ManitobaGrade 1
MB Grade 1 English Curriculum
Lessons and practice for every Grade 1 English topic. Aligned to what Manitoba schools teach. Help your child build reading, writing, and communication skills.
MB Grade 1 English 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 |
Manitoba Grade 1 English Curriculum Overview
Grade 1 English in Manitoba focuses on building the core literacy skills students need throughout their education. Children learn to recognize letters, understand sounds, decode words, and begin writing their own sentences. They also develop listening and speaking skills through partner discussions, group activities, and sharing ideas aloud.
Phonics and Word Study in Grade 1
A major part of Grade 1 English is phonics. Students learn to identify sounds at the beginning, middle, and end of words. They blend and segment sounds, substitute letters to make new words, and apply letter-sound knowledge to read and spell. StudyPug lessons walk through each phonics skill step by step so your child can practice at their own pace.
Reading and Comprehension Skills
Grade 1 students explore a range of texts including fiction, nonfiction, and multimodal formats. Key reading skills include:
- Making predictions before and during reading
- Using pictures and text features to understand meaning
- Making connections between texts and personal experiences
- Asking questions to check understanding
- Recalling and talking about what was learned
StudyPug practice exercises help students apply these strategies independently.
Writing Skills in Grade 1
Manitoba Grade 1 students begin forming letters correctly and writing simple complete sentences. They explore different types of writing including narrative, informational, and descriptive. Students also learn to use capital letters, periods, exclamation marks, and question marks. StudyPug guided practice helps children build these skills with clear examples and exercises.
Speaking, Listening, and Communication
Grade 1 English also covers oral communication. Students practice using complete sentences, contributing to discussions, asking and answering questions, and adjusting how they communicate for different audiences. These skills support confidence in the classroom and in everyday conversations.
Self-Reflection and Learning Goals
Manitoba Grade 1 English includes an important metacognitive strand. Students begin to reflect on their own learning, use checklists and visual aids to self-assess, listen to feedback, and develop learning goals with guidance. StudyPug supports this growth mindset by allowing students to track their own progress through topics.