This parent guide supports parents in helping their child at home with 1st Grade ELA content. Within the folder you will access Parent Guide PDFs in FIVE Languages: Arabic, English, Hindi, Spanish, and Vietnamese to help on-going communication with caregivers. 

These resources accompany our Rethink 1st Grade ELA course. They include ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning. 

In this lesson, students will write free-verse acrostic poems about themselves using the letters of their names to begin each line. They then write an additional acrostic poem about something that is important to them. After proofreading, both poems are recopied or typed and illustrated and then mounted on construction paper for display. Several opportunities for sharing and peer review are incorporated.

In this lesson, students will use mentor texts and will construct a definition of alliteration. Using these texts as models, students experiment with creating alliterative sentences.

In this form of Bingo, instead of using chips to mark off numbers on a playing card students use recognizable signs, logos, and labels as part of a game that promotes literacy learning. By playing this form of Bingo, emerging readers in kindergarten and first grade are encouraged to practice their reading skills using a variety of environmental print materials.

In this lesson, students will read Shel Silverstein's "Sick" aloud, students summarize the poem and count the words in their summary. They then summarize the poem again, using only one word. Students explain their choices and discuss the various words offered as a summary. The class then chooses the one word that best represents what is happening in the poem. Finally, students read a second poem, individually or in small groups, and summarize it using only one word.

In this lesson, students complete two prewriting activities, one on brainstorming ideas using story maps, and one on creating beginnings of stories. They then work on two collaborative-writing activities in which they draft an "oversized" story on chart paper. Each student works individually to read what has been written before, adds the "next sentence," and passes the developing story on to another student. The story is passed from student to student until the story is complete. In a later lesson Collaborative Stories 2: Revising, the story is revised by the groups.

In this lesson, using a story which has been written collaboratively, students engage in a whole-group revising process by having each student add a sentence at a time. The teacher leads this shared-revising activity to help students consider story content. Students begin by reading their collaborative story and then discuss ways of making changes. Then, after revisions have been made, they reread the story as a group. Finally, students come to a consensus on a title for their story.

For this lesson, students participate in group discussions about learning, identify and agree on classroom goals and needs, and refer to established goals on a long-term basis in variety of ongoing classroom events and activities.

In this lesson, students will use KWL charts and interactive writing as key components of organizing information. As a class, students list what they know about insects, prompted by examining pictures in an insect book. Students them pose questions they have about insects, again using picture books as a visual prompt. Students then search for answers to the questions they have posed, using Websites, read-alouds, and easy readers. Periodic reviews of gathered information become the backdrop to ongoing inquiry, discussion, reporting, and confirming information. The lesson culminates with the publishing of a collaborative question and answer book which reports on information about the chosen topic, with each student contributing one page to the book.

In this lesson, students will learn that there are rules to be followed or jobs to be done in the classroom. Students will also learn how to listen and speak to others.

In this lesson, shared reading, guided reading, and small, cooperative-group instruction are used in a first-grade classroom to informally assess students' ability to demonstrate awareness of rhyme or other visual similarities in words. Students practice matching rhyming words using picture cards and apply phonological awareness—hearing rhyme—to analogy-based phonics (i.e., an ability to decode unknown words by identifying words with similar visual structure). Students use online resources to increase phonological awareness through rhyme.

In this unit, students will begin their inquiry by comparing fiction and nonfiction books about animals, using a Venn diagram. They will list things they want to know about animals on a chart. As a class, students will vote on an animal to research. They will revise their question list, and then research the animal using prompts from an online graphic organizer. After several sessions of research, students will revisit their original questions and evaluate the information they have gathered. Finally, students will revise and edit their work and prepare to present their findings to an authentic audience.

K-2 students will learn basic technology terms with a scavenger hunt and games!

In this lesson, students will use a popular children's song that contains several high-frequency vocabulary words to assist in recognizing, reading, writing, and using the words in several contexts. Students sing the song repeatedly, while following along with a picture book that contains the lyrics and illustrations. They are then encouraged to participate in several hands-on activities to reinforce learning of the vocabulary words.

In this lesson, students choose their own reading material, respond to reading in a journal, and talk about their books daily in small groups. The teacher guides the work through structured prompts and by rotating participation with the groups. Students read at their individual levels, while heterogeneous grouping provides peer support. This lesson is a structured guideline for helping students learn to think about the books they read, and to ask questions about books shared by other students.

Students explore how our neighborhood changes over time. Using one of the children's books recommended in the resources list, students will use ideas gathered from their own classroom windows to view these architectural and seasonal changes over time.

In this unit, students will learn how to stretch out moments in their life to write a story. Students will learn how to brainstorm ideas, plan their story, use sequence words, add details, work with partners, edit, and so much more to make a "Small Moment" story.

In this lesson, a combination of children's literature, learning centers, and activities focus on learning about the letter m. Students will learn about phonics by participating in an integrated array of activities, including reading, writing, mathematics, music, art, and technology.

In this unit, students will become aware of the importance of retelling and essential story elements through teacher modeling and progressive levels of independent work. Students demonstrate their understanding of stories through the use of online interactive graphic organizers and present story elements of an individual book through a book talk.