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CKLA Grade 1 Skills Unit 7--Kay and Martez

Subject English Language Arts — Language, Reading Foundational Skills, Reading Standards for Fiction, 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
Reviews

Focus: In Unit 7, students continue to learn the advanced code, focusing on spelling alternatives for vowel sounds. In addition, students learn about the use of conjunctions and commas, as well as and noun-verb agreement in sentences. Students practice the writing process by planning, drafting, and editing an informative/explanatory text. The decodable Student Reader for Unit 7 is Kay and Martez. Students are administered a cumulative End-of-Year assessment, the results of which can be shared with second grade teachers via the End-of-Year Summary sheet included in the Student Workbook.

Number of Lessons: 21

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

Individual Resources: Teacher Guide, Student Workbook, Student Reader

Resources

Standards

Ask and answer questions about key details in a text.
Compare and contrast the adventures and experiences of characters in stories.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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.
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 informative/explanatory texts in which they name a topic, supply some facts about the topic, 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.
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 singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
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 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.
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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