Reading Units
Link to the Indiana Reading Standards:
https://www.doe.in.gov/sites/default/files/standards/grade-1-ela-standards-updated-march-2020.pdf
Unit 1: Story Elements / What is a Sentence?
Priority Standards
1.RL.2.3- Using key details, identify and describe the elements of plot, character, and setting.
1.RL.3.1- Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
1.RV.3.1- Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).
Unit 2: Sequencing / What Are the Steps in Writing a Story?
Priority Standards
RF 4.6 - Read grade-appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isn’t). (Units 2, 4, 6)
RL 2.4- Make and confirm predictions about what will happen next in a story.
RN 2.1- Ask and answer questions about key details to clarify and confirm understanding of a text.
RV 2.1- Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words.
W 3.3- Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending.
Unit 3: Cause & Effect / Plan for a Character Using a Graphic Organizer
Priority Standards
RF 5- Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
RL 2.1- Ask and answer questions about main idea and key details in a text.
RV 3.2- Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.
Unit 4: Recognize Descriptive Language / Plan for a Problem & Solution Story Using a Graphic Organizer
Priority Standards
RF 4.6- Read grade-appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isn’t).
RV 3.1- Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).
RV 3.2- Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.
Unit 5: Identify A Fable's Lesson / Writing Process (Draft, Revise, Publish)
Priority Standards
RL 2.4- Make and confirm predictions about what will happen next in a story.
RL 3.1- Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
RN 2.1- Ask and answer questions about key details to clarify and confirm understanding of a text.
RN 2.2- Retell main ideas and key details of a text.
W 3.3- Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending.
Unit 6: Understand Setting / Ordering Lists and Directions
Priority Standards
RF 5- Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level. (Units 3, 6, 8)
1.RL.2.3- Using key details, identify and describe the elements of plot, character, and setting. (1,6,10)
1.RV.2.1- Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words. (Units 2,6,10)
Unit 7: Main Idea & Supporting Details / Create a Personal Narrative
Priority Standards
1.RL.2.1- Ask and answer questions about main idea and key details in a text. (Units 3,7,9)
1.RN.2.2- Retell main ideas and key details of a text. (Units 5,7,9)
1.RV.3.2- Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.
Unit 8: Recognize Patterns, Rhyme and Rhythm / Pattern Poems
Priority Standards
RF 5- Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level. (Units 3, 6, 8)
1.RL.2.4- Make and confirm predictions about what will happen next in a story. (Units 2,5,8)
1.RL.3.1- Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks). (Units 1,5,8)
1.RV.3.1- Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell). (Units 1,4,8)
Unit 9: Compare and Contrast / Use the Writing Process to Create a Story
Priority Standards
1.RL.2.1- Ask and answer questions about main idea and key details in a text. (Units 3,7,9)
1.RN.2.2- Retell main ideas and key details of a text. (Units 5,7,9)
1.W.3.3- Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending. (Units 2,5,9)
Unit 10: Identify Lesson in a Story / Research
Priority Standards
RF 4.6- Read grade-appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isn’t). (Units 2, 4, 10)
1.RL.2.3- Using key details, identify and describe the elements of plot, character, and setting. (1,6,10)
1.RN.2.1- Ask and answer questions about key details to clarify and confirm understanding of a text. (Units 2,5,10)
1.RV.2.1- Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words. (Units 2,6,10)