Prince Edward Island · Grade 1
English Language Arts, Grade 1
Prince Edward Island’s Grade 1 English course, from Speaking and Listening to Writing and Representing.
- Units
- 3
- Lessons
- 8
- Skills
- 19
- Provincial exam
- None
- Official curriculum
- Prince Edward Island Department of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 3 skills
Speaking and Listening
Sharing ideas and joining conversations
Sharing feelings, asking questions, and giving opinions
I can share how I feel, ask and answer questions, and tell what I like.
Skill 1.1
Talking in groups and sharing out loud
I can join a group talk, give a simple direction, and share in front of others.
Skill 1.2
Kind words and getting along
I can use kind words and get along when we work and play together.
Skill 1.3
The official wording · 3 outcomes
- 1.1
- express feelings and give simple descriptions of past experiences begin to ask and respond to questions,seekinginformation (who? what? why? where? when?) express opinions (I like … ; I don’t like … ) listen to the ideas and opinions of others
- 1.2
- participate in conversation and in small- and whole-group discussion begin to use gestures and tone to convey meaning respond to and give simple directions or instructions engage in simple oral presenta- tions and respond to oral presen- tations and other texts
- 1.3
- demonstrate that they are becom- ing aware of social conventions in group work and co-operative play develop the concepts/vocabulary of feelings and an awareness that some vocabulary choices can hurt people demonstrate a growing awareness that different kinds of language are appropriate to different situations
Key ideas
Feelings have names: happy, sad, excited, worried, proud.
Questions often start with who, what, why, where, or when.
An opinion is what YOU think — 'I like ___' or 'I don't like ___'.
In a conversation, one person talks at a time and the others listen.
Your face, hands, and voice help show what you mean.
Watch out for
- Thinking a feeling and an opinion are the same thing.
- Answering a different thing than the question asked.
- Talking over someone instead of taking turns.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Reading and Viewing
How print works and reading clues
Enjoying reading and knowing concepts of print
I can enjoy books and show how print works on a page.
Skill 2.1
Using clues to read new words
I can use clues to figure out a word and check if I am right.
Skill 2.2
Matching words and knowing sight words
I can point to each word as I say it and know some words by sight.
Skill 2.3
Exploring texts and sharing what you think
Exploring many kinds of simple texts
I can explore many kinds of texts, not just books.
Skill 2.4
Sharing what you think about a text
I can tell what I think and feel about a text and its pictures.
Skill 2.5
Noticing kinds and parts of texts
I can name some kinds of texts and point to their parts.
Skill 2.6
The official wording · 6 outcomes
- 2.1
- regard reading/viewing as sources ofinterest,enjoyment,and information understand basic concepts of print including directionality, word, space, letter, and sound select, with teacher assistance, texts appropriate to their inter- ests and learning needs engage in reading or reading- like behaviour as they experience a variety of literature
- 2.2
- use, with support, the various cueing systems and a variety of strategies to construct meaning from text - use meaning cues (personal experiences, context, picture cues) to predict, confirm/ self-correct - use knowledge of oral language patterns (syntax) to predict, confirm/self-correct - begin to use knowledge of sound-symbol relationships as one reading cue (e.g., initial and final consonants)
- 2.3
- - begin to match one-to-one spoken to printed word - begin to recognize some high frequency sight words
- 2.4
- with assistance, interact with a variety of simple texts (e.g., pictures, computer software, videotapes, non-fiction) as well as human and community resources
- 2.5
- respond personally to texts in a variety of ways express opinions about texts and the work of authors and illustra- tors
- 2.6
- recognize some basic types of texts (e.g., videos, poems, posters, letters, true and imaginary texts) recognize some basic components of texts such as author, illustrator, and title begin to ask questions of text begin to develop an understand- ing and respect for diversity
Key ideas
Reading is fun and it tells us things — stories, facts, and ideas.
A text can be a picture, a video, software, or a non-fiction book.
In English we read left to right and top to bottom.
People and places in our community are sources of information too.
Print has words made of letters, with a space between each word.
Watch out for
- Thinking the pictures, not the print, carry the words to read.
- Thinking only books with words count as texts.
- Confusing a letter with a word, or a word with a space.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 10 skills
Writing and Representing
Writing and drawing to share meaning
Using writing and drawing to share a message
I can use writing and drawing to send a message to someone.
Skill 3.1
Making texts for a reader
I can make a text in a familiar form and think about who will read it.
Skill 3.2
How writers work: from idea to sharing
Getting your ideas down (rehearsing and drafting)
I can get ready to write by drawing and talking, then put my ideas down.
Skill 3.3
Making writing better and sharing it
I can make my writing better and share it with others.
Skill 3.4
Letters, sounds, and print conventions
Using sounds to spell words
I can listen for the sounds in a word and write a letter for each sound.
Skill 3.5
Directionality, spacing, and sentences
I can write left to right with spaces and make a complete sentence.
Skill 3.6
Loving to write
Sticking with writing and taking pride
I can keep working on my writing and feel proud of it.
Skill 3.7
Choosing to write every day
I can choose to write, write while I play, and share it happily.
Skill 3.8
Writing with technology and finding information
Trying technology to write and combine information
I can use a tool like a computer to write and to find information.
Skill 3.9
Finding and sharing information
I can look for information, write it down simply, and share it.
Skill 3.10
The official wording · 10 outcomes
- 3.1
- understand that print carries a message use writing and other forms of representing to convey meaning (communicating messages, recounting experiences, express- ing feelings and imaginative ideas, exploring learning)
- 3.2
- create written and media texts using some familiar forms (e.g., lists, letters, personal narratives, retellings, messages, finger plays, drawings, puppetry) demonstrate a beginning aware- ness of audience and purpose begin to consider readers’/ listeners’/viewers’ questions/ comments about their work
- 3.3
- begin to develop strategies for prewriting, drafting, revising, editing, and presenting, e.g., - use drawing and talking as ways to rehearse for writing - take risks with temporary spelling as a strategy for getting ideas on paper (draft- ing)
- 3.4
- - confer with others, respond orally to comments, and begin to add on (simple revision strategies) - use simple editing strategies such as adding more letters to one or two words, or putting in periods - share writing and other representations with others in a variety of ways
- 3.5
- - use letters to represent the predominant sounds in words (e.g., beginning sound; begin- ning and final sound; begin- ning, middle, and ending sound) - begin to spell some words conventionally
- 3.6
- use some conventions of written language - use drawings, letters, and approximations to record meaning - develop the concept of directionality (left to right; top tobottom) - begin to use spacing between words - write complete sentences (although they are not always punctuated correctly with periods) - experimentwithpunctuation - understand that letters can be written in upper and lower case forms
- 3.7
- demonstrateengagement with the creation of pieces of writing and other representation - engage in writing/ representing activities for sustained periods of time - work willingly on revising and editing for an audience - demonstrate pride and sense of ownership in writing/ repre- senting efforts
- 3.8
- demonstrate engagement with writing and other forms of representation - choose to write when given a choice of activities - take risks to express self in writing - write in play situations (e.g., making grocery lists, making signs, playing school, preparing menus) - engage in writing and repre- senting activities every day - share writing and other repre- sentations willingly with others
- 3.9
- experiment with technology in writing and other forms of representing - use a simple word processing program to draft, revise, edit, and publish - use a drawing program (com- puter software) - with assistance, use a database, CD-ROM, and the Internet as resources for finding informa- tion (prewriting strategy) select, organize, and combine relevantinformation, with assistance, from at least two sources, without copying verba- tim, to construct and communi- cate meaning
- 3.10
- with assistance, engage in the research process to construct and communicatemeaning - interact with a variety of simple texts (e.g., pictures, computer software, videotapes, easy fiction and non-fiction), as well as human and community resources - record information in simple ways (e.g., drawings, labels, predesigned booklets, short pieces of writing) - share information with others in a variety of ways
Key ideas
Print carries a message — the marks on the page say something.
Prewriting is getting ready — drawing and talking help you think first.
Spelling links the sounds you HEAR to the letters that make them.
Sticking with writing for a while helps ideas grow.
A word processor lets you draft, change, and publish writing.
Watch out for
- Thinking only grown-ups can put a real message on paper.
- Thinking you must spell every word perfectly to write it down.
- Writing only the first letter and stopping.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Prince Edward Island’s own curriculum for English Language Arts, Grade 1.
Study it in MapleMind
MapleMind teaches English Language Arts, Grade 1 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English Language Arts, Grade 1 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 24
- Fillable fields
- 1,197
- Price
- $4.99
Questions about English Language Arts, Grade 1
What is English Language Arts, Grade 1?
Prince Edward Island’s Grade 1 English course: 3 units and 19 skills, from Speaking and Listening to Writing and Representing.
What units are in English Language Arts, Grade 1?
1. Speaking and Listening, 2. Reading and Viewing and 3. Writing and Representing.
Is there a provincial exam for English Language Arts, Grade 1?
No. Prince Edward Island gives no provincial exam for English Language Arts, Grade 1.
What comes after English Language Arts, Grade 1?
English Language Arts, Grade 2.
Can MapleMind help with English Language Arts, Grade 1?
Yes. MapleMind teaches every skill of English Language Arts, Grade 1, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for English Language Arts, Grade 1
Practise every skill of English Language Arts, Grade 1 in MapleMind, free with daily limits.
