Grade 1 English Language Arts

PA Core Standards- ELA
Reading Literature / Informational 

• CC.1.2.1.A Identify the main idea and retell key details of text.
• CC.1.2.1.B Ask and answer questions about key details in a text.
• CC.1.2.1.E Use various text features and search tools to locate key facts or information in a text.
• CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of words and phrases in text.
• CC.1.2.1.G Use the illustrations and details in a text to describe its key ideas.
• CC.1.2.1.J/CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.
• CC.1.2.1.K / CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.
• CC.1.2.1.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson.
• CC.1.3.1.B Ask and answer questions about key details in a text.
• CC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
• CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events.
• CC.1.3.1.K Read and comprehend literature on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.1.B Demonstrate understanding of the organization and basic features of print. 
  • Recognize the distinguishing features of a sentence.
• CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 
  • Distinguish long from short vowel sounds in spoken single-syllable words.
  • Count, pronounce, blend, and segment syllables in spoken and written words. 
  • Orally produce single-syllable words, including consonant blends and digraphs. 
  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 
  • Add or substitute individual sounds (phonemes) in one-syllable words to make new words.
• CC.1.1.1.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • Decode one and two-syllable words with common patterns. 
  • Read grade-appropriate irregularly spelled words.
• CC.1.1.1.E Read with accuracy and fluency to support comprehension: 
  • Read on-level text with purpose and understanding. 
  • Read on-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.

Writing

• CC.1.4.1.B Identify and write about one specific topic.
• CC.1.4.1.D Group information and provide some sense of closure.
• CC.1.4.1.E Choose words and phrases for effect.
• CC.1.4.1.M Write narratives to develop real or imagined experiences or events.
• CC.1.4.1.N Establish who and what the narrative will be about.
• CC.1.4.1.O Include thoughts and feelings to describe experiences and events.
• CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure.
• CC.1.4.1.Q Use a variety of words and phrases.
• CC.1.4.1.F/CC.1.4.1.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
  • Capitalize dates and names of people. 
  • Use end punctuation; use commas in dates and words in series. 
  • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.
• CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
• CC.1.4.1.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
• CC.1.4.1.V Participate in individual or shared research and writing projects.
• CC.1.4.1.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
• CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking / Listening

• CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.
• CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 
• CC.1.5.1.C Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
• CC.1.5.1.E Produce complete sentences when appropriate to task and situation.
• CC.1.5.1.F Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.

Building Knowledge

• Meanings of words create understanding.
• Where we go to school, where we live, our pets, our friends, and how we move makes us special. 

Word Work

• Phonemic Awareness
  • Phoneme isolation, deletion, substitution, categorization, and blending.
  • Rhyming words have the same ending part.
• Phonics / Spelling
  • Words with a CVC pattern make a short vowel sound (a, i, o).
  • Blends are two or more consonants that come before or after a vowel sound (l, r, and s blends).
  • How to read and write high-frequency words. 
• Structural Analysis
  • Inflectional endings (s).
  • Double final consonants (f, l, s, z) are added to words with a short vowel sound.
  • Plural nouns (adding s).
  • Alphabetical order.
  • An apostrophe -s shows possession.
  • Alliteration is when the first phoneme of consecutive words is repeated.

Comprehension

• Genres have different characteristics and features.
• Story elements include character, setting and events.
• Text evidence can be used to answer and respond to questions about a text.
• Text features help give information to understand expository text.
• Questioning to further understanding of texts.

Writing/Conventions

• Sentences are complete thoughts on one topic.
• Words in a sentence go in a particular order.
• Descriptive details provide specific information when writing.
• Statements tell information.
• Questions ask for information.
• Exclamations and interjections show emotion in writing.
• Supporting details provide additional sentences to give more information.
• Text evidence is used to answer a prompt.
• A topic has one idea.
• A personal narrative tells a story about your life. 
   

• Foundational reading and phonics skills help students decode, spell, and understand words.
• Comprehension grows through use of background knowledge, questioning, and identifying story elements and text features.
• Writing communicates a complete thought and includes organization, descriptive details, and correct sentence structure.
• Different genres have unique features, and students read and respond to texts accordingly.
• There are things that make each of us special. 

Week 1

• Read and understand realistic fiction.
• Name the features of realistic fiction.
• Use text evidence to respond to realistic fiction.
• Use text features including photographs to locate key facts or information.
• Read, blend, and spell words with short -a.
• Add the ending -s to words.
• Read and write high-frequency words.
• Identify and describe a character in a story.
• Identify rhyme.
• Segment words into phonemes. 
• Learn and use new vocabulary words.
• Use text evidence to answer a question.
• Write a personal narrative.

Week 2

• Read and understand a fantasy story.
• Name the features of a fantasy story.
• Use text evidence to respond to a fantasy story. 
• Read, blend, and spell words with short -i. 
• Categorize phonemes.
• Read words with double final consonants.
• Read and write high-frequency words.
• Identify and describe a character in a story.
• Identify alliteration.
• Learn and use new vocabulary words. 
• Use text evidence to answer a prompt.
• Write a personal narrative.

Week 3

• Read and understand a fantasy story.
• Name the features of a fantasy story.
• Respond to a fantasy story by extending the story.
• Read, blend, and spell words with l-blends.
• Segment words into phonemes.
• Contrast vowel sounds.
• Add -s to make plural nouns.
• Read and write high-frequency words.
• Identify and describe the characters, setting, and events in a story.
• Learn and use new vocabulary words.
• Use text evidence to answer a prompt.
• Ask and answer questions.
• Write a personal narrative.

Week 4

• Read and understand a nonfiction text.
• Name the features of a nonfiction text.
• Use text evidence to respond to a nonfiction text.
• Read, blend, and spell words with short -o.
• Segment words into phonemes.
• Categorize phonemes.
• Identify and produce rhyme.
• Organize words in alphabetical order.
• Read and write high-frequency words.
• Identify stanzas and line breaks in poems.
• Identify a topic and relevant details in a text.
• Ask and answer questions.
• Learn and use new vocabulary words.
• Use exclamations and interjections.
• Use text evidence to answer a prompt.
• Write a personal narrative.

Week 5

• Read and understand a nonfiction text.
• Name the features of a nonfiction text.
• Respond to a nonfiction text by extending the text.
• Read, blend, and spell words with r-blends and s-blends.
• Segment words into phonemes. 
• Categorize phonemes. 
• Delete phonemes.
• Read and use possessives.
• Read and write high-frequency words.
• Identify the topic and relevant details in a text.
• Use text features to locate key information.
• Ask and answer questions.
• Learn and use new vocabulary words.
• Use text evidence to answer a prompt.
• Write a personal narrative.

First Trimester Writing (Personal Narrative)

• Write a complete sentence in order.
• Focus on a topic in my writing.
• Write two or more events using transition words.  
• Provide some sense of closure.
• Use descriptive details in my writing.
• Use supporting details in my writing.
• Identify and write statements and questions.
• Include thoughts and feelings to describe experiences and events.
   

• What do you do at your school?
• What is it like where you live?
• What makes a pet special?
• What do friends do together? 
• How does your body move?
   

Week 1

• Can you read and understand a realistic fiction text?
• How can you use text features?
• How do you read, blend, and spell words with short -a?
• Why do you add the ending -s to words?
• Can you read and write high-frequency words?
• Can you identify and describe a character in a story?
• Can you identify rhyming words?
• Can you segment and blend phonemes?
• How do you write a complete sentence?
• Can you write a personal narrative?

Week 2

• Can you read and understand a fantasy text?
• How do you read, blend, and spell words with short -i?
• Can you categorize phonemes?
• Can you read, spell, and identify words with double final consonants?
• Can you read and write high-frequency words?
• Can you identify and describe a character in a story?
• Can you identify alliteration?
• Can you write words in a sentence in order?
• Can you write a personal narrative?

Week 3

• Can you read and understand a fantasy text?
• Can you segment and blend phonemes?
• Why do you add -s to make plural nouns?
• Can you read, blend, and spell words with l-blends?
• Can you contrast vowel sounds?
• Can you read and write high-frequency words?
• Can you identify and describe the characters, setting, and events in a story?
• Can you identify and write statements and questions?
• Can you write a personal narrative?

Week 4

• Can you read and understand a nonfiction text?
• How do you read, blend, and spell words with short o?
• Can you categorize and segment phonemes?
• Can you identify and produce rhyme?
• Can you organize words in alphabetical order?
• Can you read and write high-frequency words?
• Can you identify stanzas and line breaks in poems?
• Can you identify a topic and relevant details in a text?
• Can you use exclamations and interjections?
• Can you write a personal narrative?

Week 5

• Can you read and understand a nonfiction text?
• Can you read, blend, and spell words with r-blends and s-blends?
• Can you delete, segment, and categorize words into phonemes? 
• Can you read and use possessives?
• Can you read and write high-frequency words?
• Can you identify the topic and relevant details in a text?
• Can you use text features to locate key information?
• Can you write a complete sentence?
• Can you write a personal narrative?
   

Oral Vocabulary

Week 1

• learn
• subjects
• common
• object
• recognize

Week 2

• city
• country
• bored
• feast
• scurried

Week 3

• care
• train
• companion
• groom
• popular

Week 4

• cooperate
• relationship
• deliver
• chore
• collect

Week 5

• agree
• difficult
• exercise
• exhausted
• physical

High Frequency Words

Week 1

• does
• not
• school
• what

Week 2

• down
• out
• up
• very

Week 3

• be
• come
• good
• pull

Week 4

• fun
• make
• they
• too

Week 5

• jump
• move
• run
• two

Academic Language

Week 1

• discuss
• describe
• visualize
• rhyme
• blend
• realistic
• retell
• illustration
• sentence
• vocabulary
• sound
• pattern
• character
• topic
• period
• example
• evidence
• notes
• prompt
• capital
• question
• revise
• evaluate
• poll
• action words
• journal
• labels
• connections

Week 2

• chart
• fantasy
• descriptive detail
• rhyme
• consonants
• capital
• order
• example
• blending
• consonant
• evidence
• notes
• punctuation
• question
• sort
• proofread
• interview
• presentation
• topic
• opinion
• publish

Week 3

• illustrations
• blends
• events
• details
• statements
• noun
• plural
• text evidence
• details
• statement
• example
• rhyme
• edit
• evaluate
• research
• presentation
• topic
• opinion
• publish

Week 4

• question
• ask
• answer
• details
• questions
• exclamations
• define
• photo
• analyze
• prompt
• example
• delete
• revise
• edit
• evaluate
• poll
• publish
• compare
• connection

Week 5

• movement
• categorize
• dictation
• nonfiction
• punctuation
• possessive
• apostrophe
• beginning
• word part
• nonfiction
• relevant details
• possessives
• consonant blends
• fluency
• bold print
• label
• information
• titles
• questions
• connections
• record

•     Personal Narrative (Scored with Writing Assessment Gr1 (2024) rubric in Schoology); at the conclusion of first trimester 
• Weekly spelling tests (weeks 1-5)
• Progress Monitoring: 2 times per unit (Teacher choice from the following materials: Foundational progress monitoring, Comprehension portion of Progress Monitoring Assessment)
• End of Unit 1 WONDERS Assessment

PA Core Standards- ELA
Reading Literature / Informational

• CC.1.2.1.A Identify the main idea and retell key details of text.
• CC.1.2.1.B Ask and answer questions about key details in a text.
• CC.1.2.1.C Describe the connection between two individual, events, ideas, or pieces of information in a text.
• CC.1.2.1.E Use various text features and search tools to locate key facts or information in a text.
• CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of words and phrases in text.
• CC.1.2.1.G Use the illustrations and details in a text to describe its key ideas.
• CC.1.2.1.H Identify the reasons an author gives to support points in a text.
• CC.1.2.1.J/CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.
• CC.1.2.1.K / CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.
• CC.1.2.1.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson.
• CC.1.3.1.B Ask and answer questions about key details in a text.
• CC.1.3.1.C Describe characters, settings, and major events in a story, using key details.
• CC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
• CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events.
• CC.1.3.1.K Read and comprehend literature on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.1.B Demonstrate understanding of the organization and basic features of print. • Recognize the distinguishing features of a sentence.
• CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 
  • Count, pronounce, blend, and segment syllables in spoken and written words. 
  • Orally produce single-syllable words, including consonant blends and digraphs. 
  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 
• CC.1.1.1.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • Identify common consonant digraphs, final-e, and common vowel teams. 
  • Decode one and two-syllable words with common patterns. 
  • Read grade-level words with inflectional endings. 
  • Read grade-appropriate, irregularly spelled words.
• CC.1.1.1.E Read with accuracy and fluency to support comprehension: 
  • Read on-level text with purpose and understanding. 
  • Read on-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.

Writing

• CC.1.4.1.A Write informative/ explanatory texts to examine a topic and convey ideas and information.
• CC.1.4.1.B Identify and write about one specific topic.
• CC.1.4.1.C Develop the topic with two or more facts.
• CC.1.4.1.D Group information and provide some sense of closure.
• CC.1.4.1.E Choose words and phrases for effect.
• CC.1.4.1.M Write narratives to develop real or imagined experiences or events.
• CC.1.4.1.N Establish who and what the narrative will be about.
• CC.1.4.1.O Include thoughts and feelings to describe experiences and events.
• CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure.
• CC.1.4.1.Q Use a variety of words and phrases.
• CC.1.4.1.F/CC.1.4.1.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.
• CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
• CC.1.4.1.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
• CC.1.4.1.V Participate in individual or shared research and writing projects.
• CC.1.4.1.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
• CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking / Listening

• CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.
• CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
• CC.1.5.1.E Produce complete sentences when appropriate to task and situation.
• CC.1.5.1.F Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
   

Building Knowledge

• Meanings of words create understanding.
• Various jobs need to be done in a community to keep it running smoothly.
• Buildings in a community are made of different materials and serve various purposes.
• People help out in the community.
• Maps can help you find your way and locate different places.

Word Work

• Phonemic Awareness
  • Phonemes can be isolated by first sound, final sound, and medial sound.
  • Phonemes can be categorized by the same or different first sound, final sound, and medial sound.
  • Phonemes can be blended to say a word.
  • A phoneme can be substituted for another phoneme to create a new word.
  • Rhyming words have the same ending part.
• Phonics / Spelling
  • Words with a CVC pattern make a short vowel sound (e, u).
  • How to read and write high-frequency words. 
  • Blends are two or more consonants that come before or after a vowel sound (ending consonant blends).
  • Digraphs and trigraphs are two or more consonants that use one sound (ch, th, ph, wh, sh, -ng, and -tch).
• Structural Analysis
  • Contractions with an apostrophe ‘s are the shortened form of a word with the apostrophe representing the missing part.
  • A verb changes tense by adding Inflectional endings -ed, -ing, -es.
  • Adding -es to the end of a noun makes it plural when the word ends with s, x, z, ch, or sh.
  • Closed syllables have one vowel letter followed by one or more consonants, and the vowel sound is short. 

Comprehension

• Genres have different characteristics and features.
• Story elements include character, setting and events.
• Text features help give information to understand key information.
• Poems have stanzas and line breaks.
• Texts have a topic and relevant details.

Writing/Conventions

• Nouns are a person, place, or thing.
• Nouns can be singular, plural, possessive, common, and proper.
• Nouns can have regular and irregular forms.
• A topic has one idea.
• Relevant details provide specific information when writing. 
• Text evidence is used to answer a prompt.
• A personal narrative tells a story about your life.
• Expository writing tells true facts about one topic.

• Words, sounds, and vocabulary help us read, write, and understand meaning.
• Communities are made up of people who work different jobs, buildings made of various materials, and places where people and animals live and help each other.
• Stories and texts have important features and parts that help us understand and enjoy reading and writing.
• Writing focuses on clear ideas and details, using correct word forms and grammar.

Week 1

• Name the features of realistic fiction.
• Make and confirm predictions.
• Segment, blend, and isolate words into phonemes.
• Read, blend, and spell words with short e (e and ea).
• Read and write words with inflectional ending -ed.
• Read and write high-frequency words.
• Identify and describe the main story elements (character, setting, and events) in a story.
• Identify and use nouns.
• Use text evidence to answer a prompt. 
• Read texts about jobs in communities.
• Write a personal narrative.

Week 2

• Identify and produce rhyme.
• Identify and blend phonemes. 
• Read, blend, and spell words with short u.
• Read and write words with contractions with apostrophe ‘s.
• Read and write high-frequency words.
• Identify and describe the main story elements (character, setting, and events) in a story.
• Use text features to locate key information. 
• Understand and use singular and plural nouns.
• Name the features of a fantasy story.
• Use text evidence to answer a prompt. 
• Understand and use words about buildings.
• Write a personal narrative.

Week 3

• ​​Identify an author’s purpose.
• Name the features of a nonfiction text.
• Identify and produce rhyme.
• Categorize, substitute, and blend phonemes. 
• Read, blend, and spell words with ending consonant blends.
• Read and write words with inflectional ending -ing.
• Read and write high-frequency words.
• Identify stanzas and line breaks in poems.
• Explains similarities and differences between information provided in visuals and words in informational texts.
• Use singular and plural possessive nouns.
• Use text evidence to answer a prompt. 
• Write a personal narrative.

Week 4

• Categorize, isolate, and blend phonemes. 
• Read, blend, and spell words with consonant digraphs sh, th, -ng.
• Read and write words with closed syllables.
• Read and write high-frequency words.
• Identify and describe the main story elements in a story (characters, setting, and events).
• Use common and proper nouns.
• Use text evidence to answer a prompt. 
• Name the features of a fantasy story.
• Learn and use new vocabulary words.
• Read texts about helping in a community. 
• Write an expository piece.

Week 5

• Blend, segment, and add phonemes. 
• Read, blend, and spell words with consonant digraphs ch, wh, ph, and trigraph -tch.
• Read and write plural nouns with -es.
• Read and write high-frequency words.
• Use text features to locate key information. 
• Identify the topic and relevant details in a text.
• Form and use regular and frequently occurring irregular plural nouns.
• Use text evidence to answer a prompt. 
• Understand and use words about maps.
• Write an expository piece.

First Trimester Writing (Personal Narrative)

• Write a complete sentence in order.
• Focus on a topic in my writing.
• Write two or more events using transition words.  
• Provide some sense of closure.
• Use descriptive details in my writing.
• Use supporting details in my writing.
• Identify and write statements and questions.
• Include thoughts and feelings to describe experiences and events.

Second Trimester Writing (Expository)

• Focus on a topic in writing.
• Develop the topic with two or more facts.
• Group information and provide some sense of closure.
• Use supporting details  in writing.

• What jobs need to be done in a community?
• What buildings do you know? What are they made of?
• Where do animals live together?
• How do people help out in the community?
• How can you find your way around?
   

Week 1

• Can you segment, blend, and isolate words into phonemes?
• Can you read, blend, and spell words with short e (e and ea)?
• Can you read and write words with inflectional ending -ed?
• Can you read and write high-frequency words?
• Can you identify and describe the main story elements in a story?
• Can you identify and use nouns?
• Can you write a personal narrative?

Week 2

• Can you identify and produce rhyme?
• Can you identify and blend phonemes?
• Can you read, blend, and spell words with short -u?
• Can you read and write words with contractions with an apostrophe- s?
• Can you read and write high-frequency words?
• Can you identify and describe the main story elements in a story?
• How do you use text features to locate key information?
• Can you understand and use singular and plural nouns?
• Can you write a personal narrative?

Week 3

• Can you identify and produce rhyme?
• Can you categorize, substitute, and blend phonemes?
• Can you read, blend, and spell words with ending consonant blends?
• Can you read and write words with inflectional ending -ing?
• Can you read and write high-frequency words?
• Can you identify stanzas and line breaks in poems?
• How do you explain similarities and differences between information provided in visuals and words in informational texts?
• How can you use singular and plural possessive nouns?
• Can you write a personal narrative?

Week 4

• Can you categorize, isolate, and blend phonemes?
• Can you read, blend, and spell words with consonant digraphs sh, th, -ng?
• Can you read and write words with closed syllables?
• Can you read and write high-frequency words?
• How do you identify and describe the main story elements in a story?
• How do you use common and proper nouns?
• Can you write an expository piece?

Week 5

• How do you blend, segment, and add phonemes?
• Can you read, blend, and spell words with consonant digraphs ch, wh, ph, and trigraph -tch?
• Why do you add -es to plural nouns?
• Can you read and write high-frequency words?
• How do you use text features to locate key information?
• Can you identify the topic and relevant details in a text?
• Can you form and use regular and frequently occurring irregular plural nouns?
• Can you write an expository piece?
   

Oral Vocabulary

Week 1

• community
• occupation
• equipment
• fortunately
• astonishing

Week 2

• shelter
• materials
• collapsed
• furious
• refused

Week 3

• depend
• habitat
• hibernate
• tranquil
• tolerate

Week 4

• admire
• leadership
• enjoy
• rely
• connections

Week 5

• height
• locate
• model
• route
• separate

High Frequency Words

Week 1

• again
• help
• new
• there
• use

Week 2

• could
• live
• one
• then
• three

Week 3

• eat
• no
• of
• under
• who

Week 4

• all
• call
• day
• her
• want

Week 5

• around
• by
• many
• place
• walk

Academic Language

Week 1

• uppercase
• lowercase
• blending
• dictation
• prediction
• analyze
• noun
• define
• suffix
• syllable
• compare
• character
• setting
• event
• opinion
• text
• illustration
• clues
• commas
• review
• labels
• edit
• final draft
• evaluate
• interview
• topic
• publish
• connection

Week 2

• quotation marks
• rhyme
• fantasy
• meaning
• contraction
• apostrophe
• irregular
• problem
• solution
• character
• setting
• analyze
• prompt
• author
• evidence
• notes
• define
• caption
• revise
• edit
• evaluate
• research
• contraction
• pattern
• journal
• connect
• fantasy
• prediction

Week 3

• information
• details
• communities
• reread
• action word
• present
• sort
• purpose
• detail
• possessive
• define
• example
• illustrations
• syllable
• rhyme
• model
• possessive nouns
• repetition
• action word
• present
• edit
• proofread
• draft
• research
• topic
• publish
• connections
• notes

Week 4

• communities
• principal
• reread
• highlight
• consonant
• fantasy
• imaginary
• illustration
• punctuation
• community
• biography
• illustrations
• character
• setting
• events
• nouns
• base words
• nouns
• information
• list
• syllable
• final draft
• evaluate
• research
• interview
• topic
• publish
• compare
• create
• predict

Week 5

• vocabulary
• define
• discuss
• digraph
• trigraph
• dictation
• nonfiction
• map
• details
• sentence
• features
• topic
• photographs
• nouns
• routine
• reread
• title
• draft
• details
• revise
• edit
• proofread
• present
• project
• publish
• compare
• description
• main topic

 

• Personal Narrative (Scored with Writing Assessment Gr1 (2024) rubric in Schoology); at the conclusion of first trimester 
• Expository Writing (Scored with Writing Assessment Gr1 (2024) rubric in Schoology); at the conclusion of second trimester 
• Weekly spelling tests (weeks 1-5)
• Progress Monitoring: 2 times per unit (Teacher choice from the following materials: Foundational progress monitoring, Comprehension portion of Progress Monitoring Assessment)
• End of Unit 2 WONDERS Assessment
   

PA Core Standards- ELA
Reading Literature / Informational

• CC.1.2.1.A Identify the main idea and retell key details of text.
• CC.1.2.1.B Ask and answer questions about key details in a text.
• CC.1.2.1.C Describe the connection between two individual, events, ideas, or pieces of information in a text.
• CC.1.2.1.E Use various text features and search tools to locate key facts or information in a text.
• CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of words and phrases in text.
• CC.1.2.1.G Use the illustrations and details in a text to describe its key ideas.
• CC.1.2.1.J/CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. 
• CC.1.2.1.K / CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.
• CC.1.2.1.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson.
• CC.1.3.1.B Ask and answer questions about key details in a text.
• CC.1.3.1.C Describe characters, settings, and major events in a story, using key details.
• CC.1.3.1.D Identify who is telling the story at various points in a text.
• CC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
• CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events.
• CC.1.3.1.K Read and comprehend literature on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.1.B Demonstrate understanding of the organization and basic features of print. 
  • Recognize the distinguishing features of a sentence.
• CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 
  • Count, pronounce, blend, and segment syllables in spoken and written words. 
  • Orally produce single-syllable words, including consonant blends and digraphs. 
  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 
• CC.1.1.1.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • Identify common consonant digraphs, final-e, and common vowel teams. 
  • Decode one and two-syllable words with common patterns. 
  • Read grade-level words with inflectional endings. 
  • Read grade-appropriate irregularly spelled words.
• CC.1.1.1.E Read with accuracy and fluency to support comprehension: 
  • Read on-level text with purpose and understanding.     
  • Read on-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.

Writing

• CC.1.4.1.A Write informative/ explanatory texts to examine a topic and convey ideas and information.
• CC.1.4.1.B Identify and write about one specific topic.
• CC.1.4.1.C Develop the topic with two or more facts.
• CC.1.4.1.D Group information and provide some sense of closure.
• CC.1.4.1.E Choose words and phrases for effect.
• CC.1.4.1.G Write opinion pieces on familiar topics. 
• CC.1.4.1.H Form an opinion by choosing among given topics. 
• CC.1.4.1.I Support the opinion with reasons related to the opinion.
• CC.1.4.1.J Create an organizational structure that includes reasons and provides some sense of closure.
• CC.1.4.1.K Use a variety of words and phrases.
• CC.1.4.1.M Write narratives to develop real or imagined experiences or events.
• CC.1.4.1.N Establish who and what the narrative will be about.
• CC.1.4.1.O Include thoughts and feelings to describe experiences and events.
• CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure.
• CC.1.4.1.Q Use a variety of words and phrases.
• CC.1.4.1.F/CC.1.4.1.L/CC.1.4.1.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
  • Capitalize dates and names of people. 
  • Use end punctuation; use commas in dates and words in series. 
  • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.
• CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
• CC.1.4.1.V Participate in individual or shared research and writing projects.
• CC.1.4.1.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
• CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking / Listening

• CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups. 
• CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification  if something is not understood.
• CC.1.5.1.F Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
• CC.1.5.1.G Demonstrate command of the conventions of standard English when speaking based on grade 1 level and content. 

Building Knowledge

• Meanings of words create understanding.
• Time is measured using tools like clocks, calendars, and seasons.
• Plants change and grow through different stages from seeds to mature plants.
• Life was different long ago because people used different tools and lived in different ways.
• We get our food by growing, gathering, hunting, or buying it.

Word Work

• Phonemic Awareness
  • Phoneme isolation, substitution, categorization, and blending.
  • Rhyming words have the same ending part.
• Phonics / Spelling
  • Words with a CVCe pattern make a long vowel sound (a_e, i_e, o_e, u_e, u_e).
  • How to read and write high-frequency words. 
  • C and g can have soft sounds.

Structural Analysis

• Contractions with not.
• Inflectional endings -ed and -ing. 
• Plural nouns.
• CVCe Syllables.

Comprehension

• Genres have different characteristics and features.
• Story elements include character, setting and events.
• Stories are told in sequence and have a beginning, middle, and end. 
• Predictions are what might happen in a text.
• Text features help give information to understand key information.
• Texts have a topic and relevant details.

Writing/Conventions

• Verbs are words that tell an action. 
• Verbs can be in present, past, or future tenses.
• Verbs have irregular forms.
• A topic has one idea.
• Specific words help provide details when writing. 
• Relevant details provide specific information when writing. 
• Text evidence is used to answer a prompt.
• Expository writing tells true facts about one topic.

• Understanding words, sounds, and vocabulary helps us read, write, and understand texts better.
• Stories and texts have parts and features that help us understand and enjoy them.
• Verbs tell us about actions and when they happen, and we use them to make our writing clear and interesting.
• We learn about the world by exploring concepts like measuring time, plant growth, and how life changes over time.
   

Week 1

• Read and blend words with long a (a_e). 
• Identify, add, and substitute phonemes. 
• Make contractions with the word not.
• Read and write high-frequency words.
• Describe the beginning, middle, and end of a story.
• Make and confirm predictions.
• Learn and use new vocabulary words. 
• Name the features of a fantasy story.
• Identify and use verbs. 
• Include strong verbs in writing. 
• Use text evidence to answer a prompt. 
• Understand and use words about telling time.
• Read texts about ways we can measure time.
• Write an expository piece.

Week 2

• Read and blend words with long -i (i_e).
• Read and write plurals with CVCe words.
• Read and write high-frequency words.
• Identify the sequence of events in a story.
• Use text features to locate key information. 
• Make and confirm predictions.
• Learn and use new vocabulary words.
• Name the features of a play.
• Use present-tense verbs.
• Use sensory details in writing. 
• Use text evidence to answer a prompt.
• Write an expository piece.

Week 3

• Identify and produce rhyme.
• Segment and blend phonemes. 
• Read and blend words with soft c, soft g, and -dge.
• Add the endings -ed and -ing to words.
• Read and write high-frequency words.
• Identify the moral of a story.
• Make and confirm predictions.
• Learn and use new vocabulary words.
• Name the features of a folktale.
• Write past- and future-tense verbs. 
• Use specific words in writing. 
• Use text evidence to answer a prompt. 
• Write an expository piece.

Week 4

• Isolate, segment, and blend phonemes. 
• Read and blend words with long o (o_e), long u (u_e), and long e (e_e).
• Read words with CVCe syllables.
• Read and write high-frequency words. 
• Identify the topic and relevant details of a text. 
• Compare and contrast details in a text. 
• Reread to help me understand a text. 
• Learn and use new vocabulary words. 
• Name the features of a nonfiction text.
• Write sentences with irregular plurals is and are. 
• Focus on one idea in writing. 
• Use text evidence to answer a prompt.
• Write an expository piece. 

Week 5

• Segment, delete, and blend phonemes.
• Read and blend words with -oo and -u. 
• Add the ending -ed and -ing to words. 
• Read and write high-frequency words.
• Identify the time order of details in a text. 
• Use text features to locate key information. 
• Reread to help me understand a text. 
• Learn and use new vocabulary words. 
• Name the features of a nonfiction text.
• Write contractions with not. 
• Use text evidence to answer a prompt.
• Write an expository piece. 

Second Trimester Writing (Expository)

• Focus on a topic in writing.
• Develop the topic with two or more facts.
• Group information and provide some sense of closure.
• Use supporting details in writing.

• How do we measure time? 
• How do plants change as they grow?
• What is a folktale?
• How is life different than it was long ago?
• How do we get our food?
   

Week 1

• Can you read and blend words with long a (a_e)?
• Can you identify, add, and substitute phonemes? 
• Can you make contractions with the word not?
• Can you read and write high-frequency words?
• Can you describe the beginning, middle, and end of  a story?
• How do you make and confirm predictions?
• Can you learn and use new vocabulary words?
• What are the features of a fantasy story?
• Can you identify and use verbs? 
• How do you include strong verbs in your writing? 
• Can you use text evidence to answer a prompt? 
• What words tell about time?
• Can you write an expository piece?

Week 2

• Can you read and blend words with long -i (i_e)?
• Can you read and write plurals with CVCe words?
• Can you read and write high-frequency words?
• Can you identify the sequence of events in a story?
• How do you use text features to locate key information? 
• How do you make and confirm predictions?
• Can you learn and use new vocabulary words?
• What are the features of a play?
• How do you use present-tense verbs?
• Can you use sensory details in your writing? 
• Can you use text evidence to answer a prompt?
• Can you write an expository piece?

Week 3

• Can you identify and produce rhyme?
• Can you segment and blend phonemes?
• Can you read and blend words with soft c, soft g, dge?
• How do you add the endings -ed and -ing to words?
• Can you read and write high-frequency words?
• Can you identify the moral of a story?
• How do you make and confirm predictions?
• Can you learn and use new vocabulary words?
• What are the features of a folktale?
• Can you write past- and future-tense verbs? 
• Can you use specific words in your writing? 
• Can you use text evidence to answer a prompt?
• Can you write an expository piece?

Week 4

• Can you isolate, segment, and blend phonemes? 
• Can you read and blend words with long o (o_e), long u (u_e), and long e (e_e)?
• Can you read words with CVCe syllables?
• Can you read and write the high-frequency words? 
• How do you compare and contrast details in a text? 
• Can you identify the topic and relevant details of a text?
• How does rereading help me understand a text?
• Can you learn and use new vocabulary words? 
• What are the features of a nonfiction text?
• Can you write sentences with irregular plurals is and are?
• How do you focus on one idea in your writing?
• Can you use text evidence to answer a prompt?
• Can you write an expository piece?

Week 5

• Can you segment, delete, and blend phonemes?
• Can you read and blend words with -oo and -u?
• Why do you add the ending -ed and -ing to words? 
• Can you read and write high-frequency words?
• Can you identify the time order of details in a text?
• How do you use text features to locate key information?  
• How does Reread-ing help me understand a text? 
• Can you learn and use new vocabulary words? 
• What are the features of a nonfiction text?
• Can you write contractions with not? 
• Can you use text evidence to answer a prompt?
• Can you write an expository piece?

Oral Vocabulary
Week 1

• immediately
• schedule
• weekend
• calendar
• occasion

Week 2

• bloom
• sprout
• grasped
• assist
• spied

Week 3

• hero
• tale
• timid
• foolish
• eventually

Week 4

• century
• past
• present
• future
• entertainment

Week 5

• delicious
• delighted
• enormous
• nutritious
• responsibility

High Frequency Words

Week 1

• away
• now
• some
• today
• way
• why

Week 2

• green
• grow
• pretty
• should
• together
• water

Week 3

• any
• from
• happy
• once
• so
• upon

Week 4

• ago
• boy
• girl
• how
• old
• people

Week 5

• after
• buy
• done
• every
• soon
• work

Academic Language
Week 1

• theme
• capitalization
• dictation
• fantasy
• predict
• verb
• antonym
• addition
• contraction
• pattern
• events
• text evidence
• apostrophe
• rhyme
• evidence
• comma
• vocabulary
• bold print
• edit
• final draft
• interview
• present
• letter
• compare

Week 2

• ellipses
• alliteration
• sensory
• present tense
• example
• clues
• plurals
• noun
• event
• sequence
• scene
• illustration
• inference
• title
• vocabulary
• diagram
• blend
• revision
• publish
• research
• compare
• inspire
• confirm

Week 3

• folktale
• quotation marks
• compound word
• syllable
• moral
• photograph
• text
• illustration
• pattern
• blend
• past tense
• future tense
• poem
• rhythm
• descriptive
• revise
• edit
• evaluate
• present
• topic
• opinion
• connections

Week 4

• chart
• reread
• information
• facts
• routine
• base word
• syllable
• consonant
• compare
• contrast
• focus
• inference
• selection
• captions
• details
• revise
• diagram
• process
• topic
• letter

Week 5

• photo
• boldface
• print
• nonfiction
• synonym
• sequence
• ending
• present
• apostrophe
• information
• ending
• action words
• reason
• product
• presentation
• evaluate
• connections
• image

 

• Expository Writing (Scored with Writing Assessment Gr1 (2024) rubric in Schoology) at the conclusion of second trimester 
• Weekly spelling tests (weeks 1-5)
• Progress Monitoring: 2 times per unit (Teacher choice from the following materials: Foundational progress monitoring, Comprehension portion of Progress Monitoring Assessment, ORF passage from WONDERS Fluency Assessment Book)
• End of Unit 3 WONDERS Assessment
   

PA Core Standards- ELA
Reading Literature / Informational

• CC.1.2.1.A Identify the main idea and retell key details of text.
• CC.1.2.1.B Ask and answer questions about key details in a text.
• CC.1.2.1.C Describe the connection between two individual, events, ideas, or pieces of information in a text.
• CC.1.2.1.E Use various text features and search tools to locate key facts or information in a text.
• CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
• CC.1.2.1.G Use the illustrations and details in a text to describe its key ideas.
• CC.1.2.1.I Identify basic similarities in and differences between two texts on the same topic.
• CC.1.2.1.J/CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. 
• CC.1.2.1.K / CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.
• CC.1.2.1.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson.
• CC.1.3.1.B Ask and answer questions about key details in a text.
• CC.1.3.1.C Describe characters, settings, and major events in a story, using key details.
• CC.1.3.1.D Identify who is telling the story at various points in a text.
• CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events.
• CC.1.3.1.K Read and comprehend literature on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.1.B Demonstrate understanding of the organization and basic features of print. 
  • Recognize the distinguishing features of a sentence.
• CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 
  • Count, pronounce, blend, and segment syllables in spoken and written words. 
  • Orally produce single-syllable words, including consonant blends and digraphs. 
  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 
• CC.1.1.1.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • Identify common consonant digraphs, final-e, and common vowel teams. 
  • Decode one and two-syllable words with common patterns. 
  • Read grade-appropriate irregularly spelled words.
• CC.1.1.1.E Read with accuracy and fluency to support comprehension: 
  • Read on-level text with purpose and understanding. 
  • Read on-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.

Writing

• CC.1.4.1.G Write opinion pieces on familiar topics. 
• CC.1.4.1.H Form an opinion by choosing among given topics. 
• CC.1.4.1.I Support the opinion with reasons related to the opinion.
• CC.1.4.1.J Create an organizational structure that includes reasons and provides some sense of closure.
• CC.1.4.1.K Use a variety of words and phrases.
• CC.1.4.1.F/CC.1.4.1.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.
• CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
• CC.1.4.1.V Participate in individual or shared research and writing projects.
• CC.1.4.1.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
• CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking / Listening

• CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.
• CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
• CC.1.5.1.C Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
• CC.1.5.1.E Produce complete sentences when appropriate to task and situation.
• CC.1.5.1.F Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
• CC.1.5.1.G Demonstrate command of the conventions of standard English when speaking based on grade 1 level and content. 

Building Knowledge

• Meanings of words create understanding.
• Animals have different features that can help them.
• Animals need things to survive.
• Insects can have similarities and differences. 
• People can work with animals.

Word Work

• Phonemic Awareness
  • Phoneme isolation, substitution, categorization, and blending.
• Phonics / Spelling
  • Words with a vowel team make a long vowel sound (a, ai, ay, e, ee, ea, ie, o, oe, ow, oa, i, y, igh, ie, e, y, ey).
  • High-frequency words are words that can be read or written with automaticity.
•  Structural Analysis
  • Words can be placed in order alphabetically.
  • Prefixes are added to the beginning of words to change the meaning of the base word.
  • Open syllables. 
  • Inflectional endings -es, -ed, -ing.
  • Compound words are made of two smaller words. 

Comprehension

• Genres have different characteristics and features.
• Stories are told in sequence and have a beginning, middle, and end. 
• Asking and answering questions can further your understanding. 
• Context within a text can provide information. 
• Stories can be told from different points of view. 
• Visualizing can further understanding. 
• Text features help give information to understand key information.
• Texts have a topic and relevant details.

Writing/Conventions

• Verbs have irregular forms.
• Adverbs describe a verb.
• A topic has one idea.
• Writing has a topic sentence and a closing sentence. 
• Relevant details provide specific information when writing. 
• Text evidence is used to answer a prompt.
• Opinion writing tells your feelings about a topic. 
   

• Words and sounds build meaning and reading skills.
• Stories and texts have structure and features that aid comprehension.
• Writing communicates ideas with clear structure and details.
• Animals and their needs provide context for building knowledge and vocabulary.

Week 1

• Categorize and blend phonemes.
• Read and blend words with long -a (a, ai, ay). 
• Put words in alphabetical order. 
• Read and write high-frequency words.
• Ask and answer questions. 
• Identify the sequence of events in a story.
• Learn and use new vocabulary words. 
• Use a dictionary. 
• Name the features of a folktale.
• Use irregular verbs: was and were. 
• Use text evidence to answer a prompt. 
• Write an opinion piece.

Week 2

• Identify and segment phonemes.
• Read and blend words with long -e (e, ee, ea, ie). 
• Add re-, un-, and pre- to the beginning of words. 
• Read and write high-frequency words.
• Identify the topic and relevant details in a text. 
• Ask and answer questions. 
• Learn and use new vocabulary words. 
• Use context clues in sentences. 
• Name the features of a nonfiction text.
• Write irregular verbs: has and have. 
• Use text evidence to answer a prompt. 
• Write an opinion piece.

Week 3

• Categorize and blend phonemes.
• Read and blend words with long o (o, oe, ow, oa). 
• Read and write words with open syllables. 
• Read and write high-frequency words.
• Identify the topic and relevant details of a text. 
• Ask and answer questions. 
• Learn and use new vocabulary words. 
• Organize words into word categories.
• Name the features of a nonfiction text.
• Write irregular verbs: go and do. 
• Use text evidence to answer a prompt. 
• Write an opinion piece.

Week 4

• Identify and segment phonemes.
• Read and blend words with long i (i, y, igh, ie). 
• Read and write words with inflectional endings (y to i). 
• Read and write high-frequency words. 
• Identify the narrator of a story. 
• Visualize the events in a story. 
• Learn and use new vocabulary words. 
• Use context clues in sentences. 
• Name the features of a nonfiction text.
• Write irregular verbs: see and saw. 
• Use text evidence to answer a prompt.
• Write an opinion piece.

Week 5

• Delete and blend phonemes.
• Read and blend words with long e (e, y, ey). 
• Read and use compound words. 
• Read and write high-frequency words. 
• Identify the time order of details in a text. 
• Visualize the events in a text. 
• Learn and use new vocabulary words. 
• Learn and use base words. 
• Name the features of a nonfiction text
• Write adverbs that tell when. 
• Use text evidence to answer a prompt. 
• Write an opinion piece.

Third Trimester Writing (Opinion)

• Write opinion pieces on familiar topics. 
• Form an opinion by choosing among given topics. 
• Support the opinion with reasons related to the opinion.
• Create an organizational structure that includes reasons and provides some sense of closure.

• How do animals’ bodies help them?
• How do animals help each other?
• How do animals survive in nature?
• What insects do you know about? How are they alike and different?
• How do people work with animals?
   

Week 1

• Can you categorize and blend phonemes?
• Can you read and blend words with long a (a, ai, ay)?
• How do you put words in alphabetical order?
• Can you read and write high-frequency words?
• Can you ask and answer questions to further your understanding?. 
• Can you recall the sequence of events in a story?
• Can you learn and use new vocabulary words? 
• How do you use a dictionary?
• What are the features of a folktale?
• Can you use irregular verbs: was and were?
• Can you include descriptive words in your writing? 
• Can you use text evidence to answer a prompt? 
• Can you write an opinion piece?

Week 2

• Can you identify and segment phonemes?
• Can you read and blend words with long e (e, ee, ea, ie)? 
• Can you add re-, un-, and pre- to the beginning of words? 
• Can you read and write high-frequency words?
• Can you identify the topic and relevant details in a text? 
• Can you ask and answer questions? 
• Can you learn and use new vocabulary words?
• Can you use context clues in sentences? 
• Can you name the features of a nonfiction text?
• Can you write irregular verbs: has and have? 
• Can you introduce the topic? 
• Can you use text evidence to answer a prompt? 
• Can you write an opinion piece?

Week 3

• Can you categorize and blend phonemes?
• Can you read and blend words with long o (o, oe, ow, oa)? 
• Can you read and write words with open syllables? 
• Can you read and write high-frequency words?
• How do you identify the topic and relevant details of a text? 
• Can you ask and answer questions? 
• Can you learn and use new vocabulary words? 
• How do you organize words into word categories?
• Can you name the features of a nonfiction text?
• Can you write irregular verbs: go and do? 
• How do you include a main idea in your writing?
• How do you use text evidence to answer a prompt?
• Can you write an opinion piece?

Week 4

• Can you identify and segment phonemes?
• Can you read and blend words with long i (i, y, igh, ie)?
• Can you read and write words with inflectional endings (y to i)?
• Can you read and write high-frequency words?
• Can you Identify the narrator of a story?
• How do you visualize the events in a story? 
• Can you learn and use new vocabulary words? 
• How do you use context clues in sentences? 
• Can you name the features of a nonfiction text?
• Can you write irregular verbs: see and saw? 
• Can you use a concluding statement in your writing? 
• How do you use text evidence to answer a prompt?
• Can you write an opinion piece?

Week 5

• Can you delete and blend phonemes?
• Can you read and blend words with long e (e, y, ey)?
• Can you read and use compound words? 
• Can you read and write high-frequency words? 
• Can you identify the time order of details in a text?
• Can you visualize the events in a text?
• Can you learn and use new vocabulary words?
• Can you learn and use base words? 
• Can you name the features of a nonfiction text?
• Can you write adverbs that tell when? 
• Can you introduce the topic in your writing?
• Can you use text evidence to answer a prompt? 
• Can you write an opinion piece?

Oral Vocabulary
Week 1

• appearance
• determined
• feature
• predicament
• relief

Week 2

• behavior
• beneficial
• dominant
• endangered
• instinct

Week 3

• communicate
• provide
• superior
• survive
• wilderness

Week 4

• different
• flutter
• imitate
• protect
• resemble

Week 5

• advice
• career
• remarkable
• soothe
• trust

Academic Vocabulary
Week 1

• special
• splendid

Week 2

• partner
• danger

Week 3

• search
• seek

Week 4

• beautiful
• fancy

Week 5

• clever
• signal

High Frequency Words

Week 1

• about
• animal
• carry
• eight
• give
• our

Week 2

• blue
• into
• or
• other
• small
• because                                                       

Week 3

• find
• food
• more
• over
• start
• warm

Week 4

• caught
• flew
• know
• laugh
• listen
• were

Week 5

• found
• hard
• near
• woman
• would
• write

Academic Language

Week 1

• topic
• dictionary
• rhyme
• dictation
• folktale
• title
• analyze
• descriptive
• review
• category
• sequence
• accuracy
• context
• contraction
• apostrophe
• question
• chart
• alphabetize
• similar
• proofread
• presentation
• connection
• compare
• picture

Week 2

• theme
• clue
• information
• reason
• vocabulary
• syllable
• prefix
• facts
• evidence
• example
• contrast
• comma
• pace
• capitalize
• caption
• identify
• punctuation
• report
• purpose
• photograph
• topic

Week 3

• survive
• wild
• purpose
• category
• vowel
• nature
• nonfiction
• categories
• details
• author’s purpose
• syllable
• inferences
• text
• information
• stanza
• forms
• rate
• poem
• publish

Week 4

• alike
• different
• context
• fantasy
• visualize
• details
• insects
• clue
• problem
• solution
• narrator
• concluding statement
• segment
• analyze
• heading
• section
• label
• diagram

Week 5

• graphic organizer
• moral
• folktale
• adverb
• adjective
• visualize
• illustration
• compound word
• author
• series
• graph
• revise

• Opinion Writing (Scored with Writing Assessment Gr1 (2024) rubric in Schoology) at the conclusion of third trimester 
• Weekly spelling tests (weeks 1-5)
• Progress Monitoring: 2 times per unit (Teacher choice from the following materials: Foundational progress monitoring, Comprehension portion of Progress Monitoring Assessment, ORF passage from WONDERS Fluency Assessment Book)
• End of Unit 4 WONDERS Assessment (Do NOT complete the writing prompt)
   

PA Core Standards- ELA
Reading Literature / Informational

• CC.1.2.1.A Identify the main idea and retell key details of text.
• CC.1.2.1.B Ask and answer questions about key details in a text.
• CC.1.2.1.C Describe the connection between two individual events, ideas, or pieces of information in a text.
• CC.1.2.1.E Use various text features and search tools to locate key facts or information in a text.
• CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
• CC.1.2.1.G Use the illustrations and details in a text to describe its key ideas.
• CC.1.2.1.J/CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. 
• CC.1.2.1.K / CC.1.3.2.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.
• CC.1.2.1.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson.
• CC.1.3.1.B Ask and answer questions about key details in a text.
• CC.1.3.1.C Describe characters, settings, and major events in a story, using key details.
• CC.1.3.1.D Identify who is telling the story at various points in a text.
• CC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
• CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events.
• CC.1.3.1.K Read and comprehend literature on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.1.B Demonstrate understanding of the organization and basic features of print. 
  • Recognize the distinguishing features of a sentence.
• CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 
  • Distinguish long from short vowel sounds in spoken single-syllable words.
  • Count, pronounce, blend, and segment syllables in spoken and written words. 
  • Orally produce single-syllable words, including consonant blends and digraphs. 
  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 
  • Add or substitute individual sounds (phonemes) in one-syllable words to make new words.
• CC.1.1.1.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • Decode one and two-syllable words with common patterns. 
  • Read grade-appropriate irregularly spelled words.
• CC.1.1.1.E Read with accuracy and fluency to support comprehension: 
  • Read on-level text with purpose and understanding. 
  • Read on-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.

Writing

• CC.1.4.1.G Write opinion pieces on familiar topics. 
• CC.1.4.1.H Form an opinion by choosing among given topics. 
• CC.1.4.1.I Support the opinion with reasons related to the opinion.
• CC.1.4.1.J Create an organizational structure that includes reasons and provides some sense of closure.
• CC.1.4.1.K Use a variety of words and phrases.
• CC.1.4.1.M Write narratives to develop real or imagined experiences or events.
• CC.1.4.1.N Establish who and what the narrative will be about.
• CC.1.4.1.O Include thoughts and feelings to describe experiences and events.
• CC.1.4.1.P Recount two or more appropriately sequenced of events using temporal words to signal event order and provide some sense of closure.
• CC.1.4.1.Q Use a variety of words and phrases.
• CC.1.4.1.F/CC.1.4.1.L/CC.1.4.1.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.
• CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
• CC.1.4.1.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
• CC.1.4.1.V Participate in individual or shared research and writing projects.
• CC.1.4.1.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
• CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking / Listening

• CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.
• CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 
• CC.1.5.1.F Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
• CC.1.5.1.G Demonstrate command of the conventions of standard English when speaking based on grade 1 level and content. 

Building Knowledge

• Meanings of words create understanding.
• Things can be classified and categorized by their features, similarities, and differences
• We can see many things like the sun, clouds, birds, and stars in the sky.
• Inventions are things people create to solve problems or make life easier.
• Sounds we hear are made in different ways.

Word Work

• Phonemic Awareness
  • Phoneme isolation, substitution, categorization, and blending.
  • Rhyming words have the same ending part.
• Phonics / Spelling
  • Vowels that are followed by the letter r, have an altered sound (ar, ir, or, ur, er, oar, ore).
  • Diphthongs are two adjacent vowel sounds within the same syllable where one vowel sound glides into the next vowel sound (ou, ow, oi, oy).
  • High-frequency words are words that can be read or written with automaticity.
•  Structural Analysis
  • When nouns end with y, change the y to an i and add -es to make the noun plural.
  • Suffixes change the meaning of words (-er added to a verb changes the word to a noun).
  • An abbreviation is a short way of writing a word. 
  • Inflectional endings -er and -est can be added to base words to compare. 
  • Final stable syllables are a consonant followed by -le. 

Comprehension

• Genres have different characteristics and features.
• Predictions are what might happen in a text.
• Stories can be told from different points of view.
• Stories can have a story structure with a problem and a solution.
• Asking and answering questions can further your understanding.
• Stories can have a story structure with a cause and a related effect.

Writing/Conventions

• Conjunctions are words that join.
• Sentences vary in length.
• Text evidence is used to answer a prompt.
• Adjectives describe a noun.
• Verbs describe an action.
• Sentences can begin in different ways.
• Writing has a topic sentence and a closing sentence. 
• Relevant details provide specific information when writing. 
• Prepositional phrase is a group of words that modifies a noun.
• Opinions need to be supported by reasons.
• Opinion writing tells your feelings about a topic.
   

• Phonemic awareness and word patterns support reading and writing fluency.
• Comprehension grows through understanding text features, structure, and vocabulary.
• Writing develops through clear organization, varied sentence structure, and precise word choice.
• Classification, observation, and vocabulary build Knowledge of the World around you. 
   

Week 1

• Segment and blend phonemes.
• Read and blend words with -ar. 
• Change -y to -ies to make plurals. 
• Read and write the high-frequency words.
• Identify the narrator in a story. 
• Make and confirm predictions. 
• Learn and use new vocabulary words. 
• Use context clues to figure out words with multiple meanings. 
• Name the features of a fantasy story.
• Write words that join. 
• Vary sentence length in my writing. 
• Use text evidence to answer a prompt.
• Write an opinion piece.

Week 2

• Identify and produce rhyme.
• Blend phonemes.
• Read and blend words with or, ir, ur, and er. 
• Read words with the suffix -er. 
• Read and write the high-frequency words. 
• Describe causes and effects in a story. 
• Make and confirm predictions. 
• Learn and use new vocabulary words. 
• Determine shades of meaning in words. 
• Name the features of a fantasy story.
• Use adjectives in my writing. 
• Use strong verbs in my writing. 
• Use text evidence to answer a prompt. 
• Write an opinion piece.

Week 3

• Substitute and blend phonemes.
• Read and blend words with or, ore, and oar.
• Read abbreviations. 
• Read and write high-frequency words. 
• Identify problems and solutions in a text. 
• Ask and answer questions.
• Learn and use new vocabulary words. 
• Add prefixes to words. 
• Name the features of a biography.
• Write adjectives that compare. 
• Order the events in a text. 
• Use text evidence to answer a prompt. 
• Write an opinion piece.

Week 4

• Ask and answer questions. 
• Read and blend words with -ou and -ow. 
• Use inflectional; endings -er and -est.
• Learn and use new vocabulary words. 
• Add suffixes to words. 
• Name the features of realistic fiction.
• Use:  a, an, this, and that. 
• Use various sentence beginnings in my writing. 
• Use text evidence to answer a prompt. 

Week 5

• Blend and segment phonemes.
• Read and blend words with -oi and -oy. 
• Use final stable syllables. 
• Read and write the high-frequency words.
• Identify causes and effects in a text. 
• Ask and answer questions. 
• Learn and use new vocabulary words. 
• Learn and use inflectional endings.  
• Name the features of a nonfiction text.
• Write prepositions and prepositional phrases. 
• Write reasons for my opinion. 
• Use text evidence to answer a prompt. Substitute and blend phonemes.
• Read and blend words with -ou and -ow. 
• Use inflectional endings -er and -est. 
• Read and write high-frequency words. 
• Identify problems and solutions in a story. 

Third Trimester Writing (Opinion)

• Write opinion pieces on familiar topics. 
• Form an opinion by choosing among given topics. 
• Support the opinion with reasons related to the opinion.
• Create an organizational structure that includes reasons and provides some sense of closure.
   

• How can we classify and categorize things?
• What can you see in the sky?
• What inventions do you know about?
• What sounds can you hear? How are they made?
• How do things get built?

Week 1

• Can you segment and blend phonemes?
• Can you read and blend words with -ar? 
• Can you change -y to -ies to make plurals? 
• Can you read and write the high-frequency words?
• Can you identify the narrator in a story?
• Can you make and confirm predictions? 
• Can you learn and use new vocabulary words? 
• Can you use context clues to figure out words with multiple meanings? 
• Can you name the features of a fantasy story?
• Can you write words that join? 
• How do you vary sentence length in my writing? 
• How do you use text evidence to answer a prompt?
• Can you write an opinion piece?

Week 2

• Can you identify and produce rhyme?
• Can you blend phonemes?
• Can you read and blend words with or, ir, ur, and er?
• Can you read words with the suffix -er? 
• Can you read and write the high-frequency words? 
• Can you describe causes and effects in a story?
• Can you make and confirm predictions? 
• Can you learn and use new vocabulary words? 
• Can you determine shades of meaning in words?
• Can you name the features of a fantasy story?
• Can you use adjectives in your writing? 
• Can you use strong verbs in your  writing? 
• Can you use text evidence to answer a prompt? 
• Can you write an opinion piece?

Week 3

• Can you substitute and blend phonemes?
• Can you read and blend words with or, ore, and oar?
• Can you read abbreviations? 
• Can you read and write high-frequency words? 
• How do you identify problems and solutions in a text? 
• Can you ask and answer questions?
• Can you learn and use new vocabulary words? 
• Can you add prefixes to words? 
• Can you name the features of a biography?
• Can you write adjectives that compare? 
• Can you order the events in a text? 
• How do you use text evidence to answer a prompt? 
• Can you write an opinion piece?

Week 4

• Can you blend and segment phonemes?
• Can you use inflectional; endings -er and -est?
• Can you read high frequency words?
• Can you identify problems and solutions in a story?
• Can you ask and answer questions? 
• Can you learn and use new vocabulary words? 
• Can you add suffixes to words?
• Can you name the features of realistic fiction?
• Can you use:  a, an, this, and that?
• Can you use various sentence beginnings in my writing? 
• Can you use text evidence to answer a prompt? 

Week 5

• Can you blend and segment phonemes?
• Can you read and blend words with -oi and -oy? 
• Can you use final stable syllables?
• Can you read and write the high-frequency words?
• Can you identify causes and effects in a text?
• Can you ask and answer questions?
• Can you learn and use new vocabulary words? 
• Can you learn and use inflectional endings?  
• Can you name the features of a nonfiction text?
• Can you write prepositions and prepositional phrases?
• Can you write reasons for my opinion? 
• Can you use text evidence to answer a prompt?

Oral Vocabulary
Week 1

• distinguish
• classify
• organize
• entire
• startled
• Week 2
• certain
• observed
• remained
• thoughtful
• vast

Week 3

• complicated
• curious
• device
• imagine
• improve

Week 4

• distract
• nervous
• senses
• squeaky
• volume

Week 5

• contented
• intend
• marvelous
• project
• structure

Academic Vocabulary

Week 1

• trouble
• whole

Week 2

• leaped
• stretched

Week 3

• idea
• unusual

Week 4

• suddenly
• scrambled

Week 5

• balance
• section

High Frequency Words
Week 1

• four
• large
• none
• only
• put
• round

Week 2

• another
• climb
• full
• great
• poor
• through

Week 3

• began
• better
• guess
• learn
• right
• sure

Week 4

• color
• early
• instead
• nothing
• oh
• thought

Week 5

• above
• build
• fall
• knew
• money
• toward

Academic Language
Week 1

• categories
• moral
• folktale
• opinion
• sentence
• dialogue
• narrator
• classify
• sequence
• automaticity
• plural
• capital
• questions
• proper nouns
• topic
• capitalize

Week 2

• folktale
• fantasy
• adjective
• suffix
• verb
• noun
• cause
• effect
• adjective
• intonation
• removed
• respond
• evidence
• delete
• forms
• collage

Week 3

• invention
• discussion
• biography
• adjective
• compare
• abbreviation
• prefix
• events
• rate
• pace
• speech
• inferences
• proper noun
• materials
• poem

Week 4

• instrument
• suffix
• substitute
• diphthong
• fiction
• realistic
• article
• dialogue
• problem
• solution
• adjective
• noun
• synonyms
• vibration
• diagram

Week 5

• topic
• nonfiction
• preposition
• building
• syllable
• divide
• prepositional phrase
• chart
• opinion
• reasons
• information
• caption
• pronounce
• concluding statement

• Opinion Writing (Scored with Writing Assessment Gr1 (2024) rubric in Schoology) at the conclusion of third trimester 
• Weekly spelling tests (weeks 1-5)
• Progress Monitoring: 2 times per unit (Teacher choice from the following materials: Foundational progress monitoring, Comprehension portion of Progress Monitoring Assessment, ORF passage from WONDERS Fluency Assessment Book)
• End of Unit 5 WONDERS Assessment (Do NOT complete the writing prompt)