Grade 1 Language Scope and Sequence

Conceptual Understandings for Written Language: READING

-The sounds of spoken language can be represented visually.
-Written language works differently from spoken language.
-Consistent ways of recording words or ideas enable members of a language community to
communicate.
-People read to learn.
-The words we see and hear enable us to create pictures in our minds
Learning Outcomes for Written Language: READING LITERATURE
By the end of Grade 1, students are expected to:
Ask and answer questions about details in a text.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using key details.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between books that tell stories and books that give information, drawing on
a wide reading of a range of text types.
Identify who is telling the story at various points in a text.
Use illustrations and details in a story to describe its characters, setting, or events
Compare and contrast the adventures and experiences of characters in stories.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Select and re-read favorite texts for enjoyment.
Participate in shared reading, posing and responding to questions and joining in refrains.
Participate in guided reading situations, observing and applying reading behaviors and interacting
effectively with the group.
Make connections between personal experience and storybook characters.
Listen attentively and respond actively to read aloud situations. Make predictions, anticipate possible
outcomes.

Learning Outcomes for Written Language: READING INFORMATION

Ask and answer questions about key details in a text.
Identify the main topic and retell key details of a text.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Ask and answer questions to help determine or clarify meaning of words and phrases in a text.
Know and use various text features to locate key facts or information in a text.
Distinguish between information provided by pictures or other illustrations and information provided
by words in a text.
Use the illustrations and details in a text to describe its key ideas.
Identify the reasons an author gives to support points in a text.
Identify basic similarities in and differences between two texts on the same topic.
With prompting and support, read informational texts appropriately complex for grade 1.
Learning Outcomes for Written Language: READING Foundational Skills

Demonstrate understanding of the organization and basic features or print.

o -Recognize the distinguishing features of a sentence (e.g. first word, capitalization).
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
o -Distinguish long from short vowel sounds in spoken single syllable words.
o Orally produce single syllable words by blending sounds (phonemes), including consonant
blends.
o -Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single
syllable words.
o -Segment spoken single syllable words into their complete sequence of individual sounds
(phonemes).
Know and apply grade level phonics and word analysis skills in decoding words.
o -Know the spelling-sound correspondences for common consonant digraphs.
o -Decode regularly spelled one syllable words.
o -Know final e and common vowel team conventions for representing long vowel sounds.

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-Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word.
-Decode two syllable words following basic patterns by breaking the words into syllables.
-Read words with inflectional endings.
-Recognize and read grade appropriate irregularly spelled words.

Read with sufficient accuracy and fluency to support comprehension.

o -Read on level text with purpose and understanding.
o -Read on level text orally with accuracy, appropriate rate, and expression on successive
readings.
o -Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Conceptual Understandings for Written Language: WRITING
People write to communicate.
The sounds of spoken language can be represented visually (letters, symbols, characters).
Consistent ways of recording words or ideas enable members of a language community to
understand each others writing.
Written language works differently from spoken language.
Learning Outcomes for Written Language: WRITING
Write opinion pieces in which they introduce the topic or name the book they are writing about, state
an opinion, supply a reason for the opinion, and provide some sense of closure
Write informative/explanatory texts in which they name a topic, supply some facts about the topic,
and provide some sense of closure.
Write narratives in which they recount two or more appropriately sequenced events, include some
details regarding what happened, use time order words to signal event order, and provide some
sense of closure.
With guidance and support from adults, focus on a topic, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
Participate in shared research and writing projects.
With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.
Learning Outcomes for Written Language: LANGUAGE
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
o -Print all upper and lower case letters.
o -Use common, proper, and possessive nouns.
o -Use singular and plural nouns with matching verbs in basic sentences.
o -Use personal, possessive, and indefinite pronouns.
o -Use verbs to convey a sense of past, present, and future.
o -Use frequently occurring adjectives.
o -Use frequently occurring conjunctions.
o -Use frequently occurring prepositions.
Demonstrate a command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
o -Capitalize dates and names of people.
o -Use end punctuation for sentences.
o -Use commas in dates and to separate single words in a series.
o -Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
o -Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
o -Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
Determine or clarify the meaning of unknown and multiple meaning words and phrases based on
grade 1 reading and content, choosing flexibly from an array of strategies.
o -Use sentence level context as a clue to the meaning of a word or phrase.

o -Use frequently occurring affixes as a clue to the meaning of a word.

With guidance and support from adults, demonstrate understanding of word relationships and
nuances in word meanings.
o -Sort words into categories to gain sense of the concepts the categories represent.
o -Define words by category and by one or more key attributes.
o -Identify real life connections between words and their use.
o -Distinguish shades of meaning among verbs differing in manner (e.g. look, peek, and glance)
and adjectives differing in intensity (e.g. large, gigantic) by defining or choosing them or by
acting out the meanings.-Identify frequently occurring root words (e.g. looks) and the forms
(e.g. looks, looked, looking).
Use words and phrases acquired through conversations, reading and being read to, and responding
to texts, including frequently occurring conjunctions to signal simple relationships (e.g. because).
Conceptual Understandings for Oral Language: LISTENING AND SPEAKING
The sounds of language are a symbolic way of representing ideas and objects.
People communicate using different languages.
Everyone has the right to speak and be listened to
Learning Outcomes Oral Language: LISTENING AND SPEAKING
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
o -Follow agreed upon rules for discussions.
o -Build on others talk in conversations by responding to the comments of others through
multiple exchanges.
o -Ask questions to clear up any confusion about the topics and texts under discussion.
Ask and answer questions about key details in a text read aloud or information presented orally or
through other media.
Ask and answer questions about what a speaker says in order to gather additional information or
clarify something not understood.
Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and
feelings.
Produce complete sentences when appropriate to task and situation
Listen and respond in small or large groups for increasing periods of time.
-Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual
form.
-memorize or join in with poems, rhymes and songs.
-describe personal experiences
-use language to address their needs, feelings and opinions
-use oral language to communicate during classroom activities, conversations and imaginative play.
- begin to communicate in more than one language
Conceptual Understandings for Visual Language: VIEWING AND PRESENTING
People use static and moving images to communicate ideas and information.
Visual texts can immediately gain our attention.
Viewing and talking about the images others have created helps us to understand and create our
own presentations

Learning Outcomes Visual Language: VIEWING AND PRESENTING

attend to visual information showing understanding through discussion, role play,
illustrations
talk about their own feelings in response to visual messages; show empathy for the way others might feel
relate to different contexts presented in visual texts according to their own experiences, for example, That
looks like my uncles farm.

 locate familiar visual texts in magazines, advertising catalogues, and connect them with associated
Products
show their understanding that visual messages influence our behavior
connect visual information with their own experiences to construct their own meaning, for example, when
taking a trip
use body language in mime and role play to communicate ideas and feelings visually
realize that shapes, symbols and colors have meaning and include them in presentations
use a variety of implements to practice and develop handwriting and presentation skills
observe and discuss illustrations in picture books and simple reference books, commenting on the
information being conveyed
recognize ICT iconography and follow prompts to access programs or activate devices
through teacher modelling, become aware of terminology used to tell about visual effects, for example,
features, layout, border, frame
view different versions of the same story and discuss the effectiveness of the different ways of telling the
same story, for example, the picture book version and the film/movie version of a story
become aware of the use and organization of visual effects to create a particular impact, for example,
dominant images show what is important in a story
observe visual images and begin to appreciate, and be able to express, that they have been created to
achieve particular purposes.