teacher guide unit 1

K k l m n o p q r s t u v w x y z a b c G H I J K L M N O P Q R S T U V W X Y D a a b c d e f g h i j k l m n o p q O o R S T U V W X Y Z A B C D E F G H I J K L R r S a b c d e f g d e f g h i j k l m n o p q r s t u v w x y z Y Z A B C D E F G H I J K L M N O P Q F f G g p q r s t u v w x y z a b c d e f g O E G H I J K L M N O P Q S s d e f g h i j k l m n o p a r A B C D E F G H I A A B C D E F G H I J K L M Grade 1 Core Knowledge Language Arts® • New York Edition • Skills Strand Unit 1 Teacher Guide Unit 1 Teacher Guide Skills Strand GRADE 1 Core Knowledge Language Arts® New York Edition Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. 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Table of Contents Unit 1 Teacher Guide Alignment Chart for Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v Introduction to Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Back-to-School Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lesson 1: Sounds /p/, /k/, /g/, /n/, /a/ Spelled ‘p’—‘P’, ‘c’—‘C’, ‘g’—‘G’, ‘n’—‘N’, ‘a’—‘A’ . . . . . . . . . . . . . . . . . . 15 Lesson 2: Sounds /i/, /o/, /t/, /d/ Spelled ‘i’—‘I’, ‘o’—‘O’, ‘t’—‘T’, ‘d’—‘D’ . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lesson 3: Tricky Words: a, I; Grammar: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Lesson 4: Sounds /m/, /f/, /v/ Spelled ‘m’—‘M’, ‘f’—‘F’, ‘v’—‘V’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Lesson 5: Sounds /s/, /z/, /h/ Spelled ‘s’—‘S’, ‘z’—‘Z’, ‘h’—‘H’; Tricky Words: no, so, of . . . . . . . . . . . . . . . . . . . . 42 Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Lesson 6: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Lesson 7: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Lessons 8–10: Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Lesson 11: Sister Sounds /s/ and /z/, /f/ and /v/; Tricky Words: is, to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Lesson 12: Sounds /b/, /l/, /r/ Spelled ‘b’—‘B’, ‘l’—‘L’, ‘r’—‘R’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Lesson 13: Sounds /w/, /e/, /u/ Spelled ‘w’—‘W’, ‘e’—‘E’, ‘u’—‘U’; Tricky Words: all, some . . . . . . . . . . . . . . . . . 91 Lesson 14: Grammar: Nouns; Tricky Words: from, word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Lesson 15: Sounds /j/, /y/ Spelled ‘j’—‘J’, ‘y’—‘Y’; Tricky Words: are, have, were . . . . . . . . . . . . . . . . . . . . . . . 103 Lesson 16: Sounds /x/, /k/ Spelled ‘x’—’X’, ‘k’—’K’; Tricky Words: one, once . . . . . . . . . . . . . . . . . . . . . . . . . 111 Lesson 17: Sounds /ch/, /sh/ Spelled ‘ch’, ‘sh’; Grammar: Nouns; Tricky Words: do, two . . . . . . . . . . . . . . . . . . . . 118 Lesson 18: Sister Sounds /th/ and /th/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Lesson 19: Tricky Words: the, who. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Lesson 20: Tricky Words: said, says; Sounds /ng/, /qu/ Spelled ‘ng’, ‘qu’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Lesson 2 1: Vowel Sound Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Lesson 22: Vowel and Consonant Sound Review; Grammar: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Lesson 23: Sounds /k/, /b/, /d/, /f/, /g/, /l/, /m/, /s/ Spelled ‘ck’, ‘bb’, ‘dd’, ‘ ’, ‘gg’, ‘ll’, ‘mm’, ‘ss’. . . . . . . . . . . . . . . . 162 Lesson 24: Sounds /k/, /n/, /p/, /r/, /t/, /z/ Spelled ‘cc’, ‘nn’, ‘pp’, ‘rr’, ‘tt’, ‘zz’; The Sound /k/ Spelled ‘c’, ‘ck’, ‘k’, ‘cc’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Lesson 25: Review Sister Sounds /s/ and /z/; Tricky Words: was, when, why . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Lesson 26: Grammar: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Lesson 27: Question Mark; Tricky Words: where, which, what . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Lesson 28: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Lesson 29: Quotation Marks; Tricky Words: here, there. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Lesson 30: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Lesson 31: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Lesson 32: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Unit 1 | Alignment Chart v © 2013 Core Knowledge Foundation Alignment Chart for Unit 1 The following chart demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals. Alignment Chart for Unit 1 Lesson 1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Reading Standards for Literature: Grade 1 Key Ideas and Details STD RL.1.1 Ask and answer questions about key details in a text. CKLA Goal(s) Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details, and/or facts of a fiction text read independently    Reading Standards for Foundational Skills: Grade 1 Print Concepts STD RF.1.1 Demonstrate understanding of the organization and basic features of print. STD RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). CKLA Goal(s) Recognize the distinguishing features of a sentence (e.g., first word capitalization, ending punctuation)  STD RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CKLA Goal(s) Orally pr oduce single syllable words with various vowel and consonant sounds by blending the sounds      STD RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CKLA Goal(s) Isolate and pr onounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words     vi Unit 1 | Alignment Chart © 2013 Core Knowledge Foundation Alignment Chart for Unit 1 Lesson 1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 STD RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). CKLA Goal(s) Segment and blend phonemes to form one-syllable words       Phonics and Word Recognition STD RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. STD RF.1.3a Know the spelling-sound correspondences for common consonant digraphs. CKLA Goal(s) Read and write the following letter-sound correspondences in words: ‘sh’ > /sh/, ‘ch’ > /ch/, ‘th’ > /th/ (thin), ‘th’ > /th/ (then), ‘ng’ > /ng/, ‘wr’ > /r/, ‘ck’ > /k/, ‘wh’ > /w/, ‘kn’ > /n/    STD RF.1.3b Decode regularly spelled one-syllable words. CKLA Goal(s) Read and/or write one-syllable words that include the letter- sound correspondences taught     STD RF.1.3g Recognize and read grade-appropriate irregularly spelled words. CKLA Goal(s) Read and/or write T ricky Words: Unit 1: a, I, no, so, of, is, all, some, from, word, are, have, were, one, once, to, do, who, two, the, said, says, was, when, where, why, what, which, here, there   Fluency STD RF.1.4a Read grade-level text with purpose and understanding. CKLA Goal(s) Read decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding    Unit 1 | Alignment Chart vii © 2013 Core Knowledge Foundation Alignment Chart for Unit 1 Lesson 1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 STD RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CKLA Goal(s) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary     Speaking and Listening Standards: Grade 1 Presentation of Knowledge and Ideas STD SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CKLA Goal(s) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly    STD SL.1.6 Produce complete sentences when appropriate to task and situation. CKLA Goal(s) Pr oduce complete sentences when appropriate to task and situation  Language Standards: Grade 1 Conventions of Standard English STD L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. STD L1.1a Print all upper- and lowercase letters. CKLA Goal(s) W rite from memory the letters of the alphabet accurately in upper- and lowercase form  STD L.1.1b Use common, proper, and possessive nouns. CKLA Goal(s) Use common, pr oper, and possessive nouns orally and in own writing   Identify common and proper nouns    viii Unit 1 | Alignment Chart © 2013 Core Knowledge Foundation Alignment Chart for Unit 1 Lesson 1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Conventions of Standard English STD L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). CKLA Goal(s) Use personal, possessive, and indefinite pronouns orally and in own writing  STD L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). CKLA Goal(s) Use fr equently occurring conjunctions (e.g., and, but, or, so, because) orally and in own writing  STD L.1.1h Use determiners (e.g., articles, demonstratives). CKLA Goal(s) Use determiners (e.g., the, a, this, that) orally and in writing  STD L.1.2b Use end punctuation for sentences. CKLA Goal(s) Identify and use end punctuation, including periods, question marks, and exclamation points, in writing   STD L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. CKLA Goal(s) Spell and write one-syllable words using the letter-sound correspondences taught in Grade 1, using the Individual Code Chart as needed   Spell and write high-frequency Tricky Words  STD L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. CKLA Goal(s) W rite phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge, e.g., write bote for boat, sum for some, hunee for honey, etc.     [...].. .Unit 1 | Alignment Chart © 2 013 Core Knowledge Foundation ix 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32  These goals are addressed in all lessons in this domain Rather than repeat these goals as lesson objectives throughout the domain,... 9) Day 10 (Lesson 10 ) Assessment Assessment Assessment Assessment Assessment CKLA Kindergarten Stories (20–30 min.) CKLA Kindergarten Stories (20–30 min.) CKLA Kindergarten Stories (20–30 min.) CKLA Kindergarten Stories (20–30 min.) CKLA Kindergarten Stories (20–30 min.) 60 min 60 min 60 min 60 min 60 min Day 11 (Lesson 11 ) Day 12 (Lesson 12 ) Day 13 (Lesson 13 ) Day 14 (Lesson 14 ) Day 15 (Lesson 15 ) Warm-Up:... Practice (15 min.) Tricky Words: Tricky Word Cards (10 min.) Tricky Words: Tricky Word Cards (10 min.) Chaining: Large Card Chaining (15 min.) Practicing Reading: Phrases (15 min.) Practicing Reading: Phrases (10 min.) 60 min 60 min 60 min Week Two Week Three Tricky Words: Tricky Word Cards (10 min.) 60 min 60 min Unit 1 | Introduction © 2 013 Core Knowledge Foundation 1 Week Four Day 16 (Lesson 16 ) Day 17 ... because) 1 Lesson STD L .1. 6 Vocabulary Acquisition and Use Alignment Chart for Unit 1 Introduction to Unit 1 Week One Day 1 (Lesson 1) Day 2 (Lesson 2) Day 3 (Lesson 3) Day 4 (Lesson 4) Day 5 (Lesson 5) Warm-Up: Blending and Segmenting (10 min.) Warm-Up: Code Flip Book Review (20 min.) Warm-Up: Blending and Segmenting/Flip Book Review (10 min.) Warm-Up: Blending and Segmenting/Flip Book Review (10 min.)... Handheld mirrors (one for each student) (optional) • The CD Alphabet Jam (optional) 4 Unit 1 | Introduction © 2 013 Core Knowledge Foundation Component Descriptions Teacher Components Teacher Guide Each Skills Teacher Guide includes daily lessons that provide detailed direction for all Skills instruction The Teacher Guide will indicate whether instruction and/or accompanying exercises should be presented... Day 16 (Lesson 16 ) Day 17 (Lesson 17 ) Day 18 (Lesson 18 ) Day 19 (Lesson 19 ) Day 20 (Lesson 20) Warm-Up: Blending and Segmenting/Flip Book Review (10 min.) Warm-Up: Blending and Segmenting/Flip Book Review (10 min.) Warm-Up: Blending and Segmenting/Flip Book Review (10 min.) Tricky Word: Tricky Word Cards (5 min.) Warm-Up: Blending and Segmenting/Flip Book Review (10 min.) Reviewing the Spellings: Writing... are reviewed in Unit 1 The Flip Books show (in gray print) the spellings for all sounds taught in Grade 1 As you review the sounds in this unit (and introduce new sounds in later units,) you will be asked to place the Spelling Card on the appropriate Flip Book page Each Spelling Card is printed front and back One side of the card shows the sound: /a/ 12 Unit 1 | Back-to-School Week © 2 013 Core Knowledge... min.) Tricky Word Cards (15  min.) Small Group: Phrase Box (15 min.) Practice: Large Card Chaining (15 min.) Chaining: Pocket Chart Chaining for Reading (15  min.) Chaining: Pocket Chart Chaining for Reading (15  min.) Grammar: Identifying Nouns (15  min.) Chaining: Pocket Chart Chaining for Reading (20 min.) Tricky Words: Tricky Word Cards (10 min.) Practicing Reading: Phrases (10 min.) 60 min 60 min 60... If using Pausing Point activities before the very end of the unit, be sure to check the word lists as they may contain words that are not yet decodable, but will be by the end of Unit 1 You might need to use a subset of the words listed, limiting yourself to the ones that are decodable Unit 1 | Introduction © 2 013 Core Knowledge Foundation 11 Back-to-School Week After the summer break, all students need... Spellings/Word Box (15 min.) Reviewing the Spellings: Writing the Spellings/ Label the Picture (15  min.) Practice: Sister Sounds (15 min.) Small Group: Label the Picture (20 min.) Tricky Words: Tricky Word Cards (15 min.) Grammar: Identifying Nouns (10 min.) Chaining: Pocket Chart Chaining for Spelling (15 min.) Chaining: Large Card Chaining (10 min.) Chaining: Pocket Chart Chaining for Spelling (15  min.) Small .  vi Unit 1 | Alignment Chart © 2 013 Core Knowledge Foundation Alignment Chart for Unit 1 Lesson 1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 STD RF .1. 2d Segment.  Unit 1 | Alignment Chart vii © 2 013 Core Knowledge Foundation Alignment Chart for Unit 1 Lesson 1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 STD RF .1. 4c Use. Chart © 2 013 Core Knowledge Foundation Alignment Chart for Unit 1 Lesson 1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Conventions of Standard English STD L .1. 1d Use