1st Grade Core Standards Guide- Unit 4- Instructional Period 3
Poetry
Writers Evoke Emotions through Words
Rationale: This unit provides an opportunity for students to incorporate poetic expression to
evoke emotion into their writing.
Big Idea: We can learn to use language to express ourselves by writing poetry.
Unit Outcome: Students will write poetry with words and phrases that suggest feelings or
appeal to the senses.
Learner Evidence: 1. TSW generate a list of different feelings and emotions. 2. TSW organize
their poetic ideas in a graphic organizer. 3. TSW write poetry that integrates words and
phrases that suggest feelings or appeal to the senses. 4. TSW edit a partner’s poetry for
conventions 5. TSW revise a partner’s poetry to include more interesting language. 6. TSW
write a final draft of their poetry 7. TSW read poetry aloud, using expression to match the
emotions identified in the poems.
Performance Based Assessment: TSW write poetry that conveys emotion through sensory
appeal.
Approximate Length of Unit: 10-15 days
Year-Long Components:
Sequential Processing: phonograms, handwriting, segmentation, syllabication
Print Concepts, Phonics
Vocabulary: Ayres List A-G, Fluency, content related words
Unit Specific Components:
 Poetry (exposure to various poetic forms)
 Feeling/Emotional words
 Sensory words
 Adjectives
 Writing process
Lexile Level: N/A
See Appendix B pp. 14-36 for recommended and exemplar text.
Fluency Rate: N/A
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1st Grade Core Standards Guide- Unit 4- Instructional Period 3
Academic Vocabulary: Stanza, verse, rhyme, pattern, theme/topic, senses, emotions,
adjectives, genre.
Integrated Text Usage Component: This unit requires students to use specific language to
convey ideas through poetic form.
Common Core Standards:
NARRATIVE
1.RL.1. Ask and answer questions about key details in a text.
1.RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
1.RL.10. With prompting and support, read prose and poetry of appropriate complexity for
grade 1.
PHONICS/PHON. AWARENESS
1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
c. Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes).
1.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable 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. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
VOCABULARY GRAMMAR
1.L.1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Print all upper and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops;
We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
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1st Grade Core Standards Guide- Unit 4- Instructional Period 3
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked
home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
1.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g.,
looks, looked, looking).
1.L.5. With guidance and support from adults, demonstrate understanding of word
relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the
categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that
swims, a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., not places at home that
are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek,
glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by
defining or choosing them or by acting out their meanings.
1.L.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).
LISTENING AND SPEAKING
1.SL.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.
1.SL.2. Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
1.SL.3. Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
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1st Grade Core Standards Guide- Unit 4- Instructional Period 3
1.SL.4. Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
1.SL.6. Produce complete sentences when appropriate to task and situation. (See grade 1
Language standards 1 and 3 on page 26 for specific expectations).
WRITING
1.W.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.
1.W.6. With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
1.W.8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Arizona State Standards:
R00.S1C4.01Determine what words mean from how they are used in a sentence, heard or
read.
R01.S1C6.01 Predict what might happen next in a reading selection.
R01.S1C6.02 Relate information and events in a reading selection to life experiences and life
experiences to the text.
W01.S3C5.02 Participate in a group response to a given piece of literature that connects:
a. text to self (personal connection).
b. text to world (social connection).
c. text to text (compare within multiple texts).
R02.S1C6.02 Compare a prediction about an action or event to what actually occurred within a
text.
R02.S1C6.03 Ask relevant questions in order to comprehend text.
LS.R3 Share ideas, information, opinions and questions.
LS.R4 Listen and respond to stories, poems and nonfiction.
LS.R5 Participate in group discussions.
R02.S2C1.05 Identify words that the author selects in a literary selection to create a graphic
visual experience.
R01.S1C5.01 Consistently read grade-level text with at least 90 percent accuracy.
R01.S1C5.02 Read aloud with fluency in a manner that sounds like natural speech.
R01.S2C1.05 Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by
responding to the rhyme and rhythm.
R03.S1C5.02 Read aloud from familiar prose and poetry with fluency and appropriate rhythm,
pacing, intonation, and vocal patterns.
W01.S3C1.02 Participate in writing simple poetry, rhymes, songs or chants.
R01.S1C2.04 Distinguish between initial, medial, and final sounds in single-syllable words.
R01.S1C2.05 Distinguish between long and short vowel sounds in orally stated single-syllable
words (bit/bite).
R01.S1C2.07 Blend spoken phonemes with more than three sounds into one-syllable words,
including consonant blends and digraphs (e.g., /f/i/n/d/ = find; /fl/a/t/ = flat).
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R01.S1C2.08 Segment spoken phonemes contained in one-syllable words of two to five
phoneme sounds into individual phoneme sounds (e.g., splat = /s/p/l/a/t/ using manipulatives to
mark each phoneme).
R01.S1C2.06 Generate sounds from letters and letter patterns, including consonant blends
and long- and short-vowel patterns (phonograms), to combine those sounds into recognizable
words.
R01.S1C2.07 Blend spoken phonemes with more than three sounds into one-syllable words,
including consonant blends and digraphs (e.g., /f/i/n/d/ = find; /fl/a/t/ = flat).
R01.S1C3.01 Decode regularly spelled two syllable words fluently by applying the most
common letter-sound correspondences, including the sounds represented by:
 Single letters (consonants and vowels),
 Consonant blends (e.g., bl, st, tr),
 Consonant digraphs (e.g., th, sh, ck) and
 Vowel digraphs and diphthongs (e.g., ea, ie, ee).
R01.S1C3.02 Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words.
R01.S1C3.03 Use knowledge of base words to identify compound words.
R01.S1C3.04 Read words with common spelling patterns (e.g., -ite, -ill, -ate).
R01.S1C3.05 Recognize high frequency words and irregular sight words.
R01.S1C3.06 Read common contractions fluently (e.g., I’m, I’ll, can’t).
R01.S1C3.07 Use knowledge of word order (syntax) and context to confirm decoding.
See Writing Addendum:
Writing Elements W00.S2, W01.S2, W02.S2, W03.S2, W04.S2, W06.S2
R00.S1C4.01 Determine what words mean from how they are used in a sentence, heard or
read.
R01.S1C4.01 Recognize base words and their inflections (e.g., look, looks, looked, looking).
R01.S1C4.04 Recognize that two words can make a compound word (e.g., sailboat, football,
popcorn).
R02.S1C4.02 Use knowledge of simple prefixes (e.g., un-, re-) to determine the meaning of
words.
R02.S1C4.03 Identify simple suffixes (e.g., -ful, -ly) to determine the meaning of words.
R02.S1C4.04 Use knowledge of simple suffixes (e.g., -ful, -ly) to determined the meaning of
words.
R01.S1C4.02 Classify common words into conceptual categories (e.g., animals, foods, toys).
R01.S1C4.03 Identify the words that comprise contractions (e.g., can’t - cannot, it’s - it is,
aren’t - are not).
See Writing Addendum:
Writing Elements W03.S2
LS.F3 Prepare and deliver information by generating topics; identifying the audience; and
organizing ideas, facts or opinions for a variety of speaking purposes such as giving directions,
relating personal experiences, telling a story or presenting a report.
W01.S3C5.02 Participate in a group response to a given piece of literature that connects:
a. text to self (personal connection).
b. text to world (social connection).
c. text to text (compare within multiple texts).
LS.R3 Share ideas, information, opinions and questions.
LS.R5 Participate in group discussions.
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R01.S3C1.02 Answer questions (e.g., who, what, where, when, why, how) about expository
text, heard or read.
R02.S1C6.03 Ask relevant questions in order to comprehend text.
LS.F2 Give and follow multiple-step directions.
R00.S1C4.03 Describe familiar objects and events in both general and specific language.
LS.F1 Use effective vocabulary and logical organization to relate or summarize ideas, events
and other information.
R00.S1C4.03 Describe familiar objects and events in both general and specific language.
LS.F1 V Use effective vocabulary and logical organization to relate or summarize ideas,
events and other information.
See Writing Addendum:
Writing Process W01.S1
Writing Elements W01.S2
See Writing Addendum:
Writing Process W01.S1, W03.S1
See Writing Addendum:
Writing Process W01.S1
W01.S3C6.01 Write a simple report with a title and three facts, using informational sources.
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