Unit 2:Grade 1 NJSLS-ELA Prerequisite Concepts and Skills



November 2020Grade 1: New Jersey Student Learning Standards for English Language Arts Prerequisite Concepts and SkillsDescriptionIncluded here are the prerequisite concepts and skills necessary for students to learn grade level content based on the New Jersey Student Learning Standards in English language arts (ELA). This tool is intended to support educators in the identification of any conceptual or skill gaps that might exist in a student’s understanding of ELA standards. The organization of this document mirrors that of the instructional units and reflects a grouping of standards and student learning objectives. The tables are each divided into three columns. The first column lists the Focus Standards and Student Learning Objectives, which contain the target grade level standards and the corresponding concepts and skills in that standard. The standards of focus for the 2020-2021 school year follow the recommendations of Student Achievement Partners Priority Instructional Content in English Language Arts/Literacy and Mathematics. The second column contains the Previous Grade Standards and Prerequisite Concepts and Skills, which are concepts and skills necessary for students to learn the grade level standard as listed on the left. The third column lists Supporting Standards, which are the remaining grade level standards that could be integrated into instruction to support the instruction of focus standards. Given the recursive nature of concepts in English language arts, some of the standards contain the same concepts from grade to grade. Therefore, the bold text with asterisks distinguishes the new concepts and skills reflected in a grade level standard, the corresponding student learning objective for that new concept, and the prerequisite concepts or skills necessary from the previous grade. For example, in Unit 2, * Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)* is bolded and bookended with asterisks, indicating that is a new concept or skill. Rationale for Unit FocusIn unit 2, students will extend and master the skills from unit 1. In the area of reading foundational skills, the students will recognize the explicit relationship between spoken words and the phonemic structure of language. Students will learn decoding skills by systematically progressing from simple word types (e.g., consonant-vowel-consonant), word lengths (e.g., number of phonemes), and word complexity (e.g., phonemes in the word, position of blends, digraps) to more complex words. The students will also begin to apply their knowledge of letter sound relationships to a variety of letter patterns and how to correctly pronounce written words. Understanding that every syllable must have a vowel sound to determine the number of syllables in a printed word. Students will then also apply phonics and word-analysis skills to decode words both in isolation and in grade-level text.Supporting young children’s language and literacy development has long been considered a practice that generates strong readers and writers. Unit 2, speaking and listening will focus on the skills students need to participate in collaborative conversations with peers and adults about grade-level topics and texts. Students will continue to use inventive spelling and monitor conventions that are embedded during the writing process. Read aloud experiences will continue to mentor students for a deeper depth of knowledge in a variety of topics, people, places, and events. First graders will begin to find their place in the classroom community as a reader and writer.Unit 2, Module AFocus Standard and Student Learning ObjectivePrevious Grade Standard and Prerequisite Concepts and SkillsSupporting StandardsRF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.D. *Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).*We are learning to/that…*segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)*RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Recognize and produce rhyming words.*Count, pronounce, blend, and segment syllables in spoken words.**Blend and segment onsets and rimes of single-syllable spoken words.**Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)**Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.*We have learned to/that…there are syllables and sounds in wordsrecognize rhyming wordsmake rhyming wordsidentify syllables in words we saycount, say, and blend syllables in spoken wordsblend onsets and rimes in words we saysegment onsets and rimes in words we sayisolate (separate) the first, middle, and last sounds in CVC wordspronounce (say) the first, middle, and last sounds in CVC wordsadd sounds to words to make new one-syllable wordschange sounds in words to make new one-syllable wordsRF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RL/RI.1.1. Ask and answer questions about key details in a text.RI.1.2. Identify the main topic and retell key details of a text.RL.1.6. Identify who is telling the story at various points in a text.RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.L.1.4. 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. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.*Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.*We are learning to/that…decode basic two-syllable words by breaking the words into syllables and using knowledge that every syllable must have a vowel soundRF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant.*Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.**Read high-frequency and sight words with automaticity.**Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).*We have learned to/that…letters and word patterns are used to read and write wordsidentify the sounds of frequently used consonantsthe five vowels have long and short sounds use the short vowel sounds when spelling wordsuse the long vowel sounds when spelling wordsread high-frequency and sight words with automaticityidentify the letters and sounds that are different when reading words that are similarly spelled (e.g., nap and tap; cat and cot)when we change the letters in words we make new wordsRF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).Decode regularly spelled one-syllable words.Know final -e and common vowel team conventions for representing long vowel sounds.Distinguish long and short vowels when reading regularly spelled one-syllable words.RL.1.6. Identify who is telling the story at various points in a text.RL/RI.1.1. Ask and answer questions about key details in a text.RI.1.2. Identify the main topic and retell key details of a text.RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.L.1.4. 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. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). ................
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