Unit 4:Grade 1 NJSLS-ELA Prerequisite Concepts and Skills



February 2021Grade 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 4, *read and comprehend stories and poetry at grade level text complexity or above* is bolded and bookended with asterisks, indicating that is a new concept or skill. Rationale for Unit FocusUnit 4 furthers students’ ability to combine their knowledge of speech and print through the sounds and symbols that make up language. Specifically, student will begin to use their word attack skills to decode words and read sentences fluently. In addition to recognizing a significant number of sight words, first grade readers will use word-solving strategies for complex spelling patterns, multi-syllable words, reading words with inflectional endings, and reading basic sentences with plural nouns with matching verbs.Moreover, students will expand their knowledge in both narrative and informational texts as well as engage in group reading activities. In addition, this unit includes an increase in student conversations with peers as they read or listen to stories then discuss key details and events. Throughout the year, the following overarching standards should be incorporated in every unit: RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.RI.1.10. With prompting and support, read informational texts at grade level text complexity or above.Unit 4, Module AFocus Standard and Student Learning ObjectivePrevious Grade Standard and Prerequisite Concepts and SkillsSupporting StandardsRL.1.1. Ask and answer questions about key details in a text.We are learning to/that…identify key details in a text (e.g. who, what, when, where, why, how)ask questions about details in a text (e.g. who, what, when, where, why, how)answer questions about details in a text (e.g. who, what, when, where, why, how)RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).We have learned to/that…*with prompting and support, ask about key details in a text (e.g. who, what, when, where, why, how)**with prompting and support, answer questions about key details in a text (e.g. who, what, when, where, why and how)*RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.RL.1.10. With prompting and support, *read and comprehend stories and poetry at grade level text complexity or above.*We are learning to/that…*read and comprehend first grade level texts, with prompting and support*RL.K.10. Actively engage in group reading activities with purpose and understanding.We have learned to/that…we read to understand stories at grade level or above, with prompting and support*engage in stories by listening with purpose and understanding*RF.1.4. Read with sufficient accuracy and fluency to support comprehension.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. Follow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.Ask questions to clear up any confusion about the topics and texts under discussion.We are learning to/that…conversations are focused on a topic or textconversations involve listening to others with care, speaking one at a time, and responding to other’s ideasbuild on other’s ideas by responding to commentstalk with many different people about first grade topics and textsask questions when we are confused about a topic during a conversationSL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion).Continue a conversation through multiple exchanges.We have learned to/that…in a conversation, two or more people listen carefully and take turns speakingtalk with many different people about kindergarten topics and textstake turns when listening and speaking with others, following the agreed upon rules for discussionsL.1.6. 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).L.1.5. With guidance and support from adults, *demonstrate understanding of figurative language,* word relationships and nuances in word meanings. *Sort words into categories* (e.g., colors, clothing) to gain a sense of the concepts the categories represent.We are learning to/that…figurative language, word relationships and nuances contribute to the meaning of a textwith guidance and support, *demonstrate an understanding of figurative language,*the relationships and differences in words and their meanings*sort words into categories to gain a sense of the concepts the categories represent*L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.We have learned to/that…*word relationships and nuances contribute to the meaning of a text**with guidance and support, explore the relationships and differences in words and their meanings**sort common objects into categories to gain a sense of the concepts the categories represent*RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.7. Use the illustrations and details in a text to describe its key ideas.L.1.5. With guidance and support from adults, *demonstrate understanding of figurative language,* word relationships and nuances in word meanings. *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).*We are learning to/that…figurative language, word relationships and nuances contribute to the meaning of a textwith guidance and support, *demonstrate an understanding of figurative language,*the relationships and differences in words and their meanings*define words by category and by one or more key attributes*L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.We have learned to/that…*word relationships and nuances contribute to the meaning of a text**with guidance and support, explore the relationships and differences in words and their meanings**sort common objects into categories to gain a sense of the concepts the categories represent*RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.7. Use the illustrations and details in a text to describe its key ideas.L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., note places at home that are cozy).We are learning to/that... figurative language, word relationships and nuances contribute to the meaning of a textwith guidance and support, *demonstrate an understanding of figurative language,*the relationships and differences in words and their meaningsidentify real-life connections between words and their use (e.g., note places at home that are cozy)L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.Identify real-life connections between words and their use (e.g., note places at school that are colorful).We have learned to/that…*word relationships and nuances contribute to the meaning of a text**with guidance and support, explore the relationships and differences in words and their meanings**sort common objects into categories to gain a sense of the concepts the categories represent*RI.1.2. Identify the main topic and retell key details of a textW.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.L.1.6. 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).We are learning to/that…*conjunctions signal simple relationships*use words and phrases we have learned through conversations, reading and being read to, and when responding to texts, including common conjunctionsL.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.We have learned to/that…words and phrases can be developed through conversations*use words and phrases we have heard in conversations and when responding to texts**use words and phrases we have learned through text**use words and phrases we learned during our discussions about text*RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.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. ................
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