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CKLA Grade 1 Skills: Unit 5--Kate's Book

Subject English Language Arts — Language, Reading Foundational Skills, Reading Standards for Informational Text, Speaking and Listening, Writing
Grade Level Grades 1-2
Resource Type
Attributes Good for Parents
Standards Alignment
NGA Center/CCSSO
License

Attribution Non-commercial ShareAlike

CC (BY-NC-SA)

Description
Resources
Standards
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Focus: In Unit 5, students begin learning spelling alternatives that make up the advanced code. They practice making nouns plural and changing spelling when adding suffixes. In grammar, students identify sentence types (statements, questions, and exclamations) and practice creating longer sentences. They plan, draft, and edit a letter in which they express their opinions to the main character of the decodable Student Reader for Unit 5, Kate’s Book.

Number of Lessons: 22

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

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

Resources

Standards

Ask and answer questions about key details in a text.
Identify who is telling the story at various points in a text.
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 the organization and basic features of print.
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
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.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
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.
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.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
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 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 prepositions (e.g., during, beyond, toward).
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 commas in dates and to separate single words in a series.
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.
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.
Use frequently occurring affixes as a clue to the meaning of a word.
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
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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