Texas Tech University K-12 ELAR 1B, v.4.1 • Intro-1
Congratulations on choosing an outstanding first-grade curriculum! Using this curriculum, you
and your student will be engaged in reading a variety of genres; using phonics to decode
unfamiliar or unknown words; creating original sentences and stories; and understanding the
need for grammar, writing, and spelling. Learning to read is the most rewarding and exciting part
of a child’s education and this curriculum will help the student achieve this experience.
This course is completed entirely online in Blackboard using the PDF Unit Lessons and
Worksheets documents, along with the textbooks.
For each Unit assessment, the student will download and complete PDF Unit Test pages, then
scan or take a digital photograph of the completed pages showing his or her work. Combine the
images into a single PDF (see Requirements for Creating PDFs on the course home page) and
upload the file for grading as instructed in the assignment.
English Language Arts and Reading, Grade 1
Reading, Grammar and Composition, Phonics, Spelling, and Handwriting
Your student will, by nature, use what he or she knows about language and his or her world to
learn to read. A beginning reader learns that what he or she reads should make sense. The student
may pretend to be reading at first and use pictures to tell his or her own story, or even memorize
the stories he or she has heard many times before. A beginning reader will also learn which part
of a book is the front and that we read from top to bottom and left to right on each page. Your
student will learn that letters of the alphabet and sounds form the words we read.
In studying grammar, you and your student will look at the structure and features of the English
language. This will consist of rules and standards that are necessary to produce acceptable
writing and speaking. The student will apply these concepts in learning to create sentences that
Phonics is inclusive in this curriculum and will be combined with the grammar and writing that
the student is expected to use daily.
Handwriting instruction is also included in the ELAR curriculum. Practice will be expected daily
on worksheets, cards, or writing paper. You should always expect your student to write his or her
very best on every assignment. When teaching your child handwriting, please consider the
appropriate letter formation and spacing. A writing manuscript chart is included in this lesson
plan manual; it can assist you in appropriately instructing your child in handwriting.
Intro-2 • ELAR 1B, v.4.1 Texas Tech University K-12
The last three units of this curriculum will introduce the student to many areas of texts, use of
high-frequency words, new vocabulary, while learning about how teams work together, the
world of nature around us, and daily adventures. The student will relate things about him- or
herself, as well as his or her family, neighbors, and friends, while having fun and learning to be
a good reader.
In Unit 4, “Let’s Team Up”, the student will discover, through reading and writing, how teams
work together in different ways. As the student progresses through this unit, he or she will
develop and apply key comprehension skills that good readers use as they read. By the end of
this unit, the student will be introduced to the following:
• characters and settings,
• captions and labels,
• long vowels, and
Unit 5, “Nature Watch”, will allow the student to discover, through reading and writing, what
can be learned about the world of nature that is around us every day. As the student progresses
through this unit, he or she will develop and apply key comprehension skills that good readers
use as they read. By the end of this unit, the student will be introduced to the following:
• cause and effect;
• sequence of events;
• compare and contrast;
• r-controlled vowels: er, ir, ur, ar, and or ;
• diphthongs: ou, ow, oi, and oy ; and
In Unit 6, “Adventures”, the student will discover daily adventures through reading and writing.
As the student progresses through the unit, he or she will develop and apply key comprehension
skills. By the end of this unit, the student will be introduced to the following concepts:
• context clues,
• open and closed syllables,
Texas Tech University K-12 ELAR 1B, v.4.1 • Intro-3
• subjects and predicates,
• pronouns, and
Every week, the student will be assigned high-frequency words. These words will be noted in
the lesson plan. Every time one is noted, the student should:
1. Write the word on an index card with a bold marker.
2. Practice reading these words daily.
3. Look for the words in the reading selections and on the workbook pages.
The student will also be introduced to vocabulary words each week. These words will be noted
in the lesson plan. Every time one is noted, the student should:
1. Write the word on an index card with a bold marker.
2. Write the definition on the back of the index card.
3. Practice reading these words daily.
The word cards (both high-frequency and vocabulary) may be kept together until the end of the
week, when the student will file them behind the appropriate alphabetical tab in the card file box.
Every week the student will study spelling words using the following schedule:
Day 1: Write the words as listed on the Phonics/Spelling Practice Book page.
Day 2: Spell the words with manipulative letters (tiles) or write them on the dry erase
Day 3: Write the spelling words on the worksheet provided in Appendix A of this lesson
Day 4: Take a practice test and review any words he or she missed.
Day 5: Take the final test on the worksheet provided in Appendix C.
The English language arts and reading (ELAR) curriculum covers all of the Texas Essential
Knowledge and Skills objectives for first-grade ELAR. At the end of this course, the student
should be able to master the following:
• Reading/beginning reading skills/print awareness. Students understand how English is
written and printed. The student is expected to:
Intro-4 • ELAR 1B, v.4.1 Texas Tech University K-12
◊ recognize that spoken words are represented in written English by specific sequences
◊ identify upper- and lower-case letters;
◊ sequence the letters of the alphabet;
◊ recognize the distinguishing features of a sentence (e.g., capitalization of first word,
◊ read texts by moving from top to bottom of the page and tracking words from left to
right with return sweep; and
◊ identify the information that different parts of a book provide (e.g., title, author,
illustrator, table of contents).
• Reading/beginning reading skills/phonological awareness. Students display
phonological awareness. Students are expected to:
◊ orally generate a series of original rhyming words using a variety of phonograms
(e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr );
◊ distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g.,
◊ recognize the change in a spoken word when a specified phoneme is added, changed,
or removed (e.g., from /b/l/o/w/ to /g/l/o/w/);
◊ blend spoken phonemes to form one- and two-syllable words, including consonant
blends (e.g., spr );
◊ isolate initial, medial, and final sounds in one-syllable spoken words; and
◊ segment spoken one-syllable words of three to five phonemes into individual
phonemes (e.g., splat = /s/p/l/a/t/).
• Reading/beginning reading skills/phonics. Students use the relationships between
letters and sounds, spelling patterns, and morphological analysis to decode written
English. Students will continue to apply earlier standards with greater depth in
increasingly complex texts. Students are expected to:
◊ decode words in context and in isolation by applying common letter-sound
♦ single letters (consonants) including b, c = /k/, c = /s/, d, f, g = /g/ (hard),
g = /j/ (soft), h, j, k, l, m, n, p, qu = /kw/, r, s = /s/, s = /z/, t, v, w, x = /ks/, y, and z;
♦ single letters (vowels) including short a, short e, short i, short o, short u, long a
(a-e ), long e (e ), long i (i-e ), long o (o-e ), long u (u-e ), y = long e, and
y = long i ;
♦ consonant blends (e.g., bl, st );
♦ consonant digraphs including ch, tch, sh, th as in thing, wh, ng, ck, kn, -dge, and
Texas Tech University K-12 ELAR 1B, v.4.1 • Intro-5
♦ vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread,
ee, ow as in how, ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie as in chief,
ie as in pie, and -igh ; and
♦ vowel diphthongs including oy, oi, ou, and ow ;
◊ combine sounds