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CKLA Grade 1 Skills: Unit 3--Fables

CKLA Grade 1 Skills: Unit 3--Fables

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About This Lesson

Focus: Unit 3 introduces students to five vowel sounds and the most common spelling for each sound, five new Tricky Words, and the Tricky Spelling “oo.” Grammar exercises focus on identifying verbs and verb tense (regular present, past, and future). Students begin formal instruction in the writing process with a focus on narrative writing.The decodable Student Reader for Unit 3 is Fables.

Number of Lessons: 19

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

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

Resources

Standards

Ask and answer questions about key details in a text.
Describe characters, settings, and major events in a story, using key details.
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Use illustrations and details in a story to describe its characters, setting, or events.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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.
Know final -e and common vowel team conventions for representing long vowel sounds.
Recognize and read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.
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.
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.
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
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 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).
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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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