Shots.

Number of Lessons: 32

Lesson Time: 60 minutes each. Each lesson may be divided into shorter segments.

Individual Resource: Teacher Guide, Student Workbook, Student Reader, Big Book, Assessment and Remediation Drive


Ask and answer questions about key details in a text.
Demonstrate understanding of the organization and basic features of print.
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Know and apply grade-level phonics and word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs.
Recognize and read grade-appropriate irregularly spelled words.
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Produce complete sentences when appropriate to task and situation.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
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).


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