COMMON CORE STANDARDS
RL.1.1 Ask and answer questions about key details in a text.
Reading Foundational Skills
RF.1.1 Demonstrate understanding of the organization and basic features of print.
RF.1.1(a) Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.2(b) Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF1.2(c) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.2(d) Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3(a) Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3(b) Decode regularly spelled one-syllable words.
RF.1.3(g) Recognize and read grade-appropriate irregularly spelled words.
RF.1.4(a) Read grade-level text with purpose and understanding.
RF.1.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.6 Produce complete sentences when appropriate to task and situation.
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1(a) Print all upper- and lowercase letters.
L.1.1(b) Use common, proper, and possessive nouns.
L.1.1(d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything)
L.1.1(g) Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1(h) Use determiners (e.g., articles, demonstratives).
L.1.2(b) Use end punctuation for sentences.
L.1.2(d) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2(e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.1.6 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).
DESCRIPTION OF UNIT
This Grade 1 unit titled “Skills Strand” from New York is intended to be completed in thirty-two lessons of ELA/Literacy instruction at the start of the school year. The beginning emphasis of this highly structured and sequenced unit reviews the sounds and spellings taught in Kindergarten and provides practice and review of foundational reading skills and knowledge necessary for further skill development. Ongoing assessments and remediation materials aid teachers to differentiate in order to better tailor small group instruction to meet individual students’ needs in spelling and grammar.
Connecticut teachers should be aware that teacher notes and preparation materials are extensive and will require familiarity to be used effectively.
RATIONALE FOR SELECTION
This unit is an exemplary example of a progression of learning activities where concepts and skills advance and deepen over time, requiring all students to demonstrate their independent capacities. Lessons provide detailed direction for differentiated skill instruction in spelling and grammar. While all materials needed for instruction and assessment are included on the site, there are many ways to customize the unit while preserving the basic instructional principles and the sequence of instruction. Varied modes of on-going assessment are provided to determine students’ mastery of the standards-based skills.