Grade 1 ELA Theme 3 Building Bridges and Friendships
Focus Standard
Objective (s)
Activities / Materials
Assessment
Reading Literature / Informational Text
Essential Questions
How can stories teach us life lessons?
How does the act of an individual affect the whole
community?
How can people build friendships?
CRAFT AND STRUCTURE
RL.1.4. Identify words and phrases in stories or
poems that suggest feelings or appeal to the
senses.
RI.1.4. Ask and answer questions to help determine
or clarify the meaning of words and phrases in a
text.
RI.1.6. Distinguish between information provided
by pictures or other illustrations and information
provided by the words in a text.
Students will determine the
authors’ techniques for
describing characters feelings.
Students will use key phrases
and context clues to define and
determine the meaning of un
known vocabulary words in the
text.
1.
2.
3.
4.
5.
6.
Me on the Map – Fiction – Anthology
Children of the World- Non Fiction- Anthology
Places in the United States – Non Fiction- Leveled Readers
Frog and Toad Together- Fiction- Exemplar
Two Tree Toads- poem
Frogs, Toads, and Turtles –non Fiction
Formative:
Thumbs up or thumbs down
Question and answer
Class discussions
Summative:
High frequency/ Vocabulary test
Graphic organizer
Comprehension test
Skills test
Students will analyze
illustrations to determine
information in a text along with
analyzing words in the text.
Reading Foundational Skills
PHONICS AND WORD RECOGNITION
RF.1.3. Know and apply grade-level phonics and
word analysis skills in decoding words.
c. Know final -e and common vowel team
conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a
vowel sound to determine the number of syllables
in a printed word.
e. Know final -e and common vowel team
conventions for representing long vowel sounds.
Students will identify and
apply CVCE spelling/sound
patterns within word lists and
reading passages.
Students will be able to identify
patterns and recognize that
every syllable must have a
vowel sound.
Students will be able to infer
when a final –e is added to the
end of a word, or when two
vowels are represented
together in a word the vowel
sound is long.
Weekly Spelling Lists
Decodable Phonics Readers (CVCe) and (CVVC)
Phonogram Exercises
Formative:
Guided Spelling Exercises
Reading Fluency Passages
Application of Skills
Summative:
Spelling Tests
Phonics Assessments
Grade 1 ELA Theme 3 Building Bridges and Friendships
Writing
PRODUCTION AND DISTRIBUTION
OF WRITING
W.1.5. With guidance and support from adults,
focus on a topic, respond to questions and
suggestions from peers, and add details to
strengthen writing as needed.
W.1.6. With guidance and support from adults, use
a variety of digital tools to produce and publish
writing, including in collaboration with peers.
Students will respond in a
written form to a specific
prompt appropriate to the
selected text.
Journal Writing or Writing Log (whole group)
Reading -Writing Workshop
Writing a Class Letter
Writing Checklist
Writing Rubric
Formative:
Summative:
Students will respond in a
written form to a specific
prompt appropriate to the
selected text.
Students will plan and develop
a personal narrative using all
steps of the writing process.
1. Pre-writing
2. Drafting
3. Revising
4. Proofreading
5. Publishing
Letter of Persuasion
Writing a Description
Graphic Organizers
Revising Checklist
Personal Narrative
Writing Samples/Rubric
Language
CONVENTIONS OF STANDARD
ENGLISH
L.1.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single
words in a series.
d. Use conventional spelling for words with
common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on
phonemic awareness and spelling conventions.
Students will apply basic
capitalization and punctuation
in their writing:
 First word in a
sentence
 Proper names
 Period to end
declarative sentence
 Question mark to end
interrogative
sentence.
Students will use phonic
knowledge and basic patterns
to spell correctly three and
four letter words.
High Frequency Word Lists
Spelling Units
Writing Prompts
Formative:
Individual Observation
Journal Writing
Summative:
Friendly Letter Rubric
High Frequency Word Tests
Spelling Unit Tests
Grade 1 ELA Theme 3 Building Bridges and Friendships
Graphic Organizers
Speaking and Listening
COMPREHENSION AND
COLLABORATION
SL.1.1. Participate in collaborative conversations
with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g.,
listening to others with care, speaking one at a time
about the topics and texts under discussion).
b. Build on others’ talk in conversations by
responding to the comments of others through
multiple exchanges.
c. Ask questions to clear up any confusion about the
topics and texts under discussion.
Students will engage in
collaborative conversations
about grade-appropriate topics
and texts.
The students will engage in small group discussions (listening and speaking centers) about the stories and
will actively engage in question asking.
Students will describe the people, places, and events that are in the stories with clear ideas and feelings.
They will express their thoughts and feelings about the stories.
Formative:
Daily discussions on comprehension
story topics.
Observing students’ active
engagement in small groups
Summative:
Comprehension tests at the end of
the theme.