New BrunswickGrade 1
NB Grade 1 English Curriculum
Lessons and practice for every Grade 1 English topic. Aligned to what New Brunswick schools teach. Help your child master reading, writing, and communication skills.
NB Grade 1 English Curriculum | StudyPugHelp
SCO_ID | Curriculum Outcome - Elaborations | StudyPug Topic |
|---|---|---|
ELA.1.I.1.a | Using descriptive language to express emotions; making specific requests; using full thoughts: Express feelings and opinions and give simple descriptions of experiences using descriptive language and grammatically correct sentences appropriate to context |
ELA.1.I.1.b | Sharing simple facts ideas and opinions; using topic-specific vocabulary; presenting to peers and teachers: Present simple facts ideas and opinions to peers and teachers using descriptive language about specific topics |
ELA.1.I.1.c | Using helpful respectful and equitable language; identifying kind versus hurtful language; beginning to use inclusive language: Explore the language of harmony and respect by describing helpful respectful language and identifying differences between kind and hurtful language |
ELA.1.I.2.a | Creating questions using question words; asking initial and follow-up questions; responding with requested information: Begin to ask and respond to questions using question words to create questions about specific topics and respond by answering or citing requested information |
ELA.1.I.2.b | Using sequence words time words and spatial concepts; giving and following one or two step directions: Give and follow simple one or two step directions or instructions using words for sequence time and spatial concepts |
ELA.1.I.2.c | Using language specific to topic audience and situation; exploring appropriate communication conventions: Explore appropriate communication conventions by beginning to use language specific to topic audience and situation |
ELA.1.I.2.d | Using questions wonderings and reflections; responding to new information and visual imagery personally: Respond personally to presentations oral stories and multi-modal text using questions wonderings and reflections to respond to new information or visual imagery |
ELA.1.I.2.e | Using turn-taking when interacting; demonstrating consideration for others; using words instead of actions: Explore social conventions when interacting by beginning to use turn-taking demonstrating consideration for thoughts and feelings of others and using words in place of actions |
ELA.1.I.3 | Receiving information from others; reflecting while others speak; interrupting when appropriate: Receive the ideas and opinions of others by receiving information reflecting while others are speaking and interrupting when necessary or appropriate |
ELA.1.R.1 | Identifying concepts of print; explaining that text carries meaning; differentiating letters numbers and words: Identify concepts of print when engaging with text explaining that printed text carries meaning and differentiating between letters numbers and words and explaining how punctuation serves a purpose |
ELA.1.R.2 | Blending sounds orally; segmenting words; identifying final and medial sounds; deleting adding and substituting sounds: Demonstrate an awareness of sounds in spoken language by blending two to four sounds orally to make words segmenting one-syllable words identifying final and medial sounds and substituting initial medial and final sounds |
ELA.1.R.3 | Decoding single syllable words; reading words with long vowels and consonant blends; using sound-symbol knowledge: Apply letter-sound knowledge to decode words and connected text including single syllable words with various patterns consonant blends digraphs long vowels with marker e and using knowledge of affixes to decode new words |
ELA.1.R.4 | Automatically reading single syllable words; reading decodable text with expression; responding to punctuation; reading high frequency words: Read familiar words in developmentally appropriate text passages with accuracy and expression by automatically reading single syllable words reading decodable text with expression and reading high frequency words |
ELA.1.R.5 | Connecting prior knowledge to new words; defining words by category; using prefixes and suffixes; using Tier Two vocabulary: Use a range of vocabulary when communicating by connecting prior knowledge of words to new words defining familiar words by category and attribute using prefixes and suffixes and using Tier Two all-purpose words and some Tier Three curriculum-specific words |
ELA.1.R.6.a | Making inferences about characters; recognizing character actions relate to conflict; retelling main idea with details: Construct meaning from oral stories read-alouds and text by making simple inferences about main characters recognizing that character actions may be related to conflict and retelling main idea with events and general details |
ELA.1.R.6.b | Using knowledge of affixes to aid meaning; making personal connections; asking questions; making predictions: Construct meaning when being read to and when reading independently by using knowledge of affixes to aid meaning making personal connections relating prior knowledge to text and using strategies such as asking questions and making predictions |
ELA.1.R.7.a | Selecting from variety of text forms for interest and learning needs; expressing preferences; referring to texts for knowledge: Select and engage with a variety of text forms for specific uses by selecting text for interest or learning needs reading in first or additional languages expressing preferences and referring to various text forms for knowledge entertainment and information |
ELA.1.R.7.b | Beginning to identify characteristics forms and features of text; using text features to gain information: Begin to identify characteristics forms features and types of text by using text features to gain obvious and additional information identifying simple text forms and describing general purpose and recognizing basic text features such as author illustrator and title |
ELA.1.REP.1 | Representing upper and lower-case letters; using left-to-right and top-to-bottom directionality; conventional spacing: Print or represent letters words and sentences using a writing utensil or assistive technology with upper and lower-case letters left-to-right directionality conventional spacing and identifying print conventions and handwriting mechanics |
ELA.1.REP.2 | Showing awareness of sounds with invented spelling; using short vowels; spelling single syllable words; using affixes: Apply basic spelling conventions when creating written works by showing awareness of predominant sounds spelling single syllable words using some affixes identifying open and closed syllable types and beginning to use irregular spellings and high frequency words |
ELA.1.REP.3.a | Writing complete thoughts and sentences; using one-to-one correspondence; using articles and pronouns; using repetitive sentence patterns: Compose complete thoughts and sentences by writing complete thoughts using one-to-one correspondence using articles and pronouns using repetitive simple sentence patterns and beginning to create compound and complex sentences |
ELA.1.REP.3.b | Using Tier One Two and Three vocabulary; experimenting with punctuation; using conversational language; using simple reference materials: Compose complete thoughts and sentences by using Tier One Two and Three vocabulary to enhance meaning experimenting with punctuation and using simple reference materials such as anchor charts dictionaries and word lists |
ELA.1.REP.4.a | Generating ideas for writing; organizing ideas for specific purpose; gathering information for research; identifying audience and purpose: Organize ideas and create written or media texts by generating ideas for writing and representing organizing ideas for specific purpose gathering information identifying audience and purpose and beginning to communicate intended purpose |
ELA.1.REP.4.b | Using strategies for prewriting revising editing and presenting; beginning to evaluate personal representations: Organize ideas and create written or media texts by using strategies for prewriting such as storytelling drawing and sharing experiences and using strategies for revising editing and presenting such as reading to self or partner and reviewing wording |
ELA.1.REP.4.c | Presenting information to support or refute ideas; introducing information in opening; creating various written or represented forms: Organize ideas and create written or media texts by presenting information to support or refute ideas introducing information or topic in opening section and creating various written or represented forms based on personal interest and choice |
ELA.1.REP.5 | Using information to support ideas; gathering information to answer questions; using information to form simple arguments: Begin to seek information to support ideas and construct meaning by using information to support ideas gathering information to answer questions or solve problems and using information to form simple arguments |
ELA.1.IU.1.a | Expressing personal identity through drawing and writing; sharing favorite things; introducing self to class: Create personal identity representations by drawing and writing about self family favorites and personal experiences to share with classmates and build classroom community |
ELA.1.IU.1.b | Describing family members and friends; understanding relationships; recognizing similarities and differences: Explore family and friend relationships by describing people important to them recognizing that families can look different understanding concepts of friendship and sharing stories about relationships |
ELA.1.IU.1.c | Learning classroom routines and expectations; understanding roles and responsibilities; practicing cooperation: Build classroom community by learning and following classroom routines understanding student and teacher roles practicing turn-taking and cooperation and contributing to a positive learning environment |
ELA.1.IU.2.a | Observing and describing seasonal changes; learning weather vocabulary; connecting seasons to personal experiences: Explore seasons and weather by observing and describing seasonal changes learning weather-related vocabulary making connections between seasons and activities and understanding how weather affects daily life |
ELA.1.IU.2.c | Exploring the five senses through hands-on activities; using sensory vocabulary; describing observations: Discover the five senses by using sight hearing touch taste and smell to explore the world using descriptive sensory vocabulary and sharing observations through speaking drawing and writing |
ELA.1.IU.3.a | Reading and listening to folktales fairy tales and fables; identifying story elements; recognizing morals and lessons: Experience traditional tales and fables by listening to and reading folktales fairy tales and fables from various cultures identifying characters setting and plot recognizing morals and lessons and retelling stories in own words |
ELA.1.IU.3.b | Identifying characters setting problem and solution; understanding beginning middle and end; retelling stories sequentially: Analyze story elements by identifying characters setting problem and solution understanding story sequence with beginning middle and end retelling stories in proper order and creating own simple stories with clear elements |
ELA.1.IU.3.c | Distinguishing between fiction and non-fiction texts; understanding purposes of different text types; identifying text features: Differentiate between fiction and non-fiction by understanding that fiction tells imaginary stories while non-fiction provides real information identifying text features such as photographs diagrams and labels and selecting appropriate texts for different purposes |
ELA.1.IU.3.d | Exploring rhythm and rhyme in poetry; identifying rhyming words; creating simple poems; performing poetry: Experience poetry and rhyme by listening to and reading poems identifying rhyming words and patterns exploring rhythm and repetition creating simple poems using rhyme and performing poems with expression and movement |
ELA.1.IU.7.b | Learning about Indigenous peoples of Atlantic Canada; listening to traditional stories; understanding respect for Elders and land: Learn about Indigenous peoples and cultures by exploring the history and culture of Mi'kmaq and Wolastoqiyik peoples listening to traditional stories and oral histories understanding the importance of Elders and Knowledge Keepers and developing respect for Indigenous perspectives and connection to land |
ELA.1.SP.1.a | Building automaticity with high-frequency words; practicing oral reading with expression; improving reading rate and accuracy: Develop reading fluency by building automaticity with high-frequency words practicing oral reading with appropriate expression pacing and intonation self-monitoring for accuracy and gradually increasing reading rate with connected text |
ELA.1.SP.1.b | Practicing decoding with word families; blending sounds; reading multisyllabic words; applying phonics rules: Practice phonics patterns by working with word families and common rimes blending sounds to decode new words reading increasingly complex multisyllabic words and applying phonics rules and patterns to unfamiliar words |
ELA.1.SP.1.c | Memorizing and practicing high-frequency sight words; reading sight words automatically in context; building sight word vocabulary: Build sight word recognition by memorizing and practicing common high-frequency words reading sight words automatically and fluently in connected text expanding sight word vocabulary throughout the year and using sight words in writing |
ELA.1.SP.2.a | Practicing letter formation; improving legibility; developing appropriate grip and posture; writing on lines: Develop handwriting skills by practicing proper letter formation for upper and lower-case letters improving legibility and consistency developing appropriate pencil grip and posture writing on lines with proper spacing and increasing writing stamina |
ELA.1.SP.2.b | Writing complete sentences with capitals and periods; expanding sentences with details; combining sentences: Practice sentence writing by writing complete sentences with proper capitalization and ending punctuation expanding simple sentences with descriptive words and details combining related sentences and varying sentence beginnings for interest |
ELA.1.SP.2.c | Practicing spelling patterns; using spelling strategies; learning common spelling rules; building spelling lists: Develop spelling skills by practicing common spelling patterns and word families using spelling strategies such as sounding out and word chunks learning basic spelling rules building personal spelling lists of high-frequency and commonly misspelled words and applying spelling knowledge in writing |
ELA.1.SP.3.a | Listening to texts and oral presentations; answering comprehension questions; following multi-step directions; retelling what was heard: Build listening comprehension by actively listening to stories and oral presentations answering literal and inferential comprehension questions following multi-step oral directions retelling stories in sequence and identifying main ideas and supporting details from oral texts |
ELA.1.SP.3.b | Speaking clearly and loudly enough; using complete sentences; making eye contact; speaking in complete thoughts: Develop speaking and presentation skills by speaking clearly and at appropriate volume using complete sentences when speaking making eye contact with listeners organizing thoughts before speaking using appropriate tone and expression and presenting ideas confidently to small and large groups |
ELA.1.SP.4.a | Learning to ask questions using who what when where why and how; generating questions about texts and topics: Practice question formation by using question words who what when where why and how to create questions generating questions before during and after reading distinguishing between different types of questions and asking relevant questions to gain information or clarify understanding |
ELA.1.SP.4.b | Expanding vocabulary with adjectives and adverbs; using sensory details; making descriptions more specific and vivid: Enhance descriptive language by learning and using adjectives to describe nouns using adverbs to describe actions incorporating sensory details that appeal to five senses making descriptions specific and vivid and replacing general words with more precise vocabulary |
ELA.1.SP.5.a | Retelling stories in proper sequence; including important details; using story language; maintaining character voices: Practice retelling stories by recounting stories in proper sequential order including important story elements and key details using story language and transition words such as first next then and finally maintaining consistent character voices and demonstrating understanding of plot and main ideas |
ELA.1.SP.5.b | Using prior knowledge and text clues to make predictions; confirming or revising predictions; explaining prediction reasoning: Develop prediction skills by using prior knowledge and clues from text and illustrations to make logical predictions reading to confirm or revise predictions explaining reasoning behind predictions and understanding that good readers make and adjust predictions while reading |
ELA.1.SP.5.c | Making text-to-self text-to-text and text-to-world connections; sharing personal connections; understanding how connections deepen comprehension: Practice making connections by relating stories to personal experiences making connections between different texts connecting texts to knowledge about the world sharing connections with others and understanding that making connections helps readers better understand and remember what they read |
ELA.1.SP.5.d | Identifying the main idea or topic of texts; distinguishing main idea from details; summarizing in one sentence: Learn to identify main idea by determining what a text is mostly about distinguishing between main ideas and supporting details identifying the topic sentence in simple texts summarizing the main idea in one sentence and recognizing that details support the main idea |
ELA.1.SP.5.e | Putting events in order; using sequence words; understanding beginning middle and end; creating timelines: Practice sequencing events by arranging events in chronological order using sequence words such as first next then and last understanding story structure with beginning middle and end creating simple timelines or sequence charts and retelling events in proper order |
ELA.1.SP.5.f | Using clues from text and pictures to draw conclusions; making inferences; explaining reasoning: Develop ability to draw conclusions by using evidence from text and illustrations to make logical inferences answering questions that require thinking beyond the text explaining the reasoning behind conclusions distinguishing between what is stated and what is implied and supporting conclusions with textual evidence |
ELA.1.SP.5.g | Understanding that authors write to inform entertain or persuade; identifying the author's purpose in simple texts: Learn about author's purpose by understanding the three main purposes authors write to inform teach to entertain delight or to persuade convince identifying the author's purpose in texts discussing clues that reveal purpose and recognizing that some texts may have more than one purpose |
ELA.1.SP.5.h | Identifying similarities and differences between characters settings or events; using Venn diagrams; using comparison words: Practice comparing and contrasting by identifying how things are alike and different comparing characters settings or events within or across texts using graphic organizers such as Venn diagrams using comparison words such as both same different but and understanding that comparing helps deepen understanding |
ELA.1.SP.6.a | Learning proper book handling; understanding parts of a book; caring for books; visiting the library: Develop proper book handling and care by holding books correctly and turning pages gently understanding parts of a book such as front cover back cover spine title page understanding that books should be treated with care learning library procedures and developing positive attitudes toward books and reading |
ELA.1.SP.6.b | Choosing appropriate books; sustaining attention during reading; building reading stamina; developing reading interests: Build independent reading habits by choosing books at appropriate reading level reading independently for increasing periods of time building reading stamina developing personal reading interests and preferences engaging with a variety of genres and formats and understanding that reading is enjoyable and valuable |
ELA.1.SP.6.c | Reading together with a partner; taking turns reading; helping each other with difficult words; discussing books: Practice partner reading by reading together with a partner taking turns reading aloud helping each other with challenging words discussing the story and illustrations providing positive feedback and encouragement and enjoying the social aspect of reading together |
ELA.1.SP.6.d | Talking about books; sharing favorite parts; drawing and writing about reading; expressing opinions about texts: Respond to reading by discussing books with others sharing favorite parts characters or events drawing pictures to represent stories writing simple responses to texts expressing personal opinions and preferences making personal connections and reflecting on reading experiences |
ELA.1.SP.6.e | Celebrating reading successes; taking risks with new words; understanding that mistakes are part of learning; setting reading goals: Build reading confidence by celebrating reading accomplishments taking risks when attempting new words understanding that making mistakes is part of learning using strategies when stuck on words setting achievable reading goals tracking progress and developing a positive self-concept as a reader |