SaskatchewanGrade 1
SK Grade 1 English Curriculum
Lessons and practice for every Grade 1 English topic. Aligned to what SK schools teach. Help your child build reading, writing, and communication skills with step-by-step support.
SK Grade 1 English Curriculum | StudyPugHelp
SO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.1.CR1.1.a | Diverse perspectives cultural awareness thematic exploration: View listen to read and respond to variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues related to identity community and social responsibility |
ELA.1.CR1.1.b | Text-to-self text-to-text schema activation: Make and share connections among texts prior knowledge and personal experiences such as family traditions connecting what is read to own life experiences finding similarities between different texts |
ELA.1.CR1.1.c | Personal response emotional connection reader engagement: Relate aspects of stories and characters from various texts to personal feelings and experiences explaining how characters or events make one feel and connecting story situations to own life |
ELA.1.CR1.1.d | Perspective-taking empathy understanding diversity: Show awareness of the experiences and ideas of other persons encountered through texts considering different perspectives understanding that people have varied experiences |
ELA.1.CR1.1.e | Character analysis emotional literacy inference: Describe characters the way they might feel and the way situations might cause them to feel analyzing how story events affect characters identifying character emotions |
ELA.1.CR1.1.f | Cultural respect inclusivity First Nations Métis perspectives: Show respect for own culture and the various cultures lifestyles and experiences represented in texts including First Nations and Métis cultures appreciating diversity |
ELA.1.CR1.2.a | Visual literacy information extraction multimodal texts: Identify and locate key information in pictures charts and other visual forms such as photographs physical movement and icons including traditional and contemporary First Nations and Métis resources |
ELA.1.CR1.2.b | Strategic viewing comprehension monitoring visual analysis: Select and use appropriate before during and after strategies when viewing including think aloud view-pause-predict collaborative viewing guides DVTA directed viewing-thinking activity |
ELA.1.CR1.2.e | Media comparison multimodal literacy format analysis: View video version of print book and discuss how the two versions are the same and different comparing illustrations to film adaptations and understanding how different media convey stories |
ELA.1.CR1.2.g | Emotional literacy visual interpretation affective response: Recognize feelings portrayed in visual and multimedia texts including pictures photographs diagrams pictographs and icons identifying emotions expressed through facial expressions body language |
ELA.1.CR1.2.h | Informational visuals cultural learning knowledge building: View and demonstrate understanding that visual texts are sources of information including ideas and information about First Nations Métis Inuit peoples and other cultures |
ELA.1.CR1.3.a | Active listening oral comprehension cultural narratives: Listen and respond appropriately to range of oral communications including selected works of children's literature and traditional and contemporary First Nations and Métis stories |
ELA.1.CR1.3.b | Strategic listening comprehension monitoring auditory processing: Select and use appropriate before during and after strategies when listening including TQLR tune in questions listen review ACTION attention concentrate think interpret organize note |
ELA.1.CR1.3.d | Story retelling sequencing oral comprehension 5Ws and H: Retell stories including oral traditions shared by Elders and Knowledge Keepers by relating sequence of story events by answering who what when where why and how questions |
ELA.1.CR1.3.e | Main idea key details listening comprehension: Listen to texts and retell most important information such as who what when where why and how identifying main ideas and key details from oral presentations |
ELA.1.CR1.3.f | Respectful listening social communication empathy: Listen courteously and attentively to understand the meaning and intent of others showing respect through listening behaviors and seeking to comprehend speaker's message |
ELA.1.CR1.3.g | Non-verbal communication listening behaviors engagement: Demonstrate attentiveness and comprehension as listener through body language and facial expressions such as nodding in agreement making eye contact and showing engagement |
ELA.1.CR1.3.h | Auditory memory sequential processing following instructions: Listen to carry out directions with four to six simple steps demonstrating comprehension through appropriate actions and accurate completion of multi-step tasks |
ELA.1.CR1.4.a | Print awareness personal text reading real-world literacy: Read and interpret own writing experience charts labels symbols and print in environment including classroom labels signs and familiar words encountered in daily life |
ELA.1.CR1.4.b | Strategic reading comprehension monitoring metacognition: Select and use appropriate before during and after strategies when reading including KWL preview-connect-predict list-group-categorize B-D-A before during after DRTA |
ELA.1.CR1.4.c | Print concepts phonics graphophonic syntactic semantic cues: Use applicable pragmatic textual syntactic semantic lexical morphological graphophonic and other communication cues and conventions to construct and communicate meaning when reading |
ELA.1.CR1.4.d | Genre identification text purpose literary vs informational: Distinguish between fiction and non-fiction texts understanding that fiction tells imaginary stories while non-fiction provides factual information identifying characteristics and purposes |
ELA.1.CR1.4.e | Oral reading fluency prosody accuracy rate 30-60 wcpm: Read aloud with fluency expression and comprehension any text that is already familiar and is at independent reading level achieving 30-60 words correct per minute |
ELA.1.CR1.4.f | Informational text structure 5Ws and H sequencing: Identify sequence of informational text and respond to who what when where why and how questions understanding organizational patterns in non-fiction and extracting key information |
ELA.1.CR1.4.h | Narrative comprehension story structure characters setting problem solution: Retell central ideas of simple expository and narrative passages including contemporary and traditional First Nations and Métis stories identifying and describing story elements |
ELA.1.CR1.4.i | Reading stamina independent reading engagement motivation: Read and re-read just-right texts independently for sustained minimum 10-15 minute period daily for enjoyment and to improve fluency and comprehension building reading stamina |
ELA.1.CC1.1.a | Multimodal expression technology integration purposeful communication: Use words symbols and other forms including appropriate technology to express understanding of topics themes and issues related to identity community and social responsibility |
ELA.1.CC1.1.b | Oral composition personal narrative language experience: Dictate to another person and compose stories that tell personal feelings ideas experiences opinions observations and reactions connecting oral language to written text |
ELA.1.CC1.1.c | Pattern writing mentor texts creative composition: Create stories explanations poems and dramatizations using known patterns and later developing own patterns using mentor texts as models for original compositions |
ELA.1.CC1.1.d | Narrative and informational writing descriptive writing: Create stories and short informational texts of several sentences to communicate ideas and information about self others and natural and constructed environments |
ELA.1.CC1.1.e1 | Activating prior knowledge inquiry question formation: Discuss personal knowledge and understanding of topic to discover research interests and needs activating schema before inquiry |
ELA.1.CC1.1.e2 | Inquiry language wondering questioning: Use language of inquiry such as I want to find out if and I know expressing curiosity and research intentions |
ELA.1.CC1.1.e3 | Question generation curiosity information needs: Ask questions to satisfy personal curiosity on topic and discuss information needs formulating questions that guide inquiry |
ELA.1.CC1.1.e4 | Collaborative inquiry group research shared curiosity: Ask and answer questions to help satisfy group curiosity and information needs on specific topic engaging in collaborative research |
ELA.1.CC1.1.e5 | Information literacy source evaluation research skills: Answer questions using visual multimedia oral and print sources locating information from multiple formats and evaluating relevance |
ELA.1.CC1.1.e7 | Information evaluation relevance determination research accuracy: Recognize when information answers questions asked determining relevance and accuracy of sources |
ELA.1.CC1.1.e8 | Information organization note-taking synthesis: Collect and organize relevant ideas and information gathering data from multiple sources and organizing findings |
ELA.1.CC1.1.e9 | Synthesis communication of findings presentation: Represent and tell key ideas and facts in own words avoiding plagiarism and demonstrating understanding through original expression |
ELA.1.CC1.1.e10 | Presentation collaboration knowledge sharing: Share with peers and teacher what was learned through inquiry presenting research findings and reflecting on inquiry process |
ELA.1.CC1.2.a | Visual literacy multimodal meaning-making representation purpose: Understand that making pictures illustrations and other representations clarify and extend understanding using visual and physical forms to communicate ideas |
ELA.1.CC1.2.d | Quality control revision attention to detail: Check for details in work ensuring representations are complete accurate and effectively communicate intended meaning |
ELA.1.CC1.2.f | Digital literacy technology tools multimedia creation: Explore electronic technology to represent ideas and events including basic computer programs digital tools and multimedia platforms |
ELA.1.CC1.3.a | Oral expression language development communication: Use oral language to bring meaning to what is listened to observed felt viewed and read connecting experiences through speaking |
ELA.1.CC1.3.b | Strategic speaking planning delivery reflection: Select and use appropriate before during and after strategies when speaking to communicate meaning including considering topic and audience organizing ideas practicing delivery |
ELA.1.CC1.3.c | Pragmatic conventions appropriate language audience awareness: Use applicable pragmatic textual syntactic semantic lexical morphological graphophonic and other communication cues and conventions to construct and communicate meaning when speaking |
ELA.1.CC1.3.d | Focused speaking topic maintenance collaborative discourse: Share and talk about what is being learned and stay on topic when speaking maintaining focus and contributing relevant information to discussions |
ELA.1.CC1.3.e | Collaboration cooperative learning group dynamics: Participate in small-group work including talking circles think-pair-share instructional conversations TAPS total group alone partner small group and grouptalk |
ELA.1.CC1.3.f | Sentence construction grammatical accuracy oral response: Answer questions in complete sentences using appropriate grammar vocabulary and sentence structure when responding orally |
ELA.1.CC1.3.h | Oral retelling narrative structure story elements: Retell stories using beginning middle and end and include details regarding who what when where why and how demonstrating comprehension through oral retelling |
ELA.1.CC1.3.i | Personal narrative oral storytelling temporal order: Relate important event or personal experience in simple sequence sharing personal stories with clear organization and relevant details |
ELA.1.CC1.4.a | Writing process composition stages metacognition: Recognize that writing is process focused upon conveying meaning to self and others understanding that writing involves planning drafting revising and publishing |
ELA.1.CC1.4.b | Strategic writing planning drafting revising: Select and use appropriate before during and after strategies when writing to communicate meaning including considering task or prompt activating prior knowledge |
ELA.1.CC1.4.c | Grammar mechanics spelling punctuation conventions: Use applicable pragmatic textual syntactic semantic lexical morphological graphophonic and other communication cues and conventions to construct and communicate meaning when writing |
ELA.1.CC1.4.d | Topic knowledge word choice vocabulary application: Write about familiar topics using learned vocabulary to express ideas drawing on personal experiences and knowledge to create meaningful texts |
ELA.1.CC1.4.e | Genre writing text variety narrative informational poetry: Create short texts including informational texts with descriptions and explanations of real objects persons places autobiographical narratives about personal experiences |
ELA.1.CC1.4.f | Multimodal writing visual support descriptive writing: Write brief explanations and descriptions accompanied by pictures of real objects persons and places combining written text with illustrations to enhance meaning |
ELA.1.CC1.4.g | Elaboration revision editing mechanics: Begin to include related details with main idea and edit with teacher support adding information that supports topic and correcting errors in conventions |
ELA.1.CC1.4.h | Word choice descriptive language vocabulary precision: Attempt to choose interesting words in independent writing including sensory details descriptive language adjectives comparative and superlative forms to make writing engaging |
ELA.1.CC1.4.i | Sentence construction capitalization punctuation spacing: Write complete sentence with six words or more using capitals correct spacing and some punctuation demonstrating understanding of sentence boundaries and basic conventions |
ELA.1.CC1.4.j | Publication peer response writing celebration community: Share work with others for feedback celebrating writing through publication class books author's chair writing conferences peer conferences portfolios and presentations |
ELA.1.AR1.1.a | Self-reflection metacognition learning awareness: Reflect on viewing listening reading speaking writing and other representing experiences in context of teacher-led discussions thinking about own learning processes |
ELA.1.AR1.1.b | Collaborative reflection identifying effective strategies communication attributes: Co-reflect on viewing listening reading speaking writing and other forms of representing to identify strengths and to discuss attributes of and strategies used by good communicators |
ELA.1.AR1.2.c | Feedback receptivity peer response teacher conferences: Seek feedback from peers teacher and others about communication efforts receiving suggestions for improvement and considering multiple perspectives on work |
ELA.1.AR1.2.d | Goal monitoring progress tracking growth mindset: Consider and reflect upon pre-set goals for more effective viewing listening reading representing speaking and writing experiences monitoring progress and adjusting strategies |
ELA.1.AR1.2.e | Self-monitoring metacognition revision strategies: Self-check for meaning clarity and accuracy making adjustments as needed with teacher guidance developing independence in monitoring own communication |