May 2012 ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1 Page 1 of 10

Course Big Ideas

Students will understand that:
1. Concepts of print, phonological and phonemic awareness, word recognition and fluency are foundational skills necessary to the development of effective readers.
2. Deep understanding of informational text can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development
of the skills needed for using textual evidence to make connections among ideas and between texts.
3. Deep understanding of literature can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development of the
skills needed for using textual evidence to make connections among ideas and between texts.
4. Writing includes the ability to share information, support an argument, and tell a story as well as the ability to engage in evidence-based analysis of text and research.
5. Acquisition of effective communication skills permits individuals to speak appropriately with and respond intelligently to others.
Content/Topics Skills/Competencies PA Standards Assessments
1.1 Foundational Skills 1.1 Foundational Skills 1.1 Foundational Skills AIMSweb
(September, January, May)
Concepts of Print 1. Identify parts of a book (e.g. cover, title, author, 1. 1.1.1.B. Demonstrate the understanding of the o Letter Naming Fluency
 Parts of a book illustrator, title page, table of contents, page organization and basic features of print o Letter-Sound Fluency
 Reading left to right, top to bottom numbers) o Phoneme Segmentation
 Uppercase and lowercase letters 2. Demonstrates tracking of print from left to right 2. 1.1.1.B. Demonstrate the understanding of the Fluency
 Alphabetic order and top to bottom organization and basic features of print o Nonsense Word Fluency
 Environmental print (signs, labels) 3. Identify uppercase and lowercase letters 3. 1.1.1.B. Demonstrate the understanding of the o R-CBM
organization and basic features of print o MAZE
Phonological & Phonemic Awareness 4. Identify order of the alphabet 4. 1.1.1.B. Demonstrate the understanding of the
organization and basic features of print
 Rhyme recognition ISIP
5. Recognize environmental print 5. 1.1.1.B. Demonstrate the understanding of the
 Matching initial sounds organization and basic features of print
(Monthly)
 Matching final sounds  Phonemic Awareness
6. Identify a sentence as a group of words with 6. 1.1.1.B. Demonstrate the understanding of the
 Matching medial sounds ending punctuation organization and basic features of print  Alphabetic Decoding
 Phoneme blending 7. Identify words in a sentence 7. 1.1.1.B. Demonstrate the understanding of the  Letter Knowledge
organization and basic features of print  Comprehension
Phonics 8. Distinguish features in a sentence (first word, 8. 1.1.1.C. Demonstrate understanding of spoken  Vocabulary
 Short ‘e’; spelled ‘e’, ‘ea’ capitalization, ending punctuation) words, syllables, and sounds  Spelling
 Short ‘i’; spelled ‘i’; 9. Distinguish long from short vowel sounds in 9. 1.1.1.C. Demonstrate understanding of spoken  Text Fluency
spoken single-syllable words words, syllables, and sounds
 /k/ spelled ‘c’, ‘k’, ‘ck’
10. Count, pronounce, blend, and segment syllables 10. 1.1.1.C. Demonstrate understanding of spoken
 /t/ spelled ‘t’ in spoken and written words words, syllables, and sounds
 /hw/ spelled ‘wh’ 11. Orally produce single syllable words, including 11. 1.1.1.C. Demonstrate understanding of spoken
 /sh/ spelled ‘sh’ consonant blends and digraphs words, syllables, and sounds
 /m/ spelled ‘mb’ 12. Isolate and pronounce initial, medial vowel, and 12. 1.1.1.C. Demonstrate understanding of spoken
 Long i spelled ’i’, ‘i_e’ final sounds in spoken single-syllable words words, syllables, and sounds
 Long vowels 13. Identify, segment, and blend onsets and rimes in 13. 1.1.1.C. Demonstrate understanding of spoken
 R-controlled vowels spoken words words, syllables, and sounds
14. Add or substitute individual sounds in one syllable 14. 1.1.1.C. Demonstrate understanding of spoken
 /ûr/ spelled ‘er’, ‘ir’, ‘ur’
words to make new words words, syllables, and sounds
 /th/ spelled ‘th’
15. Identify long vowel sounds in words and the letters 15. 1.1.1.C. Demonstrate understanding of spoken
 /s/ spelled ‘ce’, ‘ci’ that represent them words, syllables, and sounds
 /ow/ spelled ‘ow’, ‘ou’ 16. Identify short vowel sounds in words and the 16. 1.1.1.C. Demonstrate understanding of spoken
 /ŏŏ/ spelled ‘oo’ letters that represent them words, syllables, and sounds
 /n/ spelled ‘kn’ 17. Identify consonant sounds found in letter clusters 17. 1.1.1.C. Demonstrate understanding of spoken
 /f/ spelled ‘ph’ (blends and digraphs) words, syllables, and sounds
18. Blend two and four phonemes into words 18. 1.1.1.C. Demonstrate understanding of spoken
Word Study Concepts words, syllables, and sounds
 Compound words 19. Segment words into phonemes 19. 1.1.1.C. Demonstrate understanding of spoken
words, syllables, and sounds
 Verb endings -ed; -ing
20. Identify consonant-vowel-consonant pattern in 20. 1.1.1.C. Demonstrate understanding of spoken
 Adding -ed to a double final words words, syllables, and sounds
consonant 21. Blend sounds into recognizable words 21. 1.1.1.C. Demonstrate understanding of spoken
 Homophones words, syllables, and sounds
 High-frequency words 22. Identify and produce rhymes 22. 1.1.1.C. Demonstrate understanding of spoken
May 2012 ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1 Page 2 of 10
Course Big Ideas
Students will understand that:
1. Concepts of print, phonological and phonemic awareness, word recognition and fluency are foundational skills necessary to the development of effective readers.
2. Deep understanding of informational text can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development
of the skills needed for using textual evidence to make connections among ideas and between texts.
3. Deep understanding of literature can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development of the
skills needed for using textual evidence to make connections among ideas and between texts.
4. Writing includes the ability to share information, support an argument, and tell a story as well as the ability to engage in evidence-based analysis of text and research.
5. Acquisition of effective communication skills permits individuals to speak appropriately with and respond intelligently to others.
Content/Topics Skills/Competencies PA Standards Assessments
 Contractions words, syllables, and sounds
 Prefixes 23. Use letter-sound relationships to decode words 23. 1.1.1.D. Know and apply grade level phonics and
 Change ‘y’ to ‘i’ before adding ‘-ed’ or word analysis skills in decoding words
24. Identify common consonant digraphs, final ‘e’, and 24. 1.1.1.D. Know and apply grade level phonics and
‘-es’
common vowel teams word analysis skills in decoding words
 Sentence features 25. Read grade-level words with inflectional endings 25. 1.1.1.D. Know and apply grade level phonics and
o first word word analysis skills in decoding words
o capitalization of first word 26. Decode one and two-syllable words with common 26. 1.1.1.D. Know and apply grade level phonics and
o end mark patterns word analysis skills in decoding words
 Rhyming words 27. Identify spelling-sound correspondences for 27. 1.1.1.D. Know and apply grade level phonics and
common consonant digraphs word analysis skills in decoding words
28. Identify long and short vowel sounds in words 28. 1.1.1.D. Know and apply grade level phonics and
word analysis skills in decoding words
29. Recognize simple CVC words 29. 1.1.1.D. Know and apply grade level phonics and
Fluency Concepts word analysis skills in decoding words
 Accuracy 30. Hear syllable and say it aloud 30. 1.1.1.D. Know and apply grade level phonics and
 Comprehension word analysis skills in decoding words
31. Clap syllables in a word 31. 1.1.1.D. Know and apply grade level phonics
 Rate
and word analysis skills in decoding words
 Expression 32. Use endings that add -s to a verb to make it agree 32. 1.1.1.D. Know and apply grade level phonics
 Context/Word Recognition with the subject and word analysis skills in decoding words
 Phrasing 33. Use endings that add -ed to a verb to make it past 33. 1.1.1.D. Know and apply grade level phonics
 Volume tense and word analysis skills in decoding words
 Reread 34. Use endings that add -ing to a verb to denote 34. 1.1.1.D. Know and apply grade level phonics
 Self-correct present participle and word analysis skills in decoding words
35. Distinguish long and short vowels when reading 35. 1.1.1.D. Know and apply grade level phonics
regularly spelled one-syllable words and word analysis skills in decoding words
36. Determine the meaning of a new word formed 36. 1.1.1.D. Know and apply grade level phonics
when a known prefix is added to a known word and word analysis skills in decoding words
37. Read on-level text orally with purpose and 37. 1.1.1.E. Read with accuracy and fluency to
understanding support comprehension
38. Read on-level text orally with accuracy 38. 1.1.1.E. Read with accuracy and fluency to
support comprehension
39. Read on-level text with appropriate rate and 39. 1.1.1.E. Read with accuracy and fluency to
expression on successive readings support comprehension
40. Read at an appropriate rate 40. 1.1.1.E. Read with accuracy and fluency to
support comprehension
41. Use context to confirm or self-correct word 41. 1.1.1.E. Read with accuracy and fluency to
recognition and understanding, rereading as support comprehension
necessary
42. Acquire new vocabulary through repeated 42. 1.1.1.E. Read with accuracy and fluency to
readings of same text support comprehension
May 2012 ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1 Page 3 of 10
Content/Topics Skills/Competencies PA Standards Assessments

1.2 Reading Informational Text 1.2 Reading Informational Text 1.2 Reading Informational Text
1. Identify main idea and key details found in 1. 1.2.1.A. Identify the main idea and retell key
Concepts informational text details of text
 Determine important information 2. Make, confirm, and modify predictions based on 2. 1.2.1.A. Identify the main idea and retell key
 Main idea text information details of text
 Summarize 3. Ask clear questions to gain information 3. 1.2.1.B. Ask and answer questions about key
 Compare and contrast details in a text
 Make inferences 4. Use new words found in informational text when 4. 1.2.1.B. Ask and answer questions about key
 Make predictions asking and answering questions details in a text
5. Ask and answer questions to demonstrate 5. 1.2.1.B. Ask and answer questions about key
 Recall and retell
understanding of a text details in a text
 Draw conclusions
6. Answer who, what, when, why and how 6. 1.2.1.B. Ask and answer questions about key
 Ask and answer questions
questions about an informational text details in a text
 Literary elements 7. Summarize details of an informational text 7. 1.2.1.B. Ask and answer questions about key
o character (traits, actions, motives, details in a text
problems, conflicts) 8. Compare and contrast between familiar texts 8. 1.2.1.C. Describe the connection between two
o setting individuals, events, ideas, or pieces of
o plot (beginning, middle, end) information in a text
 Literary devices 9. Make inferences when reading informational 9. 1.2.1.C. Describe the connection between two
o figurative language text individuals, events, ideas, or pieces of
o sound devices (repetition) information in a text
 Identify details and facts 10. Use words that pertain to time, sequence, and 10. 1.2.1.C. Describe the connection between two
 Distinguish fact and opinion cause/effect found in informational text individuals, events, ideas, or pieces of
 Categorize and classify information in a text
 Author’s purpose 11. Use sentence-level content to determine 11. 1.2.1.F. Ask and answer questions to help
 Text structure meaning of a word or phrase determine or clarify the meaning of words and
o Sequence phrases in a text
o Cause and effect 12. Identify statements of fact 12. 1.2.1.F. Ask and answer questions to help
 Text features determine or clarify the meaning of words and
o table of contents phrases in a text
o glossary 13. Identify statements of opinion 13. 1.2.1.F. Ask and answer questions to help
o index determine or clarify the meaning of words and
o headings phrases in a text
o diagrams 14. Differentiate between fact and opinion 14. 1.2.1.E. Use various text features and search
o maps tools to locate key facts or information in a text
o illustrations 15. Identify text structure/organization found in 15. 1.2.1.E. Use various text features and search
o page numbers informational text (chronology/sequence, tools to locate key facts or information in a text
comparison/contrast, cause and effect, question
& answer, problem/solution)
16. Use simple reader’s tools (table of contents, 16. 1.2.1.G. Use the illustrations and details in a
glossaries, indexes) to locate information text to describe its key ideas
17. Use graphics (diagrams, illustrations with labels, 17. 1.2.1.G. Use the illustrations and details in a
picture captions) to determine or clarify meaning text to describe its key ideas
18. Use details from illustrations to support points 18. 1.2.1.H. Identify the reasons an author gives
made in discussion of an informational text to support points in a text
19. Identify the reasons an author presents that 19. 1.2.1.I. Identify basic similarities in and
support a particular point differences between two texts on the same
topic
20. Compare and contrast ideas and details 20. 1.2.1.K. Determine or clarify the meaning of
presented in two texts on the same topic unknown and multiple-meaning words and
phrases based on grade-level reading and
content
May 2012 ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1
Content/Topics Skills/Competencies
21. Use the context of a sentence to determine the
meaning of a word
22. Use synonyms to determine the meaning of an
unknown word found in informational text
23. Categorize and label groups of words, pictures,
and/or objects by semantic features and/or
purposes
24. Use synonyms and antonyms of grade-level
words when discussing text
25. Use grade-level content vocabulary when
reading and discussing informational text
26. Demonstrate comprehension of grade-level
non-fiction and informational text
27. Identify main idea and key details found in
informational text
Page 4 of 10
PA Standards Assessments
21. 1.2.1.K. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade-level reading and
content
22. 1.2.1.K. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade-level reading and
content
23. 1.2.1.J. Use words and phrases acquired
through conversations, reading, and being
read to, and responding to texts, including
words that signal connections and
relationships between the words and phrases
24. 1.2.1.J. Use words and phrases acquired
through conversations, reading, and being
read to, and responding to texts, including
words that signal connections and
relationships between the words and phrases
25. 1.2.1.L. Read and comprehend literary non-
fiction and informational text on grade-level,
reading independently and proficiently
26. 1.2.1.L. Read and comprehend literary non-
fiction and informational text on grade-level,
reading independently and proficiently

1.3 Reading Literature 1.3 Reading Literature 1.3 Reading Literature

Comprehension Concepts 1. Identify important details found in a literary 1. 1.3.1.A. Retell stories, including key details
 Determine important information text and demonstrate understanding of their
 Key ideas and details central message or lesson
 Summarize 2. Name the problem found in a literary text 2. 1.3.1.A. Retell stories, including key details
 Compare and contrast and demonstrate understanding of their
 Make inferences central message or lesson
 Make predictions 3. Draw conclusions based on information from 3. 1.3.1.A. Retell stories, including key details
literary text and demonstrate understanding of their
 Recall and retell
central message or lesson
 Draw conclusions
4. Ask clear questions to gain information 4. 1.3.1.B. Ask and answer questions about key
 Ask and answer questions
details in a text
 Literary elements 5. Summarize a familiar story 5. 1.3.1.B. Ask and answer questions about key
o Character (traits, actions, motives, details in a text
problem, conflict) 6. Answer who, what, where, when, why, and 6. 1.3.1.B. Ask and answer questions about key
o setting how questions about a literary text details in a text
o plot (beginning, middle, end) 7. Make inferences based on information found 7. 1.3.1.B. Ask and answer questions about key
 Text features - illustrations in literary text details in a text
 Literary devices 8. Recognize character’s feelings found in 8. 1.3.1.C. Describe characters, settings, and
o figurative language literary text major events in a story, using key details
o sound devices (repetition) 9. Describe a character’s feelings inferred from 9. 1.3.1.C. Describe characters, settings, and
 Identify details and facts reading a literary text major events in a story, using key details
 Distinguish fact and opinion 10. Describe narrative elements of a literary text 10. 1.3.1.C. Describe characters, settings, and
 Categorize and classify (character, setting, plot) major events in a story, using key details
 Point of view 11. Explain the importance of setting to a story’s 11. 1.3.1.C. Describe characters, settings, and
 Author’s purpose meaning major events in a story, using key details
 Genre 12. Determine problem and solution in a literary 12. 1.3.1.C. Describe characters, settings, and
o fiction text major events in a story, using key details
May 2012 ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1 Page 5 of 10
Content/Topics Skills/Competencies PA Standards Assessments
o non-fiction 13. Determine conflict and resolution in a literary 13. 1.3.1.D. Identify who is telling the story at
 Text structure text various points in a text
o sequence 14. Identify dialogue and the character using the 14. 1.3.1.D. Identify who is telling the story at
o cause and effect dialogue various points in a text
15. Explain the differences between texts that tell 15. 1.3.1.E. Explain major differences between
a story (poems, nursery rhymes, songs, books that tell stories and books that give
realistic diction) and factual texts information, drawing on a wide reading or
range of text types
16. Distinguish between fiction and non-fiction 16. 1.3.1.E. Explain major differences between
text books that tell stories and books that give
information, drawing on a wide reading or
range of text types
17. Distinguish fantasy from realistic fiction 17. 1.3.1.E. Explain major differences between
books that tell stories and books that give
information, drawing on a wide reading or
Vocabulary Acquisition and Use range of text types
 Homophones 18. Identify the meaning of simile found in literary 18. 1.3.1.F. Identify words and phrased in stories
 Antonyms text or poems that suggest feelings or appeal to
 Descriptive language the senses
 Multiple-meaning words 19. Identify words that a writer uses to make a 19. 1.3.1.F. Identify words and phrased in stories
 Synonyms story interesting or funny or poems that suggest feelings or appeal to
 Context clues the senses
20. Identify a synonym of a word used in literary 20. 1.3.1.F. Identify words and phrased in stories
 Similes
text or poems that suggest feelings or appeal to
 Metaphors
the senses
 Word relationships 21. Identify an author’s use of sound devices 21. 1.3.1.F. Identify words and phrased in stories
(rhythm, rhyme, repetition) or poems that suggest feelings or appeal to
the senses
22. Interpret the meaning of illustrations found in 22. 1.3.1.G. Use information from illustrations
literary text and words, in print or digital text, to
demonstrate understanding of characters,
setting, or plot
23. Use details from illustrations and pictures in a 23. 1.3.1.G. Use illustrations and details to
text to gain information and support points describe characters, setting, or events
made in discussion
24. Describe setting, character, events, or ending 24. 1.3.1.G. Use illustrations and details to
describe characters, setting, or events
25. Compare different versions of the same story, 25. 1.3.1.H. Compare and contrast the
rhyme, or traditional tale adventures and experiences of characters in
stories
26. Identify the meaning of unknown and 26. 1.3.1.I. Determine or clarify the meaning of
multiple-meaning words used in literary text unknown and multiple-meaning words and
using illustrations and context clues phrases based on grade-level reading and
content
27. Use grade-level content vocabulary when 27. 1.3.1.I. Determine or clarify the meaning of
reading literary text unknown and multiple-meaning words and
phrases based on grade-level reading and
content
28. Acquire and use grade-appropriate 28. 1.3.1.J. Use words and phrases acquired
conversational, general academic and through conversations, reading, and being
domain-specific words and phrases read to, and responding to texts, including
words that signal connections and
relationships between the words and phrases
May 2012 ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1
Content/Topics Skills/Competencies
29. Demonstrate comprehension of grade-level
literary text
30. Identify plot, setting, and character traits in a
literary text
1.4 Writing 1.4 Writing
Informative/Explanatory Writing 1. Write about a topic using a clear main idea
 Focus (one specific topic) and supporting details
 Content (2 or more facts/descriptors)
2. Construct a several sentences that describe a
 Organization (logical order –
person, place, or thing
beginning, middle, end)
 Style (precise language, sentences of
3. Create a of sequential directions for how to
varying length)
do or make something
 Conventions
(spelling/grammar/punctuation)
4. Construct a sentence that identifies the topic
5. Compose informative/explanatory sentences
with facts and/or details that develop a single
topic
6. Compose a series of sentences that relate to
a single topic with a beginning, middle, and
end
7. Use transition words to move through the
piece
8. Use a variety of words when writing
9. Use vocabulary specific to the topic
10. Write making specific word choices for effect
11. Write using words that describe
12. Write using conventional sentence structure
(noun + verb)
13. Write using singular and plural nouns with
matching verbs (He hops; We hop)
14. Write using personal, possessive, and
indefinite pronouns (I, me, my, they, them,
their, anyone, everything)
15. Write with proper capitalization for; first word
in a sentence, own name, people’s names,
“I”, days, months, holidays, cities, states
16. Use periods, exclamation points, and
question marks as ending marks
Page 6 of 10
PA Standards Assessments
29. 1.3.1.K. Read and comprehend literature on
grade level, reading independently and
proficiently
30. 1.3.1.K. Read and comprehend literature on
grade level, reading independently and
proficiently
1.4 Writing
1. 1.4.1.A. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly
2. 1.4.1.A. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly
3. 1.4.1.A. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly
4. 1.4.1.B. Identify and write about one specific
topic
5. 1.4.1.C. Develop the topic with two or more
facts
6. 1.4.1.D. Group information and provide some
sense of closure
7. 1.4.1.E. Choose words and phrases for effect
8. 1.4.1.E. Choose words and phrases for effect
9. 1.4.1.E. Choose words and phrases for effect
10. 1.4.1.E. Choose words and phrases for effect
11. 1.4.1.E. Choose words and phrases for effect
12. 1.4.1.F. Demonstrate a grade- appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
13. 1.4.1.F. Demonstrate a grade- appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
14. 1.4.1.F. Demonstrate a grade- appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
15. 1.4.1.F. Demonstrate a grade- appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
16. 1.4.1.F. Demonstrate a grade- appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
May 2012 ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1
Content/Topics Skills/Competencies
17. Write using commas in dates and words in a
series
18. Spell words with common spelling patterns
correctly when writing
19. Spell untaught words phonetically, drawing on
phonemic awareness and spelling
conventions
Opinion/Argument Writing 20. Compose opinion pieces that state an opinion
 Focus (one specific topic/opinion) and provide reasons to support the opinion
 Content (2 or more reasons) 21. Compose an opinion piece with a beginning
 Organization (logical order – opinion, that identifies an opinion, middle with
reasons, closure) reasons, and an ending that restates the
 Style (precise language, sentences of opinion
varying length) 22. Compose an opinion piece with a beginning
 Conventions that identifies an opinion, middle with reasons
(spelling/grammar/punctuation) that support the opinion, and an ending that
restates the opinion
23. Write opinion pieces using transition words
24. Create a concluding statement
25. Use a variety in sentence structure
26. Use a variety of words when writing
27. Write using words that describe
28. Write using correct grammar, punctuation,
capitalization usage, and spelling appropriate
to grade level
Narrative Writing 29. Compose narrative text with a beginning,
 Focus (one specific topic) middle, and ending that describes an
 Content (2 or more details) experience or event
 Organization (logical order – 30. Write a narrative text about a real experience
beginning, middle, end) of the writer in the order that the experience
 Style (precise language, sentences of actually occurred
varying length) 31. Write narrative text that tells a story about a
 Conventions character or characters who face a problem
(spelling/grammar/punctuation) 32. Tell an imaginary story with a beginning,
middle, and end about a person, animal, or
object that describes an adventure
33. Writes narrative text using details to make the
story interesting
Grammar 34. Write narrative text using time order words to
signal event order and to provide a sense of
 Sentences
o parts of a sentence closure
o sentence variety
35. Compose narrative text choosing words for
o fragments
effect
Page 7 of 10
PA Standards Assessments
17. 1.4.1.F. Demonstrate a grade- appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
18. 1.4.1.F. Demonstrate a grade- appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
19. 1.4.1.F. Demonstrate a grade- appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
20. 1.4.1.G. Write opinion pieces on familiar topics
or texts
21. 1.4.1.H. Form an opinion by choosing among
given topics
22. 1.4.1.I. Support the opinion with reasons
related to the opinion
23. 1.4.1.J. Create an organizational structure that
includes reasons and provides some sense of
closure
24. 1.4.1.J. Create an organizational structure that
includes reasons and provides some sense of
closure
25. 1.4.1.K. Use a variety of words and phrases
26. 1.4.1.K. Use a variety of words and phrases
27. 1.4.1.K. Use a variety of words and phrases
28. 1.4.1.L. Demonstrate a grade-appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
29. 1.4.1.M. Write narratives to develop real or
imagined experiences or events
30. 1.4.1.M. Write narratives to develop real or
imagined experiences or events
31. 1.4.1.N. Establish “who” and “what” the
narrative will be about
32. 1.4.1.O. Include thoughts and feelings to
describe experiences and events
33. 1.4.1.O. Include thoughts and feelings to
describe experiences and events
34. 1.4.1.P. Recount two or more appropriately
sequenced events using temporal words to
signal event order and provide some sense of
closure
35. 1.4.1.Q. Use a variety of words and phrases
for effect
May 2012 ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1 Page 8 of 10
Content/Topics Skills/Competencies PA Standards Assessments
o run-on 36. Use a variety of words when writing 36. 1.4.1.Q. Use a variety of words and phrases
 Types of sentences for effect
 Nouns 37. Use a variety in sentence structure 37. 1.4.1.Q. Use a variety of words and phrases
 Verbs and verb tenses for effect
 Pronouns 38. Write using words that describe 38. 1.4.1.Q. Use a variety of words and phrases
 Adjectives for effect
 Capitalization 39. Write using correct grammar, punctuation, 39. 1.4.1.R. Demonstrate a grade-appropriate
o first word in a sentence capitalization usage, and spelling appropriate command of the conventions of standard
o own name to grade level English grammar, usage, capitalization,
o people’s names punctuation, and spelling
o days 40. Write using conventional sentence structure 40. 1.4.1.R. Demonstrate a grade-appropriate
o months (noun + verb) command of the conventions of standard
o holidays English grammar, usage, capitalization,
o cities punctuation, and spelling
o states 41. Write using singular and plural nouns with 41. 1.4.1.R. Demonstrate a grade-appropriate
 Punctuation matching verbs (He hops; We hop) command of the conventions of standard
o end punctuation (period, question English grammar, usage, capitalization,
mark, exclamation mark) punctuation, and spelling
42. Write using personal, possessive, and 42. 1.4.1.R. Demonstrate a grade-appropriate
o abbreviations
o semicolons, colons indefinite pronouns (I, me, my, they, them, command of the conventions of standard
o dashes, ellipses, brackets, their, anyone, everything) English grammar, usage, capitalization,
hyphens punctuation, and spelling
43. Write with proper capitalization for; first word 43. 1.4.1.R. Demonstrate a grade-appropriate
o parenthesis
o apostrophes in a sentence, own name, people’s names, command of the conventions of standard
“I”, days, months, holidays, cities, states English grammar, usage, capitalization,
punctuation, and spelling
44. Write using commas in dates and words in a 44. 1.4.1.R. Demonstrate a grade-appropriate
series command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
45. Use periods, exclamation points, and 45. 1.4.1.R. Demonstrate a grade-appropriate
question marks as ending marks command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
46. Spell words with common spelling patterns 46. 1.4.1.R. Demonstrate a grade-appropriate
correctly when writing command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling
47. Spell untaught words phonetically, drawing on 47. 1.4.1.R. Demonstrate a grade-appropriate
phonemic awareness and spelling command of the conventions of standard
conventions English grammar, usage, capitalization,
punctuation, and spelling
Production and Distribution of Writing 48. Prepare drafts for publication using the writing 48. 1.4.1.T With guidance and support from adults
• Writing Process process (drafting, conferencing, revising) and peers, focus on a topic, respond to
o Prewriting questions and suggestions from peers, and
o Drafting add details to strengthen writing as needed
49. Revise writing by adding details or missing 49. 1.4.1.T With guidance and support from adults
o Revising
o Editing information and peers, focus on a topic, respond to
o Publishing questions and suggestions from peers, and
add details to strengthen writing as needed
50. Evaluate own writing and writing of others 50. 1.4.1.T. With guidance and support from
adults and peers, focus on a topic, respond to
questions and suggestions from peers, and
add details to strengthen writing as needed
May 2012
Content/Topics
Conducting Research
 Formulating a research question
 Question words (who, what, when,
where, why, how)
 Report topic
 Reference materials
 Print and Digital Sources
 Supporting details
 Visual images
ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1
Skills/Competencies
51. Generate ideas through talk with peers and
teacher
52. Use simple word processing program to
produce and publish writing
53. Use technology to compose texts
54. Report on a topic using main ideas and
supporting details
55. Generate and expand ideas through talking
with peers and teacher
56. Choose and narrow a topic, formulate
research question, locate and collect
information, draw conclusions based on
gathered data
57. Gather information from print and digital
sources to answer a research question
58. Use question words when gathering research
information
59. Interpret artistic images and informational
visuals (charts, graphs, diagrams) when
gathering information
60. Identify print and non-print media
61. Write a list of sequential directions using “how
to” books as a model
62. Tell about an experience the way one would
talk about it to others in a conversation
63. Write for a for a range of discipline-specific
tasks
64. Write for a specific purpose
Page 9 of 10
PA Standards Assessments
51. 1.4.1.T. With guidance and support from
adults and peers, focus on a topic, respond to
questions and suggestions from peers, and
add details to strengthen writing as needed
52. 1.4.1.U. With guidance and support, use a
variety of digital tools to produce and publish
writing including in collaboration with peers
53. 1.4.1.U. With guidance and support, use a
variety of digital tools to produce and publish
writing including in collaboration with peers
54. 1.4.1.V. Participate in individual or shared
research and writing projects
55. 1.4.1.W. With guidance and support, recall
information from experiences or gather
information from provided sources to answer a
question
56. 1.4.1.W. With guidance and support, recall
information from experiences or gather
information from provided sources to answer a
question
57. 1.4.1.W. With guidance and support, recall
information from experiences or gather
information from provided sources to answer a
question
58. 1.4.1.W. With guidance and support, recall
information from experiences or gather
information from provided sources to answer a
question
59. 1.4.1.W. With guidance and support, recall
information from experiences or gather
information from provided sources to answer a
question
60. 1.4.1.W. With guidance and support, recall
information from experiences or gather
information from provided sources to answer a
question
61. 1.4.1.W. With guidance and support, recall
information from experiences or gather
information from provided sources to answer a
question
62. 1.4.1.W. With guidance and support, recall
information from experiences or gather
information from provided sources to answer a
question
63. 1.4.1.X. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences
64. 1.4.1.X. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences
May 2012 ENGLISH LANGUAGE ARTS COURSE MAP – GRADE 1 Page 10 of 10
Content/Topics Skills/Competencies PA Standards Assessments
1.5 Speaking and Listening 1.5 Speaking and Listening 1.5 Speaking and Listening
Appropriate Speaking 1. Ask questions and provide answers to 1. 1.5.1.A. Participate in collaborative
 Collaborative discussion questions during discussions conversations with peers and adults in small
 Rules for discussions and larger groups
 Taking turns 2. Demonstrate agreed upon rules for small 2. 1.5.1.A. Participate in collaborative
 Ask and answer questions group and whole group discussions conversations with peers and adults in small
 Audience and larger groups
 Purpose 3. Demonstrate turn taking 3. 1.5.1.A. Participate in collaborative
 Setting conversations with peers and adults in small
 Complete sentences and larger groups
 English conventions 4. Retell main ideas and supporting details of 4. 1.5.1.B. Confirm understanding of a text read
 Volume text read aloud aloud or information presented orally or
 Rate through other media by asking and answering
 Phrasing questions about key details and requesting
clarification if something is not understood
 Expression
5. Ask questions when meaning is lost or 5. 1.5.1.C. Ask and answer questions about
 Projection understanding is interrupted what a speaker says in order to gather
 Props/illustrations additional information or clarify something that
is not understood
6. Formulate clear questions to gain information 6. 1.5.1.C. Ask and answer questions about
what a speaker says in order to gather
additional information or clarify something that
is not understood
7. Answer questions offering appropriate details 7. 1.5.1.C. Ask and answer questions about
what a speaker says in order to gather
additional information or clarify something that
is not understood
8. Explain and describe people, events, and 8. 1.5.1.D. Describe people, places, things, and
objects events with relevant details, expressing ideas
and feelings clearly
9. Describe similarities and differences between 9. 1.5.1.D. Describe people, places, things, and
people, places, events, and objects events with relevant details, expressing ideas
and feelings clearly
10. Recite poems or tell stories 10. 1.5.1.E. Produce complete sentences when
appropriate to task and situation
11. Tell stories in an interesting way 11. 1.5.1.E. Produce complete sentences when
appropriate to task and situation
12. Use complete sentences and English 12. 1.5.1.E. Produce complete sentences when
language conventions while speaking appropriate to task and situation
13. Use grade-level vocabulary words 13. 1.5.1.E. Produce complete sentences when
appropriately when talking about texts appropriate to task and situation
(author, title, illustrator)
14. Present information utilizing props or 14. 1.5.1.F. Add drawings or other visual displays
illustrations to add meaning to a presentation to presentations when sharing aloud to clarify
ideas, thoughts, and feelings
15. Use appropriate English grammar when 15. 1.5.1.G. Demonstrate command of the
speaking conventions of standard English when
speaking based on grade 1 level and content
16. Speak clearly and fluently using appropriate 16. 1.5.1.G. Demonstrate command of the
volume, rate, pitch, phrasing, expression, and conventions of standard English when
projection speaking based on grade 1 level and content