First Grade - ELA
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
Students are prompted to complete sentences that use possessive pronouns (for example, the page "The most important room in my house is the __" requires the student to use "my"). The writing prompt on that same page includes "We use this room for __, __, and __," which asks students to produce or repeat the plural personal pronoun "we." The wrap-up song and motions use and encourage spoken phrases with pronouns such as "Our environment" and "helps us," giving students oral practice with "our" and "us."
Lesson 6
Exploring Animal Habitats
Students complete a framed narrative with sentences that begin "I am a ___. I live in the ___.", giving direct practice using the personal pronoun I. Students answer teacher prompts during observation such as "What are they doing?" and refer to animals using pronouns like they and it while describing behavior. Students dictate and read back short stories using first- and third-person references in Activity 2.
Lesson 7
Tools in My Environment
The handwriting activity has students practice the word "it," which is a personal pronoun. Several prompt questions and directions use pronouns such as "we," "our," "she," and indefinite words like "something" and "anything," exposing students to pronoun forms in context. The introduction and scavenger-hunt prompts ask students to talk about needs and tools, which could involve using pronouns in spoken responses.
Lesson 8
Animal Care
Students are asked to answer and discuss questions about pets and the story (e.g., "What do pets need?", "What else he would do for the animal if it were real?", "Would you keep it? Why or why not?"), which prompts use of personal pronouns in responses. The instructional prompts also include possessive pronouns in context (e.g., "their homes or yards", "his room"), giving students models of possessive usage to echo in speech. Students create and describe habitats and tell about caring for pets, activities that encourage using words like I, me, my, we, it, he, she, and their when explaining actions.
Lesson 10
Amazing Animals
Students are asked to speak or role-play in first person in Activity 2 using prompts that begin "I am a little starfish..." and include lines such as "My arm fell off!" which require use of personal and possessive pronouns (I, my). Math problems and descriptions use third-person pronouns and possessives (e.g., "This shark... how many teeth will he have...", "If four starfish... how many will they have left between them?") and the skills list uses "their surroundings," giving examples of they/them/their in context.
Final Project
Animal Research / My Environment
Several student-facing page titles prompt first-person/possessive language such as "Me," "WHAT I EAT AND DRINK," and "My Home Environment," which create opportunities for students to refer to themselves using personal and possessive pronouns. The directions for creating and explaining the book ask the child to explain each page and to label pictures, implying spoken or written use of self-referential language. Option 2 includes a possessive construction on a page titled "______'s Habitat," which prompts use of possessive forms related to an animal.
Unit 2: Weather
Lesson 6
Winter
Students are prompted to complete the sentence frame "In the winter I _______" on the "Let It Snow" activity page, which requires using the personal pronoun I. Students are asked to dictate a story about something they like to do in winter and then attempt to read it aloud, providing opportunities to produce first-person pronouns in speech and writing.
Lesson 7
Spring
Students encounter first-person personal pronouns in the poems (e.g., "I found an egg," "I think I'd like to pick a few") and read those lines aloud. Students respond to second-person prompts in activities and questions (e.g., "How many seeds did you plant?" and "Does it move/fall off?"). Students are asked to write or dictate their own spring poem (language extension), which could involve using personal pronouns in production.
Lesson 8
Summer
Students read and complete the fill-in-the-blank story about Jessie that contains third-person personal pronouns such as "she" and possessive pronouns such as "her," so they encounter and read these pronouns in context. Students are asked orally what activities they enjoy and to describe the season, prompting them to speak (and possibly write) using first-person pronouns like "I" or possessive "my." Students who are encouraged to write their own advanced summer story have an opportunity to produce pronouns in writing.
Final Project
Weather Games
The weather-forecast example contains modeled personal and possessive pronouns (e.g., "I am your friendly meteorologist," "be sure to wear your long pants"). Students are prompted to prepare and give a morning weather forecast aloud to the family, record answers on the Weather Forecast graphic organizer, and practice presentations, which requires using first- and second-person language in speech and writing. Teacher directions repeatedly instruct the child ("ask her," "she will cut") demonstrating use of third-person pronouns in the task instructions.
Unit 3: Community
Lesson 1
On the Town
Students read and complete sentences that contain personal pronouns such as I and we (e.g., "Today I got a book from the ________.", "We ate dinner at the ________."). Students encounter and use possessive and first-person pronouns in speaking and writing prompts (e.g., "Ask your child the name of the town he lives in and the name of his neighborhood," and practice lines that include my, our, and us). Students write or dictate sentences about Charlie visiting places, which requires producing sentences that already include or could include personal and possessive pronouns (e.g., "I played with my friend at the ________.").
Lesson 3
Jobs in the Community
The example paragraph in Activity 4 has the student use the personal pronoun "I" repeatedly ("When I grow up I could be a firefighter. I could help people...") and includes the possessive "their" ("if their homes were burning"). The Activity 2 chart and prompts use the first-person phrasing "Number of Times I Saw the Helper" so students will read and write "I" when recording observations. Activity instructions model pronouns in prompts (e.g., "ask your child what the worker does and how his/her job makes the community a better place"), which students will hear and may use when describing workers.
Lesson 4
Goods and Services in the Community
The activities require the child to speak and role-play using pronouns; instructions and prompts use personal and possessive pronouns such as "you," "your," "she," "her," "we," "they," and "their" (for example, "Ask your child to name... As she names..." and "Give your child a dollar and explain that she earned the dollar"). The bartering and store simulations include indefinite pronouns like "someone" and "someone else" in describing trades and interactions. Students are asked to describe goods, services, and why people have jobs, which would naturally elicit use of personal/possessive pronouns in speech (e.g., "I want...", "my dollar").
Lesson 7
A Citizen with Character
Students complete a fill-in-the-blank prompt "I am respectful when I __," requiring use of the personal pronoun I. Students read dialog and narratives that include personal and possessive pronouns (e.g., "Did you...", "I didn't", "his room", "his job", "his or her", "he or she"). Students encounter indefinite pronouns in directions and discussion prompts such as "Everyone in a community..." and "someone is not showing respect."
Lesson 8
Rules and Laws
Students read and sort sentences that include personal and possessive pronouns (for example, "Don't take things that aren't yours," "Share your toys," and repeated uses of "you" and "your" in prompts). The story "The House with No Rules" contains indefinite pronoun use ("anything") and personal pronouns ("you," "they," "she") that students are asked to read and discuss. Activities ask students to read each sentence aloud, decide where it belongs, and write or paste items, giving students reading and limited writing practice with these pronouns.
Lesson 9
Caring for Our Communities
Students hear and retell the story about Katy, which contains and models personal and possessive pronouns (she, her, they, them, its). Students speak using personal pronouns during the role-play game (example response: "I am looking for a book about dogs. I need your help.") and while creating and singing the Helping Song (we'll, us, you). Students answer comprehension questions (e.g., "Where does Katy live?" and "What does she do?") that require using personal and possessive pronouns in speech.
Final Project
I Can Make A Difference
Students are prompted to write using first-person sentence starters such as "I am planning to __," "The first thing I will do is __," "Next I will __," and "Finally I will __." The reflection starters require use of first-person and possessive forms (e.g., "I helped __ with __," "I felt __," "I made my community a better place because __"). The example plan explicitly models "I" and "my" ("I am planning to help my mom...").
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 1
Describe It
Students are prompted to compare objects using sentences such as "These two objects are similar because they are both fruit," which uses the personal pronoun "they." Sample clues include phrases like "something you write on" and "something you use in the bathtub," which use the indefinite pronoun "something" and the personal pronoun "you." Activity 4 asks students to write or copy a sentence describing an object, an activity that could elicit use of pronouns in students' speech or writing.
Lesson 3
Size, Shape, and Color
Students are asked to describe objects aloud and in writing (e.g., "Ask your child to describe its size, shape, and color," and "describe how this object is different from the first one and how they are similar"), which invites use of pronouns like its, they, and them. The instructions repeatedly refer to the child with pronouns (her, she) and direct students to organize and talk about objects (e.g., "have her organize them," "ask your child to talk about the properties…"), creating situations where students may use personal and possessive pronouns in speech.
Lesson 5
How Old?
Students read and respond to question prompts on the activity page that use personal and possessive pronouns (e.g., "Can you ride a bicycle?" and "Where is your mommy?"), which gives them practice recognizing and reading 'you' and 'your'. The teacher prompts in the instructions use third-person pronouns (e.g., "Ask your child if she knows how old she is" and "Ask her to put the pictures in order"), exposing students to 'she' and 'her' in context. Students are asked to write their own questions for pictured people, an activity that may require them to produce personal or possessive pronouns in writing.
Unit 2: Senses
Lesson 1
My Five Senses
Students are asked to identify the beginning letters of sentences, noting that most sentences begin with the word "I," and to attempt to read those sentences. Students are given an explicit sentence to copy/write: "I smell with my nose," which contains a personal pronoun (I) and a possessive adjective (my). Students are asked to dictate and record four complete sentences about a sensing experience, which prompts them to produce personal-reference sentences (likely using I/my/you).
Lesson 2
Senses and Body Parts
Students hear and respond to a narrative ("Jackie's Day at the Pet Store") that repeatedly uses personal pronouns (she, he, him, her) and a possessive pronoun (his) as they pick up and glue sense organs during read-aloud listening. Students hear and act on second-person pronouns (you, your) in Activity 2 as they point to the sense organ they would use in given situations. Students may produce pronouns when they tell a made-up Jackie story aloud in Option 2 and pause to glue sense organs, providing opportunities to use personal and possessive forms in speech.
Lesson 8
Writing About Our Senses
Students are prompted to complete sentence frames that begin with the possessive pronoun "My" (e.g., "My popcorn felt ___" and "My popcorn before popping"), and to write or dictate a sentence about the popcorn. The Sensing My Day example includes first-person personal pronouns in model sentences (e.g., "I saw...", "I accidentally got some in my mouth") and uses object/third-person pronouns in examples (e.g., "jumped in them", "It is red"). Students are asked to read their reports aloud, providing practice using these pronouns in speaking.
Unit 3: We're the Same, We're Different
Lesson 1
You're Special
Students are prompted to write sentences about themselves (for example: "I am six years old." is given as a model), which requires use of the personal pronoun I. The activity questions use second-person possessive forms (e.g., "What is your name?" and "What is your favorite color?") and instructions include possessive and indefinite forms in context (e.g., "yours or someone else's"). Students fill in a personal paragraph using their answers, which encourages use of personal and possessive pronouns in writing and speaking.
Lesson 2
Physical Characteristics
Students are prompted to write a sentence beginning "I have ______," which requires use of the personal pronoun I. Students retell and answer comprehension questions about the "Different Friends" story, which involves using third-person pronouns (she, her, they) when describing characters and events. Students are asked to describe physical characteristics of themselves and family members and to dictate stories about characters, prompting use of personal and third-person pronouns in speech and writing.
Lesson 3
Different Personalities
Students sing and practice a song that contains personal and possessive pronouns (e.g., "You're," "Your," "I'm") and are prompted to substitute personality words for parts of the song. Students write their own name, draw a self-portrait, and describe themselves and a friend/sibling in webs, which asks them to think about and express descriptions using pronoun forms (instructions use "himself," "his/her," and encourage describing how "he and his friend/sibling" are alike).
Lesson 4
Interests and Hobbies
Students practice the personal pronoun "you" in a handwriting activity that asks them to practice the words "you" and use each word in a sentence. Students read and respond to survey and reflection prompts that use second-person personal and possessive pronouns ("you," "your") and indefinite pronouns ("someone," "anything," "everyone"). Instructions and prompts in the activities also include third-person pronouns such as "she" and "her," which students encounter while completing tasks.
Lesson 5
Shapesville
Students are asked to describe ways they are like or different from family members and friends and to select a shape that represents themselves, draw it, and dictate a short description of their personality and interests. The student worksheet asks for personal information (name, shape, color, physical characteristic, personality trait, hobby, interest) and students are prompted to write or copy a sentence describing an interest or trait. Students are also asked to explain shape choices for family members, which could elicit use of personal and possessive language.
Lesson 6
Different Families
Students are prompted to complete sentence frames that use personal and possessive pronouns, for example: "My family is similar to a family from _______ because we both _______" and "My family is different from a family from _______ because we _______, but they _______." The Venn-diagram activity is labeled "My Family" vs. "A _______ Family," requiring students to write about their family using "my" and to contrast using third-person references (they). Introductory questions (e.g., "What are your responsibilities in your family?") require students to answer about themselves, encouraging use of first-person references.
Lesson 7
Different Homes
Students are prompted to write a sentence about their home (Activity 4: Handwriting), which gives a direct writing task where personal or possessive pronouns (e.g., I, my) could be used. The introduction asks the child to identify and describe the different homes and to say what he enjoys most about his house, which requires speaking about personal experience and can elicit personal/possessive pronouns. Activity 3 (My Dream Home) asks the child to sketch and construct a home and describe it, providing another opportunity for students to use personal/possessive language about themselves and their ideas.
Lesson 8
Different Holidays and Traditions
Students are asked to draw themselves celebrating a holiday and write three sentences about what they enjoy, which prompts use of personal and possessive pronouns (e.g., I, my). The Book of Holidays activity gives a sample sentence that uses the first-person plural pronoun "we" ("On _____ (holiday) we celebrate by ..."). The activity title and pages (e.g., "My Favorite Holiday") present a possessive pronoun that students are likely to use when labeling and writing.
Lesson 9
Different Modes of Transportation
The handwriting activity gives students a sentence frame that begins with the personal pronoun I: "I have ______ in/on a _________," which requires students to write using I. Activity 1 asks students to draw a box around each mode of transportation they have taken and talk about where they went, prompting spoken use of personal pronouns (e.g., I went to...). Activity 3 asks students to tell and read a story about a trip they drew, encouraging production of first-person language in speech and writing.
Lesson 11
Being Part of a Group
Students are prompted to complete sentences such as "One group I belong to is ________________" and "One thing I like about the group is ________________," which requires them to write or say the personal pronoun I. Students are asked oral questions like "Which group would you be in?" and to discuss what members in a group do, prompting spoken use of pronouns such as you and potentially they/their. The activity asks students to read or dictate a paragraph about their group, providing opportunities to produce personal pronouns in connected speech and writing.
Final Project
Differences Make the World Go 'Round
Students complete sentence prompts that use first-person pronouns (e.g., "I live in ___", "My hobby is ___") and a plural subject pronoun in the similarity prompt ("we both like ___"). Students write about another child using third-person forms in examples and prompts (e.g., "Jung Wei lives in China," "_______'s hobby might be _______"). The activity pages repeatedly ask students to write sentences beginning with "I" and "My," and to compare themselves to another named child.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Final Project
Patterns Poster or Patterns Presentation
The Script for Presentation student page includes sentence stems that use the first-person pronoun (e.g., "The third pattern I will show is a ________________.") which students will fill in and speak. The wrap-up questions prompt student responses using second- and first-person forms (e.g., "How did you think your project went?", "What did you do well?"). The directions and examples in the activities also refer to the child with third-person pronouns ("she," "her"), providing additional pronoun models in the text students read or hear.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 4
Sentence Patterns
Students encounter and use pronoun forms in sentence examples and activities such as the starter "My __________ __________ ...", the sentence "James ran as fast as he could" (contains "he" and "his"), and the prompt "My mom _________ the door." Students are asked to fill in blanks and read aloud sentences that include words like my, his, and he.
Lesson 5
Story Patterns
Students read and hear pronouns in the text and directions (e.g., the morning routine uses 'their', the story texts repeatedly use 'he' and 'his', and instructions address the child as 'her'). Students are asked to dictate, write, or copy sentences from their own stories, which provides opportunities to produce personal and possessive pronouns in their writing. Students also answer comprehension questions about characters and events that require referring to people using pronouns (e.g., 'What happened at the beginning...').
Lesson 6
Sound Patterns
The handwriting activity asks the student to write a sentence beginning "I heard a pattern that went...", which requires the student to produce the personal pronoun I in writing. Several oral prompts ask the child to describe what he heard and how he can use his sense of hearing, which prompt the student to speak about the experience (e.g., "I heard..." or similar personal-pronoun responses).
Final Project
Patterns Video
Students complete script pages that explicitly include the prompt "I found/made this pattern," requiring them to write or dictate a sentence using the personal pronoun I. Students are instructed to write or dictate scripts and to practice saying their lines aloud and record a video, which has them speak about their work in first person while describing patterns.
Unit 3: Patterns in Your World
Lesson 4
Daily Routines
The example steps in Activity 2 include sentences with the possessive pronoun "my" (e.g., "Sit in my chair." "Serve my plate and eat."). The Student Activity Page title and prompts use the word "my" (e.g., "My Morning Routine"), giving students a model showing possessive pronoun use. Activity 4 asks students to write or dictate a sentence describing one of their routines, providing an opportunity for students to use personal pronouns such as "I" or possessive pronouns such as "my."
4: Change
Unit 1: Changes on Planet Earth
Lesson 1
What Causes Change?
Students are given a sentence starter in Activity 3: "Once I saw __________ change," which prompts them to write and read using the personal pronoun I. The introduction asks the child, "if she has seen anything change," using the indefinite pronoun "anything" in a prompt that students can respond to. Students are asked to "express ideas through writing and conversation" and to attempt to read their dictated story aloud, providing opportunities to produce personal and indefinite pronouns in speech and writing.
Lesson 4
Changes in the Environment
The lesson uses second-person prompts ("You are playing...") and instructs the child to "illustrate or write two sentences about a time when weather caused him to change his activity," exposing students to personal pronouns (you, him, he). The reading instructions repeatedly use third-person pronouns (he) when guiding the child through the book, and Activity 3 explicitly teaches and uses indefinite/quantifier words such as "none, some, more, most, a couple, a few." These instances provide incidental opportunities for students to produce and hear personal and some indefinite pronoun forms.
Lesson 7
Living Things Change
The directions use personal pronouns when addressing the child (e.g., "Ask your child how she changes," "Ask her to color..."). The text includes plural personal pronouns in examples about animals (e.g., "When they are on a leaf, they can turn green") and a possessive pronoun referring to an animal's surroundings ("color of its environment").
Lesson 10
Chemical Changes
The lesson text repeatedly uses personal pronouns in teacher/student directions (e.g., "you," "your child," "he," "him") such as in "Explain to your child that he must use observation" and "When he completes the sheet, ask him to explain." The possessive pronoun "your" appears in multiple instructional phrases (e.g., "you and your child"). Students are prompted to speak about their observations and explain decisions, which implicitly requires use of personal/possessive pronouns in responses.
Unit 2: Characters Change
Lesson 1
What's in a Name
Students are asked to complete prompts that begin "My name is" and "I wish my name were," requiring them to write using the personal pronoun I and the possessive pronoun my. Students rewrite the sentence "chrysanthemum loved her name," exposing them to the possessive pronoun her in a writing task. The lesson text and instructions repeatedly use third-person pronouns (she, her) in context, which students hear and see during reading and activities.
Lesson 2
Why Worry?
Students encounter and use personal pronouns in prompts and examples: instructions use he/him ("Ask your child if he worries...", "Tell him to circle them") and a student activity uses she in a sentence scaffold ("Before Wemberly was ____, but now she is ____"). Example sentences for conjunction practice also include the first-person pronoun I ("I had bacon... I had eggs...").
Lesson 3
Is It a Problem?
Students encounter and use personal and possessive pronouns in multiple student-facing prompts: the "THE PROBLEM" page uses first-person sentences ("One day I had a problem," "I wish it would disappear"); the "Using 'Or'" page contains sentences beginning with "I" and "You" for students to combine orally and in writing. The "Tackling a Problem" worksheet contains prompts that require students to write using "My" and "me" (e.g., "My Problem:", "Why does the problem worry me?", "What is within my control?") and asks students to list steps using "I". These tasks require students to produce personal and possessive pronouns in context as they write and speak.
Lesson 4
Comparing Characters
Students are given sentence starters and reflection prompts that require use of personal and possessive pronouns (e.g., lines beginning with "When I had my problem I was," "After I solved my problem I was," and "I changed because"). Students dictate and write three- or four-sentence story summaries that model third-person pronouns (the provided Chrysanthemum summary uses "she," "her," and the indefinite word "everything"). Cause-and-effect examples also use the personal pronoun "I" (e.g., "I took medicine because I had the flu").
Lesson 5
The Raft
Students are asked to select two sentences containing the word "I" from The Raft, copy the sentences, and underline the word "I" (Activity 1). The text and questions use first-person narration (e.g., "I don't like cornbread, I mumbled."), giving students examples of the personal pronoun "I." The classroom illustration also lists the word "my," providing at least one instance of a possessive pronoun in the materials.
Lesson 6
Positive and Negative Change
Students read and match sentence fragments in the cause-and-effect activity that contain personal and possessive pronouns such as "you," "she," "them," and "your" (e.g., "you push your sister," "she falls down," "you get to eat them"). The story about the rat uses indefinite and reflexive pronouns in context (e.g., "everyone thought he was...," "how do you think the rat feels about himself?"). Students are also asked to write or dictate one or two sentences describing a personal change, which may involve using pronouns in their own sentences.
Unit 3: A First Look at History - Change Over Time
Lesson 1
People and Families Change
Students are prompted to write a sentence about how they have changed (Activity 3), which encourages use of personal pronouns such as I or me. The Student Activity Page explicitly uses the possessive pronoun "My" in prompts like "My family used to look very different" and asks students to describe past and present, encouraging use of my and other possessives. The wrap-up language includes the indefinite pronoun "everyone" ("everyone changes every day") and speaking prompts (e.g., "When were you the shortest?") give students opportunities to say personal pronouns aloud.
Lesson 2
Understanding Time
Students complete activity pages titled "Yesterday I," "Today I," and "Tomorrow I will," writing or drawing about themselves, which requires using the personal pronoun I and first-person constructions. Students are asked to name something that has happened to them and to talk about things happening now or in the future, prompting them to speak or write using personal pronouns (I, me, you). The lesson includes oral questions directed to the child (e.g., "Were you born in the past, present, or future?"), encouraging use of second-person pronouns in responses.
Lesson 4
Past and Present
Students are asked to compare themselves to historical figures using prompts that include personal pronouns (e.g., "One way the young person is different from me is," "One way we are the same is"). Students are asked to draw themselves and tell a story about living in the past, dictating and recording their narrative (activities that elicit use of I, me, my). Activities prompt students to answer questions about similarities and differences (e.g., "How is a school day for this boy different from yours?") that invite use of you/your, they/their, and we.
Lesson 6
Predicting Future Change
Students are prompted to write about themselves in the fill-in-the-blank "One way I have changed is ___" and "I changed because ___," which requires using the personal pronoun I. Multiple scenarios ask students to respond to questions using second-person prompts (e.g., "How will this change your family?" "How will this change your parents?"), prompting use of the personal and possessive pronouns you/your. Activity 4 asks students to write or copy a sentence about a change in their life, giving students practice producing sentences that include personal and possessive pronouns.
Lesson 7
People of the Past
Activity 1 asks the child "Are you similar to this person in any way? If so, how?," prompting the child to describe herself and compare using personal references. Activity 3 asks the child to think of something she can do to initiate a good change and to write down her ideas, which prompts use of first-person statements (e.g., I can…, my…). Activity 4 asks the child to write a sentence about a historical person, providing an opportunity to produce sentences that may include personal or possessive pronouns.
Final Project
My Past, Present and Future
Students are prompted to write first-person sentences such as "I was different because," "Now I am," and "In the future I will be," which requires use of the personal pronoun I. Students are prompted to use possessive forms in prompts like "My family was different..." and "Now my family is...," which requires the possessive pronoun my. Students are asked to complete prompts such as "In the past I did" and to write "In the past __________" and "Today __________," encouraging use of personal pronouns in describing events.
6: Reading
Unit 1: Semester 1
Lesson 3
Letter Sounds Review III
Students read and practice the sight words "you" and "it" during sight-word identification and card activities. Students build and read words that include the personal pronoun "him" and the possessive pronoun "his" in the word-building groups and word lists. Students read and write words and short phrases that include these pronoun-containing words when completing reading, spelling, and writing tasks.
Lesson 5
Adding s, More Word Families, Ending with ck
Students are introduced to and practice personal pronouns as sight words: 'she' is a new sight word (Activity 1.3) and students trace and write 'she', 'you', and 'he' on multiple sight-word handwriting pages (Day 2 pages). Students read the sight-word cards aloud and use them in quick-read drills (Activity 1.3, Activity 4.3, Activity 5.3 review).
Lesson 6
Open Syllables and Digraph th
The lesson introduces and practices personal and possessive pronouns as sight words (I, his, her, me, my, we, them) and has students point to, read, and spell these words (Activities 1.3, 2.3, 3.1, 4.2). Students read and write sentences that include pronouns (Forming Sentences: "We sat on the log.", "The man ran with his pet.") and complete sentence dictation that uses pronouns ("We are with them."). Activities require students to build, write, and read words and sentences that include these pronouns, and to locate pronoun words among sight word cards.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
Students read, point to, and practice sight words that are personal pronouns (they, them, she, you, I) in multiple activities (sight word introduction, sight word search, and reader "They Get Wet"). Students read and write sentences that include personal pronouns (e.g., the dictation sentence "I chat with a fox in a hut.") and see possessive pronouns in word lists (my, his) and in word-building lists (I, my). Students also sort and highlight words containing pronouns among other sight words during the sight word search and digraph-sorting activities.
Lesson 8
Blends with s
Students read and write words and sentences that include personal pronouns: they read a reader that uses "They" and write dictated sentences such as "They swim by the dock." Students practice sight words that are pronouns ("this," "you") and read/write short words like "me," "we," and "my" during word-building activities. Activities ask students to read, spell, and write words and sentences that include these pronouns (sight-word practice, dictation, and word chains).
Lesson 9
Blends with l
Students read and use pronoun words from the sentence cards that include "they" and "They," and they are prompted to create and read sentences such as "They can _____ at the _____." Students also encounter and write a dictated sentence that begins "He has a sack of blocks," providing practice with the personal pronoun "He." Students are asked to read and use cards like "This" when making sentences.
Lesson 10
Blends with r
Students read and write sentences that include personal pronouns (e.g., the dictation sentences "I have one trick." and "They can run on a track."). Students identify and point to the sight word list that includes "one" and "you," and are asked to read and write those words. Students read the Weekly Message and are prompted to underline sight words, which includes the personal pronoun "you."
Lesson 11
Ending Blends
Students read and use sight words that include pronouns (Activity 3.3 lists they and you among sight words to be recognized). In Sentence Dictation (Activity 5.2) students write the sentence "I have lots of words," providing practice reading and writing the personal pronoun I. Activity 3.3 also asks students to identify a word that refers to more than one (they), which has them recognize plural reference in a pronoun.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
Students read and point to sentences that include personal pronouns such as "They were all doing what they wanted," "What were you doing with all that candy?", and "Yesterday, we were planning on going to the zoo." Activities ask students to read sight-word cards and to point to each word when they hear it, which includes pronouns like "they," "you," and "we." Sentence dictation and reading tasks require students to read aloud sentences that contain personal pronouns (e.g., "They pick a dress and a doll").
Lesson 13
Glued Sounds ng and nk
Students read and write the sight words "we" and "your" in Activity 1.3 and practice using "We" as a sentence starter in Activity 5.2. Students encounter possessive forms in context: the question "Where do the king and his friends sleep?" uses "his," and the dictated sentence "The ring is on her hand." uses "her." These tasks require students to read, write, and use some personal and possessive pronouns in sentences.
Lesson 15
More Ending Blends
Students read and write the word "each" as a sight word (Activity 1.3, Activity 4.1) and write the sentence "Each kid can swim." during sentence dictation (Activity 5.1). Students encounter the personal pronoun "we" and forms like "are" and "was" in word lists for the Alphabet Soup activity (Activity 4.4). A student activity page also includes the word "your," which is a possessive form, in handwriting practice pages.
Lesson 16
R-Controlled Vowels (ar)
Students read and respond to student activity sentences that include personal and possessive pronouns such as "What is your favorite color?" and "What is your name?" Students read and write dictated sentences that use personal pronouns (e.g., "When do you use a golf club?" and "What can we do in the yard?"), and they answer and generate questions that address the reader using "you" and "your." Students also say and write words and sentences aloud in multiple activities that include first- and second-person plural use (e.g., "we" appears in questions like "What can we do in the yard?").
Lesson 17
Semester Review
Students practice the possessive pronoun "their" as a sight word and explicitly distinguish it from the adverb "there" in Activity 1.3, including pointing to and underlining the correct word in sentences. Students read and write sentences that include personal pronouns such as "They" and "I" (e.g., "They ride in their car.", "I can spell a lot of words.") during sentence dictation and the student activity pages. Students also find and read pronoun sight words like "their" and "they" in the Sight Words Search activity.
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
Activity 1.3 explicitly asks students to compare and read the sight words "there" and "their," explains that "their" shows possession, and has students point to which word fits in example sentences. The sentence-dictation activity has students write and read the sentence "Will you bake a cake?", giving direct practice with the personal pronoun "you." The lesson text repeatedly uses third-person pronouns (e.g., "she," "her") when addressing the child, so students encounter personal pronouns in reading and instructions.
Lesson 2
Long Vowels o, u, and e with Silent e
Students read and practice personal pronouns as sight words (they are shown and asked to point to and read 'them', 'these', and 'then'). Students write and read sentences that contain personal pronouns during sentence dictation (examples: "They use the hose on the grass." and "I can stack these cubes."). The Sight Words Search includes the word "their," which students are asked to find and read in context.
Lesson 3
Hard and Soft c and g
Students will read sight word cards that include pronouns such as "them" and "these" during the sight-word flipping activity (Activity 1.3). Students will read the Weekly Message and other student-facing texts that contain pronouns like "you" and "they," and they will encounter pronouns in readers referenced (e.g., "They Chose to Doze").
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
Students read, point to, and practice sight words that include indefinite/determiner forms such as "other," "more," and "some" (Activity 1.3 and Wrapping Up). Students spell and write the pronouns/words "her" and "them" during word-building and the Day 4 spelling test, and they read these words aloud after writing them (Activity 4.2). Students are asked to use each sight word in a sentence during the Wrapping Up activity, providing an opportunity to produce those words in spoken or written context.
Lesson 5
Long a Spellings ai, ay
Students are asked to learn the sight word "him" and to identify its vowel sound (Activity 1.3). Students read the Weekly Message aloud, which contains the personal pronoun "you," and they are asked to point to words in that message (Activity 1.1). In the Fill in the Blanks activity students write and read the sentence "Dad will spray us with a hose," which includes the personal pronoun "us."
Lesson 6
Long e Spellings ee, ey, ea
Students read and write sentences that include personal pronouns (e.g., Activity 5.2 dictation: "We eat a lot.", Activity 2.1 sentence: "The monkeys see me, too."). Students use word cards with pronouns when making sentences (Making Sentences Set 4 includes the card "them"). Sight word practice and the Weekly Message expose students to personal pronouns such as "him," "me," "we," and "you."
Lesson 7
Long i Spellings y, igh, ie
The lesson includes sight word practice with pronouns such as "my," "we," "she," and "you" (Day 2 sight words and Weekly Message). Students read and group sight word cards that include "my" and "we" by vowel sounds and read the Weekly Message aloud where "you" appears. The Day 5 sentence dictation and spelling activities require students to read and write sentences that contain pronouns (e.g., "We could eat pie.").
Lesson 9
Long u Spellings ue, ew, ou
Students read and point to pronoun words in the Weekly Message (e.g., "You are going to work...", "Who knows how many more?"). Students are introduced to and read sight-word cards that include pronouns such as "you" and "your," and they practice reading and writing those words on the Writing Sight Words and spelling pages. Students read and write dictated sentences and questions that use "who" (e.g., "Who has a clue?"), and they are asked to identify and point to pronoun words during activities.
Lesson 10
Other Long Vowel Patterns
Students read and point to words in the Weekly Message that include the personal pronoun "you." Students read and orally produce the sentence "I can fold my shirts," which contains the personal pronoun "I" and the possessive pronoun "my." Students read and respond to example sentences such as "Does Amin have any stickers?" and "Some people collect stickers," which include the indefinite determiner/quantifier "any" and the noun phrase "some people."
Lesson 12
Other Vowel Sounds oi, oy
Students are asked to read and point to pronouns in the Weekly Message (e.g., I, you) during Activity 1.1. Students use possessive pronouns in writing tasks: the Making Sentences card set includes my, and the dictation task asks students to write "Use your voice," giving practice with your. Students also encounter who and few in sentence-building cards, providing additional incidental exposure to pronoun-like words.
Lesson 14
Other Vowel Sounds aw, au
Students read and listen to sentences that use personal pronouns such as "You" in the Weekly Message and "They" in example sentences (e.g., "They make a cake today." and "They made a cake yesterday."). Students write and read dictated sentences that include a personal pronoun ("They haul rocks.") during the Sentence Dictation activity. Teacher directions and activity prompts also include possessive pronouns in context (e.g., references to "his" or "your" when asking students to point to letters or sort words), so students encounter these forms while performing tasks.
Lesson 16
Silent Starts: kn, wr, gn
Students read and write sentences that include personal pronouns such as "They" and "I" (e.g., dictation sentence "They wrap many gifts." and the read-aloud sentence "No, I do not know how to ski."). Students read sight-word practice and reader text that contain personal pronouns and are asked to read those sentences aloud. Students also write dictated sentences that require producing personal pronouns in writing.