ManitobaGrade 1
Manitoba Grade 1 ELA Curriculum
Video lessons and practice for every Grade 1 ELA topic. Aligned to what Manitoba schools teach. Help your child with reading, writing, listening, and speaking skills.
Manitoba Grade 1 ELA Curriculum | StudyPugHelp
GO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.1.A1.2 | Active listening and respectful communication: Use non-verbal cues to demonstrate listening to others during partner small or large group activities |
ELA.1.A1.5 | Speaking in complete sentences and oral expression: Use complete sentences with attention to word choice and grammar to communicate thoughts and ideas |
ELA.1.A1.6 | Confidence in oral communication and self-expression: Contribute to discussions recognizing they have a voice |
ELA.1.A2.1 | Phonological awareness and sound manipulation: Identify sounds in beginning middle and end of words blend and segment sound in longer words substitute sounds to make new words |
ELA.1.A2.2 | Alphabetic knowledge and letter recognition: Identify individual alphabet letters by name upper and lowercase letters regardless of order match upper to lowercase |
ELA.1.A1.1 | Receptive listening and responding with relevance: Listen to the ideas and opinions of others and respond by sharing relevant experiences to demonstrate interest |
ELA.1.A1.3 | Conversational skills and language experimentation: Experiment with language to initiate and maintain conversations with topic changes with a variety of partners |
ELA.1.A1.4 | Questioning for clarification and information matching: Ask questions to clarify understanding and respond to questions by matching information to questions asked |
ELA.1.A2.3 | Phonics and letter-sound correspondence: Use knowledge of letters and sounds to recognize and decode encode spell words in isolation and in various texts |
ELA.1.A2.4 | Morphological awareness and word parts: Understand how to use small meaningful parts of a word morphemes in reading and writing to determine word meaning |
ELA.1.A2.5 | Vocabulary acquisition and usage: Understand and use a range of vocabulary when reading and writing simple texts |
ELA.1.A2.6 | Reading fluency accuracy and prosody: Identify and apply letter sounds accurately and automatically to decode read known words accurately to increase fluency |
ELA.1.B1.1 | Schema activation and knowledge connection: Activate prior knowledge including knowledge gained from field trips experts Elders texts and diverse experiences |
ELA.1.B1.2 | Question generation and curiosity-driven learning: Ask questions based on personal curiosities to explore a topic in a group inquiry |
ELA.1.B1.3 | Text selection and engagement with multimodal texts: Identify and choose multimodal texts based on interests curiosities and learning new information |
ELA.1.B1.4 | Information recognition and sharing gathered knowledge: Recognize and use gathered information as a basis for sharing |
ELA.1.B2.1 | Genre awareness and text structure recognition: Recognize different forms genres and structures of oral literary and informational text |
ELA.1.B2.2 | Visual literacy and text feature utilization: Use images photographs and other text features from multimodal forms of fiction and nonfiction to construct meaning |
ELA.1.B2.3 | Predictive thinking and anticipation strategies: Use prior knowledge to make predictions about a new text continue to make predictions while engaging in text |
ELA.1.B2.4 | Personal connections and meaning construction: Make connections to texts by drawing on personal experiences and knowledge of topics to construct meaning |
ELA.1.B2.5 | Comprehension monitoring and strategy application: Use strategies visualizing rereading relistening and asking questions to check understanding |
ELA.1.B2.6 | Recall and oral summarization: Recall information and talk about what is learned to demonstrate understanding |
ELA.1.B2.7 | Academic vocabulary and content-specific language: Acquire understand and use new vocabulary words that are topic and subject specific |
ELA.1.B3.1 | Representation analysis and identity reflection: Recognize when they see themselves and others represented in texts and when they do not |
ELA.1.B3.2 | Factual evaluation and critical awareness: Recognize what information and ideas might be true and false in texts with guidance |
ELA.1.B3.3 | Perspective recognition and viewpoint awareness: Recognize others can have different viewpoints based on the same experience |
ELA.1.B3.4 | Personal response and opinion formation: Express a personal response by sharing an opinion about text and give reasons |
ELA.1.C1.1 | Idea generation and personal experience integration: Contribute ideas to a topic based on personal experience and background knowledge |
ELA.1.C1.2 | Source exploration and information gathering: Discuss new information gathered from a relevant source including modelled and mentor text |
ELA.1.C1.3 | Planning strategies and collaborative preparation: Use strategies dramatization peer discussion drawings and brainstorming with others to plan for text creation |
ELA.1.C1.4 | Genre awareness and purpose-driven selection: Develop awareness of different types of writing narrative informational descriptive and persuasive and genres |
ELA.1.C1.5 | Drafting and multimodal text creation: Create simple multimodal text use writing drawing tools or apps to arrange words and pictures images to draft ideas |
ELA.1.C2.1 | Organizational structure and logical sequencing: Recognize and experiment with organizational patterns group related ideas and details together in logical sequence |
ELA.1.C2.2 | Sentence construction and connecting words: Produce simple complete sentences reread written text to include simple connecting word |
ELA.1.C2.3 | Vocabulary selection and meaning enhancement: Use new words to enhance meaning for the audience in drawings text creation and other forms of expression |
ELA.1.C2.4 | Voice development and personal expression: Demonstrate personal voice in texts using words print elements and expressive drawings to communicate thoughts |
ELA.1.C2.5 | Revision understanding and feedback response: Understand that text creators can change their ideas in response to feedback to improve clarity |
ELA.1.C3.1 | Legibility and letter formation skills: Form letters words with accurate formation size placement and spacing to ensure legibility |
ELA.1.C3.2 | Spelling strategies and phonetic application: Use knowledge of letter sounds word parts morphemes and sound word wall to spell familiar and unfamiliar words |
ELA.1.C3.3 | Capitalization rules and proper noun usage: Use a capital letter when writing names the pronoun I familiar proper nouns and at beginning of sentences |
ELA.1.C3.4 | Punctuation conventions and meaning clarity: Know and use some punctuation conventions periods exclamation marks question marks to communicate meaning |
ELA.1.C3.5 | Publication and multimodal integration: Produce final text and develop awareness of effect of different modes of communication integrate more than one mode |
ELA.1.D1.1 | Communication style adjustment and audience awareness: Begin to adjust communication style formal or informal for an audience Elder friend teacher parent |
ELA.1.D1.2 | Visual enhancement and presentation tools: Use artifacts to enhance message use dramatizations and visual aids digital tools to share ideas |
ELA.1.D1.3 | Presentation skills and information sequencing: Present information in a sequence including a main idea with some supporting details to an audience |
ELA.1.D2.1 | Metacognitive awareness and strategy discussion: Engage in basic self-reflection as a listener speaker reader writer viewer through discussions of strategies |
ELA.1.D2.2 | Self-assessment and progress monitoring: Begin to use stickers charts or checklists to self-assess own learning |
ELA.1.D2.3 | Feedback reception and reflective response: Listen to specific and immediate feedback reflect and respond to simple questions about learning |
ELA.1.D2.4 | Goal setting and intentional learning: Develop learning goals with guidance |
ELA.1.D2.5 | Progress monitoring and goal achievement: Recognize and monitor progress with guidance to achieve learning goal use visual aids as reinforcement |