Grade 1 ELA: Weeks 13–14 Teacher Guide
Suggested 30 to 40 minutes per day. Model reading, discuss evidence, guide one example, then assign independent work.
Day 13.1: Main idea and details
Expected evidence: Plants need conditions to grow; sunlight, water, soil, roots first, then stem/leaves.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Day 13.2: Story characters and setting
Expected evidence: Maya and her brother; library; book about birds.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Day 13.3: Sequence and transition words
Expected evidence: First wash apples; next cut with adult help; last put in bowl.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Day 13.4: Ask and answer questions
Expected evidence: Who: class/children. What: clouds/rain. Why go inside: rain.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Day 13.5: Informational writing
Expected evidence: Topic: turtles; facts include shells, water habitat, slow movement.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Day 14.1: Narrative beginning, middle, end
Expected evidence: Beginning mitten lost; middle search; end friend finds mitten.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Day 14.2: Adjectives and precise nouns
Expected evidence: small, brown, tall, bright; bird/tree/wings are precise nouns.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Day 14.3: Verbs and sentence agreement
Expected evidence: Singular dog runs; plural dogs run.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Day 14.4: Revise and edit
Expected evidence: We went to the pond. It was quiet. We saw three ducks. Additional detail varies.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Day 14.5: Independent reading and writing checkpoint
Expected evidence: Morning; small bag; near pond. Writing assessed for sequence, capitals, punctuation, and relevant details.
Instruction: Ask the learner to cite words from the passage. Model one response, then evaluate an independent response. Note reading accuracy, comprehension, capitalization, punctuation, and sentence clarity.
Weekly checkpoints
At the end of Week 13, use an unfamiliar informational paragraph and score main idea, two supporting details, and a short factual response. At the end of Week 14, use an unfamiliar narrative and score beginning-middle-end retelling and a four-sentence original composition. Keep individual learner results private. These are formative checks, not statewide benchmark tests.