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Grade 1 · unit review

Review: Text Features, Instructions and Friendly Messages

Apply use a text feature, read a procedure verb, choose an opinion reason, recognize friendly letter parts using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Job: locate the Animals chapter. Instruction: Fold a card in half. Preference: bookmark. Letter highlight: Dear Aunt Jo, Which feature helps with the stated reading job?
Need a hint?
  • A caption belongs with a picture.
  • A contents page locates; it does not define every word.
2. Job: locate the Animals chapter. Instruction: Fold a card in half. Preference: bookmark. Letter highlight: Dear Aunt Jo, Which action does the supplied instruction require?
Need a hint?
  • Use the exact command verb.
  • Materials alone are not instructions.
3. Job: locate the Animals chapter. Instruction: Fold a card in half. Preference: bookmark. Letter highlight: Dear Aunt Jo, Which reason would directly support the supplied preference?
Need a hint?
  • Connect item to purpose.
  • A reason for another object does not support this choice.
4. Job: locate the Animals chapter. Instruction: Fold a card in half. Preference: bookmark. Letter highlight: Dear Aunt Jo, What job does the highlighted letter part do?
Need a hint?
  • Dear begins a greeting.
  • The name after a closing is usually the writer.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Create a two-sentence information card about an imaginary paper kite using these supplied facts: it is made of paper; it has a string. Give it a heading, draw and caption it, then write a friendly letter sharing the card. Label each letter part. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Identify the reader’s question, then choose the feature that directly supplies that kind of information.
  • Circle the instruction’s action word. Explain or safely mime it with paper and imaginary materials.
  • Name the preferred item and its stated job. Choose the reason that connects the item to that job.
  • Read the highlighted part and identify its function. Write the other parts around it to make a small complete letter.
Compare with a model response

Heading: Paper Kite. Information: This imaginary kite is made of paper. It has a string. Caption: The string hangs from the paper kite. Letter: Dear Lea, I made an information card about a paper kite. It has paper and a string. Your friend, Jo. Dear Lea is the greeting; the two middle sentences are the message; Your friend is the closing; Jo names the writer.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.