Scott Foresman Reading Street - Pearson Education

A Correlation of

Scott Foresman Reading Street

©2008

to the

Common Core Georgia Performance Standards

(CCGPS)

Grade 1

Scott Foresman Reading Street © 2008 to the

Common Core Georgia Performance Standards (CCGPS) Grade 1

INTRODUCTION This document demonstrates how Scott Foresman Reading Street © 2008 meets the objectives of the Common Core Georgia Performance Standards (CCGPS). Correlation page references are to the Teacher’s Edition. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Scott Foresman Reading Street is a comprehensive core reading program for Pre-Kindergarten through Grade Six that is built on the latest SBRR (Scientifically Based Reading Research). The instructional architecture prioritizes and closely monitors acquisition of the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Literature Reading Street provides a rich variety of genres that include a balance of fiction and nonfiction. Content-area connections support science and social studies instruction every week. With a greater emphasis on informational text, Reading Street prepares students for the kinds of selections they will encounter on state assessments. Assessment Reading Street begins the year with the Baseline Group Test to make initial grouping decision. Progress is monitored during instruction and identifies students’ needs along the way. The Unit Benchmark Test measures student performance and can be used to regroup. The End-of-Year Benchmark Test gives a summative assessment and shows how far students have come. Differentiated Instruction Reading Street instruction is systematic, explicit, and highly focused for all ability levels. Each unit gives a clear road map to differentiate instruction for On-Level, Strategic Intervention (below level), and Advanced readers. Group Time throughout each lesson provides scaffolded instruction for all readers. Built-in lessons for Strategic Intervention and Advanced learners supplement core instruction every day. Weekly Leveled Readers and Leveled Practice help every student practice and apply comprehension skills and vocabulary in appropriate texts. ELL Instruction Reading Street paves the way with highly focused ELL instruction, practice, and resources to meet all proficiency levels and provides an ELL Reader every week to build vocabulary, provide text support, and enrich language skills.

2 SE = Student Edition TE = Teacher’s Edition



Table of Contents

First Grade Reading Literary (RL) .......................................................................... 4

First Grade Reading Information (RI) .................................................................... 9

First Grade Reading Foundational (RF) ................................................................ 12

First Grade Writing (W)........................................................................................ 18

First Grade Speaking and Listening (SL) .............................................................. 21

First Grade Language (L) ..................................................................................... 24




Common Core Georgia Performance Standards – Grade 1

Scott Foresman Reading Street © 2008

First Grade Reading Literary (RL) Key Ideas and Details ELACC1RL1: Ask and answer questions about key details in a text.

SE 1: 24, 46, 66; 2: 54, 104; 3: 112, 166; 4: 38, 118, 150; 5: 34, 66 TE 1: 16–17, 18–19, 20–21, 22–23, 24a, 46a, 66a; 2: 42–43, 44–45, 46–47, 48–49, 50–51, 52–53, 54a, 104a; 3: 98–99, 100–101, 102–103, 104–105, 106–107, 108–109, 111a, 112a, 166a; 4: 16–17, 18–19, 20–21, 22–23, 24–25, 26–27, 28–29, 30–31, 32–33, 34–35, 37a, 38a, 118a, 150a; 5: 16–17, 18–19, 20–21, 22–23, 24–25, 26–27, 28–29, 30–31, 33a, 34a, 66a Instruction and practice in this skill are included as children read each selection. Children answer questions about the key details and events in the selection and create their own questions as they monitor and clarify the content of the selection they are reading.

ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

SE 1: 24–25, 46–47, 66–67, 108–109; 2: 28–29, 54–55, 104–105; 3: 28–29, 62–63, 86–87; 4: 38–39, 66–67, 118–119; 5: 34–35, 66–67 TE 1: 24a–24b, 46a–46b, 66a–66b, 108a–108b; 2: 28a–28b, 54a–54b, 104a–104b; 3: 28a–28b, 62a–62b, 86a–86b; 4: 38a–38b, 66a–66b, 118a–118b; 5: 34a–34b, 66a–66b The Retelling Cards are shown on the Reader Response pages at the end of every selection in the Student Edition. These cards can be used to help children retell the selection, including the central message or main ideas, presenting this information in the sequence found in the selection. Children can add to and interpret the events as they retell the story in their own words, verifying their understanding of the content. The Teacher’s Edition instruction for the Reader Response pages provides suggestions to apply and assess retelling skills.






ELACC1RL3: Describe characters, settings, and major events in a story, using key details.

TE 1: 16–17, 18–19, 20–21, 36–37, 38–39, 40–41, 42–43, 58–59, 60–61; 2: 20–21, 22–23, 24–25, 26–27, 44–45, 98–99; 3: 16–17, 20–21, 42–43, 44–45, 46–47, 50–51, 56–57, 58–59, 60–61, 100–101, 111a; 4: 18–19, 22–23, 24–25, 30–31, 50–51, 52–53, 60–61, 62–63, 114–115, 164–165, 166–167, 170–171, 172–173, 174–175, 176–177, 179a; 5: 16–17, 22–23, 24–25, 58–59 The questions in the Skills in Context, Strategies in Context, and Guiding Comprehension pages in the Teacher’s Edition focus on a variety of comprehension skills related to the selection content. Each question is identified by skill, and many questions focus on the story elements of characters, settings, and plots (events). As children respond to the questions, they extend their understanding of these elements as well as interpret the action and events of the selection.

Craft and Structure ELACC1RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

SE 1: 41, 102–103; 3: 57, 74–75, 80–81; 4: 32–33, 34, 174, 177; 5: 58, 64–65 TE 1: 40–41, 102–103, WA2; 3: 56–57, 74–75, 80–81, 87b, 87c; 4: 32–33, 34–35, 67b, 174–175, 176–177; 5: 58–59, 64–65, 67b As each Student Edition selection is read, children explore the feelings of the characters through the questions in the accompanying Teacher’s Edition lesson plan. They also learn to recognize sensory words and phrases and the important role these details play in stories and poems.






ELACC1RL5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

SE 1: 13, 33, 55; 2: 13, 87; 3: 13, 95; 4: 13, 47, 129; 5: 13, 47 TE 1: 12b, 14b, 14–15, 32b, 34b, 34–35; 2: 12b, 14b, 14–15, 86b, 88–89; 3: 14b, 14–15, 96b, 96–97; 4: 14b, 14–15, 48b, 48–49, 130–131; 5: 14–15, 48–49 The Teacher’s Edition includes Share Literature sections that introduce many different text types (e.g., stories, poems). These lessons are supported by instructional discussions to help children identify the characteristics that distinguish the various categories of texts. In addition, each main selection is paired with another selection. As part of the strategies for reading the selections, the Teacher’s Edition provides information about the selection genres and their features. See, for example, TE 4: 40–41, 48–49, 68–69.






ELACC1RL6: Identify who is telling the story at various points in a text.

TE 2: 96–97; 4: 60–61, 104–105; 5: 28–29 To further reinforce and support the standard, extend the genre study included for each selection by asking children to identify the speaker(s) in the selection. Begin the lesson by helping children identify speakers through speech tags. • Use the selection Frog and Toad Together on SE 3: 96–111 to identify the speakers in a story. Select two children to be Frog and Toad. Have another child read the narration while Frog and Toad read the dialogue. Discuss with children how the characters relate to one another. • The selection on SE 5: 36–41 can be used to identify the speaker in a fable. Extend the discussion of speakers to poems. The narrator of a poem is the speaker. The speaker may be the poet, or person who wrote the poem. The speaker may be a character who takes part in the action of the poem or a character who stands outside the poem. The speaker may be a person, an animal, an object, or an idea. • Use the poems on SE 3: 168–171 and help children identify the speakers of the poems. Ask children to identify the speaker in the first poem. Help them conclude that it is the girl shown in the picture. Then have them identify the speakers in the other poems—“Tommy” and “Where Do Fish Go in Winter?”

Integration of Knowledge and Ideas ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or events.

SE 1: 24, 66; 3: 62, 112; 4: 150; 5: 34, 66 TE 1: 16–17, 24a, 66a, 104–105; 2: 22–23, 90–91; 3: 42–43, 50–51, 58–59, 62a, 100–101, 112a; 4: 60–61, 114–115, 134–135, 150a; 5: 24–25, 34a, 58–59, 66a Throughout the program children consult both the visuals and the text in each selection to locate and interpret information about characters, events, and settings.






ELACC1RL8: (Not applicable to literature) N/A

ELACC1RL9: Compare and contrast the adventures and experiences of characters in stories.

TE 3: 46–47, 52–53, 78–79, 100–101, 108–109, 179a; 4: 166–167; 5: 22–23 The program contains opportunities in the reading questions for the children to tell how the adventures and experiences of the characters are alike and different.

Range of Reading and Level of Text Complexity ELACC1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Each selection contains opportunities for children to read proficiently and fluently beginning at Unit 1. See the following representative pages for fiction and poetry selections: SE 1: 14–23; 3: 150–165, 168–171; 5: 48–65 Fluency lessons, activities, and assessments focus on accuracy, rate, phrasing, automaticity, and expression/intonation. Each subskill is applied to appropriate selections in a variety of reading activities. See, for example, TE 3: 144g, 146f, 167a, 168e, 171a, 172d, 172e. Additionally, the Differentiated Instruction (DI) pages in the Teacher’s Edition continue skill development as children read the ELL Readers; Concept Literacy Readers; and the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow each selection. See TE 1 DI•16–DI•23 for examples of the Readers for the first selection in Unit 1.






First Grade Reading Information (RI) Key Ideas and Details ELACC1RI1: Ask and answer questions about key details in a text.

SE 1: 88, 128; 2: 78, 130; 3: 138; 5: 132 TE 1: 80–81, 82–83, 88a, 120–121, 122–123, 128a; 2: 70–71, 72–73, 78a, 118–119, 120–121, 130a; 3: 132–133, 134–135, 138a; 5: 116–117, 118–119, 132a Instruction and practice in this skill are included as children read each selection. Children answer questions about the key information and events in the selection and create their own questions as they monitor and clarify the content of the selection they are reading.

ELACC1RI2: Identify the main topic and retell key details of a text.

SE 1: 88; 6: 132 TE 1: 75a, 86–87, 88a; 2: 74–75; 3: 134–135; 5: 84–85, 86–87, 88–89, 111a, 116–117, 120–121, 122–123, 132a Identifying the main topic or idea and the supporting details is a key comprehension skill presented throughout the lessons. The questions in the lessons focus on helping children organize the information so that they can recognize the main idea and also identify the details that support the main idea. Additional practice can be found in the listening comprehension activities for each selection.

ELACC1RI3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

SE 2: 158; 5: 102 TE 1: 84–85; 2: 72–73, 128–129, 139a, 142g, 150–151, 157a, 158a; 3: 126–127, 137a; 5: 84–85, 90–91, 102a, 124–125, 128–129 The Guiding Comprehension, Skills in Context, and Think and Share sections include compare and contrast questions that ask children to make connections between two key events or ideas in the text. Compare and Contrast lessons also provide instruction, practice, and application of these key skills.






Craft and Structure ELACC1RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Each selection lesson plan contains Amazing Words, which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meanings of the words. Selection words from the informational articles are introduced on Vocabulary pages. See the following representative pages for Unit 1: TE 1: 74m, 76b, 78b, 78f, 89b, 90b, 92b, 114m, 116b, 118b, 130b, 132b

ELACC1RI5: Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.

TE 1: 12b, 68–71, 76b, 78–79, 93a, 116b; 2: 12b, 35a, 38b, 40b, 66b, 68b, 83a, 111a, 137a, 163a; 3: 35a, 67a, 91a, 117a, 143a, 173a; 4: 43a, 71a, 97a, 125a, 155a, 187a; 5: 43a, 75a, 109a, 112b, 114b, 139a, 142b, 160–161, 164a, 169a, 203a Both the Share Literature and Research/Study Skills activities help children learn how to read headings, captions, labels, and diagrams in order to interpret and navigate a selection. The Research/Study Skills activities also explain alphabetical order, entry words, e-mails, e-newsletters, electronic learning tools, and definitions so children understand how to use these tools to locate important information.

ELACC1RI6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

TE 1: 68–71, 93a, 116b; 2: 163a; 3: 91a, 117a, 173a; 4: 71a, 97a; 5: 109a, 142b, 160–161, 164a Throughout the program children are encouraged to look for information in the visuals and to combine the information they find to better understand and interpret each selection.






Integration of Knowledge and Ideas ELACC1RI7: Use illustrations and details in a text to describe its key ideas.

SE 1: 88; 5: 132 TE 1: 78g, 86–87, 88a; 2: 74–75; 5: 114g, 116–117, 122–123, 126–127, 132a, 158–159 Throughout the program children are encouraged to look for key ideas in both the text and visuals of a selection.

ELACC1RI8: Identify the reasons an author gives to support points in a text.

SE 1: 129; 2: 78, 79, 130; 3: 139; 4: 90, 91; 5: 133, 165 TE 2: 68g, 76–77, 78a, 116g, 124–125, 128–129, 130a; 4: 76g, 84–85, 90a Questions in both the Student Edition and the Teacher’s Edition prompt children to recognize the author’s purpose in selections. The skill is also developed as children discuss the author on the “Meet the Author” page at the end of each selection.

ELACC1RI9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

TE 1: 91a, 131a; 2: 81a, 134–135, 161a; 3: 141a; 4: 94–95; 5: 136–137, 167a The Student Edition includes Reading Across Texts questions, which offer children opportunities to compare and contrast two texts that have similarities and differences.

Range of Reading and Level of Text Complexity ELACC1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

Each nonfiction selection contains several opportunities for children to read proficiently and fluently beginning at Unit 1. See the following representative selections: SE 1: 78–87; 2: 116–129; 4: 76–89 Fluency lessons, activities, and assessments focus on accuracy, rate, phrasing, automaticity, and expression/intonation. Each subskill is applied to appropriate selections in a variety of independent reading activities. See, for example, TE 2: 64p, 64q, 66f, 79a, 81b, 114f, 131a, 135a.






First Grade Reading Foundational (RF) Print Concepts ELACC1RF1: Demonstrate understanding of the organization and basic features of print.

TE 1: 12b, 68–71, 76b, 93a, 116b; 2: 12b, 35a, 38b, 40b, 66b, 68b, 83a, 111a, 137a, 163a; 3: 35a, 67a, 91a, 117a, 143a, 173a; 4: 43a, 71a, 97a, 125a, 155a, 187a; 5: 43a, 75a, 109a, 112b, 114b, 139a, 142b, 160–161, 164a, 169a, 203a Throughout every lesson in the program, children are encouraged to look for information in the text and in the visuals and to combine the information they find to better understand and interpret each selection.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

SE 1: 29, 51, 73, 113, 133; 2: 109 TE 1: 11d, 13b, 25d, 27d, 28–29, 31d, 33b, 47d, 49d, 50–51, 53d, 55b, 67d, 71c, 72–73, 95d, 97b, 109d, 111d, 112–113, 115d, 117b, 129d, 131d, 132–133; 5: 77d, 79b, 103d, 107c, 108–109 The program includes Teacher’s Edition lessons that focus on the types of sentences. In the lessons, sentences are first introduced and defined and then sentence frames are used to extend children’s mastering of sentence structure. Children learn the purpose, structure, capitalization, and punctuation of the sentences and produce both written and oral examples of the sentence types.

Phonological Awareness ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Beginning with phonemic awareness activities, children regularly listen to and say words to understand how the sounds blend together to form words. Eventually, they learn the letters that stand for these sounds to master the decoding process. See the following representative pages for the first week of Unit 1: TE 1: 10m, 10n, 10o, 10q, 12b, 12c, 12d, 12e, 12f, 14c, 14d, 26b, 26c, 26d






a. Distinguish long from short vowel sounds in spoken single-syllable words.

TE 1: 10n–10o, 14c–14d, 30n–30o, 34c–34d, 52n–52o, 56c–56d, 94n–94o, 98c–98d, 114n–114o, 118c–118d; 2: 30c–30d, 84n–84o, 88c–88d, 112n–112o, 116c–116d, 132c–132d, 138n–138o; 3: 12c–12d, 64c–64d; 4: 10n–10o, 14c–14d, 44n–44o, 48c–48d, 72n–72o, 98n–98o; 5: 142c–142d, 144c–144d, 172c–172d, 198c–198d A variety of listening and speaking activities help children learn the differences between the short and long vowel sounds in one-syllable words. These activities form the basis for the eventual learning of the spelling patterns for both the short and long vowel sounds.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

TE 1: 14b, 34b, 56b, 78b, 98b, 118b; 2: 14b, 40b, 68b, 88b, 116b, 142b; 3: 14b, 96b, 148b; 4: 100b, 158b; 5: 142b Phonemic Awareness lessons focus on blending phonemes to make words. Listening for sounds in orally produced words is followed by blending those individual sounds to create words.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

TE 1: 12b, 26b, 48b, 54b, 68b, 74m, 90b, 96b, 116b; 3: 120b; 4: 10m, 72m, 98m, 128b; 5: 12b, 76m, 110m The program has a wealth of lessons that focus on blending phonemes to make words. Listening for initial sounds in words is followed by listening for medial and final sounds so that children become accustomed to listening for the locations of sounds in words. As the auditory skills are mastered, the program advances to the decoding skills of matching sounds and letters.






d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

TE 1: 10m, 14b, 30m, 34b, 52m, 56b, 76b, 78b, 94m, 118b; 2: 14b, 38b, 40b, 68b, 86b, 88b, 116b, 142b; 3: 14b, 38b, 92m, 96b, 148b; 4: 100b, 158b; 5: 44m, 142b These lessons address the concept of segmenting words into individual sounds. Children hear a word and then divide the word into the individual sounds that make up the word. In lessons in which children blend the sounds to form a word, they are often asked to also segment the word. Both exercises are used to help children master the decoding process.

Phonics and Word Recognition ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

Every lesson provides skill practice with decoding words. These focus on phonics and word analysis skills. This carefully structured Teacher’s Edition instruction helps children learn to decode the words independently and then apply those skills as they read the selection. This organization is found in all units. See the following representative pages for Unit 1: TE 1: 10n, 10q, 12c, 12f, 14c, 26d, 30n, 30q, 32c, 32f, 34c, 52n, 52q, 54c, 54f, 56c, 74n, 74q, 76c, 76f, 78c, 90c, 94n, 94q, 96c, 96f, 98c, 114n, 114q, 116c, 116f, 118c

a. Know the spelling-sound correspondences for common consonant digraphs.

TE 2: 10n–10o, 14c–14d, 66c–66d, 68c–68d, 106c–106d; 3: 36n–36o, 40c–40d, 88c–88d, 146c–146d, 148c–148d; 4: 100c–100d, 102c–102d, 152c–152d These lessons focus on consonant digraphs. Children are taught that the two letters stand for a single sound. They will also be taught to distinguish these patterns from common consonant blends.






b. Decode regularly spelled one-syllable words.

Beginning in Unit 1, children decode words using the sounds they have been previously taught. From that beginning, children go on to apply the skills to decode words with more complex vowel and consonant sounds. A consistent and systematic presentation is used to help children master this important skill. See the following representative pages for Unit 1: TE 1: 10n, 10q, 12c, 12f, 14c, 30n, 30q, 32c, 32f, 34c, 52n, 52q, 54c, 54f, 56c, 74n, 74q, 76c, 76f, 78c, 90c, 94n, 94q, 96c, 96f, 98c, 114n, 114q, 116c, 116f, 118c

c. Know final -e and common vowel team conventions for representing long vowel sounds.

TE 2: 36n–36o, 36q, 40c, 64n–64o, 82c, 82e, 84n–84o, 84q, 110c, 110e, 112n–112o, 112q, 116c, 136c, 160c; 4: 10n–10o, 10q, 14c–14d, 44n–44o, 48c–48d, 68c, 72n–72o, 92c–92d, 98n–98o, 102c–102d, 120c–120d, 152c–152d, 182c–182d The program provides instruction on all of the major long vowel patterns and then proceeds to some of the less common vowel patterns. Each pattern is introduced and then is practiced in the lesson activities. Children learn the pattern and decode words in isolation as well as in context.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

TE 1: 110b; 2: 140b, 142b; 3: 38b, 92m; 4: 46b, 126m, 156m; 5: 112b The lessons that specifically call attention to this topic are listed. The skill is also included in many of the general syllabication lessons. Children learn that each word or syllable has a vowel sound.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

TE 3: 38b, 38c–38d, 40c–40d; 4: 46b, 46c–46d, 126m, 126n–126o, 126q, 156m; 5: 112b, 170m The lessons present the common patterns used in two-syllable words to help children divide a word into syllables. They apply their skills as they decode each syllable, combine the syllables, and identify the word.






f. Read words with inflectional endings. TE 1: 74n–74o, 76c–76d, 78c–78d, 110c–110d; 3: 92n–92o, 96c–96d, 140c–140d; 4: 46c–46d, 48c–48d, 92c–92d; 5: 78c–78d, 80c–80d The Teacher’s Edition pages present structural analysis skills. Children learn to recognize endings and how to decode a word with an ending. Later lessons include spelling changes in base words when endings are added.

g. Recognize and read grade-appropriate irregularly spelled words.

Every selection begins with introductory pages for skill practice with decoding words. These pages focus on recognizing and reading high-frequency words, many of which are irregularly spelled words, and using word analysis skills. This carefully structured Student Edition practice and Teacher’s Edition instruction help children learn to read the words independently and then apply those skills as they read the selection. This organization is found in all units. See the following representative pages for Unit 1: SE 1: 12–13, 32–33, 54–55, 76–77, 96–97, 116–117 TE 1: 10n, 10q, 12c, 12f, 12–13, 14c, 30n, 30q, 32c, 32f, 32–33, 34c, 52n, 52q, 54c, 54f, 54–55, 56c, 74n, 74q, 76c, 76f, 76–77, 78c, 90c, 94n, 94q, 96c, 96f, 98c, 96–97, 114n, 114q, 116c, 116f, 116–117, 118c

Fluency ELACC1RF4: Read with sufficient accuracy and fluency to support comprehension.

The program includes a carefully structured sequence that deals with all aspects of fluency. Lessons work with accuracy and rate. The following lists the references in Unit 1 through Unit 3 as examples. Unit 4 and Unit 5 include similar instruction. Accuracy: TE 1: 25a, 27b, 47a, 49b; 2: 29a, 33a, 105a, 109a; 3: 29a, 33a Rate: TE 1: 67a, 71a, 89a, 91b; 2: 29a, 33a, 105a, 109a; 3: 29a, 33a






a. Read on-level text with purpose and understanding.

Each selection in the Student Edition and the accompanying Teacher’s Edition pages help children preview and predict and then set a purpose for reading the selection. This organization is found in all units. See the following representative pages for Unit 1: SE 1: 14–23, 34–45, 56–65, 78–87, 98–107, 118–127 TE 1: 14–15, 16–17, 18–19, 20–21, 22–23, 34–35, 36–37, 38–39, 40–41, 42–43, 44–45, 56–57, 58–59, 60–61, 62–63, 64–65, 78–79, 80–81, 82–83, 84–85, 86–87, 98–99, 100–101, 102–103, 104–105, 106–107, 118–119, 120–121, 122–123, 124–125, 126–127

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Accuracy and appropriate rate have been listed for previous standards. This extends instruction to include appropriate phrasing, expression, and punctuation. Appropriate Phrasing: TE 5: 133a, 137a, 197a, 201a Punctuation: TE 1: 109a, 111b, 129a, 131b; 2: 55a, 61a, 79a, 81b, 131a, 135a; 3: 63a, 65b, 87a, 89b, 139a, 141b; 4: 91a, 95a, 151a, 153b Expression: TE 3: 113a, 115b, 167a, 171a; 4: 39a, 41b, 119a, 123a; 5: 35a, 41a, 67a, 73a, 165a, 167b






c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SE 1: 24, 128; 2: 54; 3: 86; 4: 38, 90; 5: 102 TE 1: 14g, 22–23, 24a, 26c, 48c, 118g, 120–121, 128a; 2: 40g, 48–49, 54a, 80c; 3: 72g, 76–77, 86a; 4: 14g, 26–27, 38a, 76g, 78–79, 90a, 120c; 5: 80g, 94–95, 102a, 104c The Monitor and Fix Up strategy in many of the lessons, as well as Context Clues activities, helps children use the context of a selection to check that they have correctly identified and understood words. The strategy also suggests ways, including rereading, that children can use to gain meaning and verify their understanding of the selection.

First Grade Writing (W) Text Types and Purposes ELACC1W1: Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

TE 4: WA2–WA9 The Writing and Assessment (WA) pages present a five-stage writing process approach to help children understand, develop, and apply their writing strategies and skills. For example, in Step 1, children read and examine a model, select a topic idea, and fill out a chart to organize their ideas and reasons.

ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

TE 1: 13a, 27c, 31c; 2: 39a, 141a, 161c, WA2–WA9; 3: 65c, 121a, WA2–WA9; 4: 157c, 159a; 5: 111c, 137b, WA2–WA9 The writing activities in the Teacher’s Edition focus on writing a variety of informative and explanatory texts. Children are asked to think about a topic and to supply relevant facts about the topic. This information can come from background knowledge, the selection, or additional research. The Writing and Assessment (WA) pages present a five-stage writing process approach to help children understand, develop, and apply their writing strategies and skills.






ELACC1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

TE 1: 97a, 117a, WA2–WA9; 2: 109b, 115a; 3: 33b, 147a, 171b; 4: 95b, 129a; 5: 41c, 47a Across the writing activities plans in the Teacher’s Edition, children are guided in planning and writing a variety of narratives. The Writing and Assessment (WA) pages present a five-stage writing process approach to help children understand, develop, and apply their writing strategies and skills.

Production and Distribution of Writing ELACC1W4: (Begins in grade 3) N/A

ELACC1W5: 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.

TE 1: WA5; 2: WA5; 3: WA5; 4: WA5; 5: WA5 The Writing and Assessment pages, which follow a five-stage writing process approach, include revising as one of the stages.

a. May include oral or written prewriting (graphic organizers).

Children are initially introduced to a variety of graphic organizers in the Develop Concepts and Build Background segments of each lesson. Representative pages include: TE 1: Web: 10–11, 78e; T-chart: 52–53; main idea chart: 98e; KWL chart: 114–115; 2: 3-column chart: 36–37; classification chart: 88e, 116e; Venn diagram: 138–139; Sequence chart: 142e. As the early writing lessons are simple lists, captions, posters, and finally sentences, brainstorming is accomplished through discussion. The use of graphic organizers for prewriting planning begins in Units 4 and 5. See TE 4: web: 41c, 185b; sequence: 67c; T-chart: 69c; 5: KWL chart: 77c; time line: 137b; T-chart: 201b.






ELACC1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

TE 1: 51a, WA6; 2: WA6; 3: 143a, WA6; 4: 155a, WA6; 5: 169a, WA6 The Writing and Assessment (WA) pages include editing as one of the stages of the five-stage writing process. The Editing lesson features a Tech Talk Online section that offers guidelines and instruction for children using digital tools such as computers to edit and publish their writing. In addition, the Research/Study Skills lessons offer instruction on different types of electronic tools and reference sources, such as how to use a library’s CD-ROMs. Children can then apply these skills while writing.

Research to Build and Present Knowledge ELACC1W7: Participate in shared research and writing projects (e.g., exploring a number of “how-to” books on a given topic and use them to write a sequence of instructions).

TE 5: 43a, 73c, 113a, WA2–WA9 The Writing and Assessment (WA) pages for Unit 5 include step-by-step instruction on how to write a Group Research Report. With teacher guidance, children choose their own topics, conduct their own research, and write their reports. Children also conduct shorter research projects for various lessons throughout Unit 5.

ELACC1W8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

The Think and Share pages in the Student Edition include a Look Back and Write question. Children must use information from the reading selection to answer this question. The following are representative pages for Unit 1: SE 1: 24, 46, 66, 88, 108, 128 TE 1: 24a, 46a, 66a, 88a, 108a, 128a The Writing and Assessment pages also contain writing projects where children must recall information from their own experiences or gather information from library and media sources. TE 1: WA2–WA9; 3: WA2–WA9; 5: WA2–WA9 Both the Look Back and Write questions and the Writing and Assessment writing projects include teacher support.

ELACC1W9: (Begins in grade 4) N/A Range of Writing ELACC1W10: (Begins in grade 3) N/A






First Grade Speaking and Listening (SL) Comprehension and Collaboration ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Throughout the lessons, children are actively involved in speaking to classmates in whole class and small group activities. Additionally, each day begins with a Morning Warm-Up! section during which children participate in discussions about grade 1 topics and concepts. Classroom activities and school learning content extend into the home environment with the Family Times take-home materials for each week. Children also engage in classroom discussion during the Wrap Up Your Week! section at the end of every week. See the following representative pages for Unit 1: SE 1: 24, 46, 66, 88, 108, 128 TE 1: 10i, 10l, 13c, 14a, 24a, 26a, 28a, 29b, 30i, 30l, 32a, 33c, 34a, 46a, 48a, 51b, 52i, 52l, 54a, 55c, 56a, 66a, 68a, 72a, 73b, 74i, 74l, 76a, 77c, 88a, 90a, 92a, 93b, 94i, 94l, 96a, 97c, 98a, 108a, 110a, 112a, 113b, 114l, 116a, 117c, 128a, 130a, 132a, 133b

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

TE 1: 55c, 77c, 97c, 117c; 2: 13c, 39c, 67c, 87c, 115c, 141c; 3: 13c, 39c, 71c, 95c, 121c, 147c; 4: 13c, 47c, 75c, 101c, 129c, 159c; 5: 13c, 47c, 79c, 113c, 143c, 173c The initial lessons in Teacher’s Edition Unit 1 introduce good speaking and listening rules as well as ways to teach these rules in Speaking and Listening. Each activity in the Teacher’s Edition contains reminders of the appropriate behaviors that constitute good speaking and listening.






b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

TE 2: 87c; 4: 13c, 47c, 75c, 101c, 159c The exchange of ideas in discussions and classroom activities allows many opportunities for children to work and talk with classmates. The rules governing these exchanges are addressed in several lessons in which children are taught the best ways to communicate with others, including taking turns, listening, asking questions, offering ideas, and responding to others’ ideas.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

TE 1: 22–23, 80–81, 117c, 120–121; 2: 13c, 48–49, 70–71, 87c, 94–95; 3: 76–77; 4: 26–27, 47c, 78–79; 5: 13c, 94–95, 182–183 In many of the Speaking and Listening lessons, asking questions is included as one of the steps in the lesson text. In every activity, children are prompted to ask questions if they do not understand or are confused by anything they read or hear. Asking questions is also an integral part of the Ask Questions and the Monitor and Fix Up strategies in the guided reading sections for the selections. See TE 1: 78g for an example of the Ask Questions strategy and TE 1: 14g for an example of the Monitor and Fix Up strategy.

ELACC1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

TE 1: 22–23, 80–81, 117c, 120–121; 2: 13c, 48–49, 70–71, 87c, 94–95; 3: 76–77; 4: 26–27, 47c, 78–79; 5: 13c, 94–95, 182–183 In the Teacher’s Edition lessons that accompany the selections, children are often asked to use restating and asking/answering questions to confirm their understanding of a selection or concept. In addition, restating and asking/answering questions are parts of the Monitor and Fix Up and Ask Questions strategies. See TE 1: 78g for an example of the Ask Questions strategy and TE 1: 14g for an example of the Monitor and Fix Up strategy.






ELACC1SL3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

TE 1: 22–23, 80–81, 117c, 120–121; 2: 13c, 48–49, 70–71, 87c, 94–95; 3: 76–77; 4: 26–27, 47c, 78–79; 5: 13c, 94–95, 182–183 Many of the Speaking and Listening lessons extend the purpose of asking questions from clarifying or confirming what has been read to getting additional information. Asking questions is also an integral part of the Ask Questions and Monitor and Fix Up strategies in the guided reading sections for the selections. See TE 1: 78g for an example of the Ask Questions strategy and TE 1: 14g for an example of the Monitor and Fix Up strategy.

Presentation of Knowledge and Ideas ELACC1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SE 1: 24, 46, 108; 2: 104, 130; 3: 28; 4: 118 TE 1: 24a, 46a, 108a; 2: 22–23, 26–27, 52–53, 87c, 115c; 3: 13c, 39c, 78–79, 121c; 4: 101c, 110–111, 118a, 159c; 5: 13c, 47c, 173c In each speaking activity, children are encouraged to tell about people, places, things, and events in ways that will enable their listeners to understand and enjoy what they say. Many of the questions in the guided reading sections ask children to express their ideas and feelings about what they have read or about what they know.

ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

TE 2: 115c; 3: 13c The Speaking and Listening activities in the Teacher’s Edition lessons suggest using visuals to support oral presentations. In addition, teachers can encourage children to use visuals to support oral presentations during Speaking and Listening lessons. Allow time for children to explore a library or the Internet for pictures they can use. Provide support as necessary. Alternatively, you may allow children to use drawings to support their presentations.






ELACC1SL6: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

TE 1: 77c; 5: 173c These lessons remind children to use complete sentences when speaking. While the main goal of listening and speaking activities is to promote participation, demonstrating a command of correct oral expression is also important. In addition, teachers can remind and encourage children to use complete sentences while speaking during appropriate Speaking and Listening lessons. Also see citations for the Language standards 1-3 in this correlation document.

First Grade Language (L) Conventions of Standard English ELACC1L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

SE 1: 29, 51, 73, 93, 113, 133; 2: 35, 63, 83, 111, 137, 163; 3: 35, 67, 173; 4: 43, 71, 97, 125, 187; 5: 43, 75, 109, 139, 169, 203 TE 1: 11d, 13b, 25d, 27d, 28–29, 31d, 53d, 67d, 75d, 89d, 95d, 109d, 117b; 2: 11d, 13b, 29d, 33c, 34–35, 55d, 67b, 82–83, 87b, 109c, 131d, 135c, 159d; 3: 11d, 29d, 34–35, 63d, 66–67, 89d, 95b, 113d, 142–143, 145d, 147b, 172–173; 4: 13b, 39d, 41d, 42–43, 47b, 67d, 69d, 75b, 91d, 96–97, 101c, 119d, 124–125, 181d; 5: 13b, 41d, 42–43, 45d, 47b, 67d, 73d, 74–75, 77d, 103d, 108–109, 133d, 137c, 138–139, 141d, 143b, 165d, 202–203 Throughout the program, the conventions of grammar and usage are presented in student and teacher materials, which provide ample opportunities to use the conventions in writing and speech. Student Edition notes and Teacher’s Edition lessons introduce, reinforce, and review conventions for capitalization, punctuation, parts of speech, kinds of nouns, verb tenses, adjectives, kinds of sentences, and more.






a. Print all upper- and lowercase letters. KR: 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 47, 48 TE 1: 11c, 31c, 53c, 75c, 95c, 115c, TR12–TR13; 2: 11c, 37c, 65c, 85c, 113c, 139c, TR12–TR13; 3: 11c, 37c, 69c, 93c, 119c, 145c, TR12–TR13; 4: 11c, 45c, 73c, 99c, 127c, 157c, TR12–TR13; 5: 11c, 45c, 77c, 111c, 141c, 171c, TR12–TR13 The Kindergarten Review offers D’Nealian and Manuscript models of uppercase and lowercase letters. Children trace and write the letters in rows in the Kindergarten Review and then write the letters in context of words during the Shared Writing lesson in the Teacher’s Edition. The Teacher’s Edition also offers hints and tips for handwriting instruction. Tips address letter formation, left-to-right progression, proper paper position, and proper body position.

b. Use common, proper, and possessive nouns.

SE 2: 35, 63, 137, 163; 3: 35 TE 2: 11d, 13b, 29d, 33c, 34–35, 37d, 39b, 55d, 61d, 62–63, 113d, 115b, 131d, 135c, 136–137, 139d, 141b, 159d, 161d, 162–163; 3: 11d, 13b, 29d, 33c, 34–35 The program scaffolds instruction by first defining and providing examples of singular, plural, possessive, and proper nouns and verbs. The program then helps children recognize nouns and verbs in context, use them to complete sentence frames, and construct their own oral and written sentences that have subject-verb agreement.






c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

TE 1: 11c, 11d, 13b, 25d, 27d, 28–29, 31d, 47d, 50–51, 53c, 55b, 67d, 72–73, 95d, 109d, 112–113, 115c, 115d, 117b, 129d, 132–133; 2: 11d, 29d, 34–35, 139d, 141b, 159d; 3: 11d, 29d, 33c, 34–35, 37d, 39b, 63d, 65d, 66–67, 69d, 71b, 87d, 89d, 90–91; 5: 11d, 13b, 35d, 42–43, 45d In the program’s Language Arts strand, sentences are defined, their features and structure described, and types of sentences presented. Both the program’s Writing and Grammar lessons offer opportunities for children to apply what they learn to their own writing. These pages provide reminders to use complete sentences and models to help begin preliminary instruction with subject-verb agreement.

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

SE 5: 139, 169, 203 TE 5: 111d, 113b, 133d, 137c, 138–139, 141d, 143b, 165d, 167d, 168–169, 171d, 173b, 197d, 201c, 202–203 Both the Writing and Grammar lessons in the Language Arts strand of Unit 5 introduce, reinforce, and review personal subject and object pronouns. Children use the pronouns in oral and written activities. As children read selections, identify and discuss the use of possessive pronouns. For example, for the selection Frog and Toad Together in SE 3, identify the possessive pronoun his on page 101 and explain that his refers to Toad’s head. Continue in the same way with personal and indefinite pronouns as well as other possessive pronouns in the selections.






e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

TE 3: 11d, 13b, 29d, 33c, 34–35, 37d, 39b, 63d, 65d, 66–67, 69d, 71b, 87d, 89d, 90–91, 93d, 95b, 113d, 115d, 116–117, 119d, 121b, 139d, 141d, 142–143 The program carefully scaffolds instruction in verbs to help children understand and use verbs correctly. Unit 3 has Grammar lessons that explicitly introduce, reinforce, and review verbs, first focusing on present tense verbs and then presenting past and future tense. Clue words such as yesterday, tomorrow, and last week help children determine which tense of verbs to use as they complete sentence frames and choose the correct verb tense, and write their own sentences.

f. Use frequently occurring adjectives. SE 4: 43, 71, 97, 125, 155, 187 TE 4: 11d, 13b, 39d, 41d, 42–43, 45d, 47b, 67d, 69d, 70–71, 73d, 75b, 91d, 95c, 96–97, 99d, 101b, 119d, 123c, 124–125, 127d, 129b, 151d, 153d, 154–155, 157d, 159b, 181d, 185c, 186–187 In Unit 4, the program specifically teaches adjectives for color, shape, and size as well as adjectives that tell what kind, adjectives that tell how many, and comparative and superlative adjectives. Children then use these adjectives in oral and written activities.






g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).*

Conjunctions are used in the reading selections, where children note that a group of words or phrases can be connected by the words and, but, or, so, and because. Use the selections Mole and the Baby Bird and Simple Machines in Unit 5 to point out examples of compound sentences. • To further explore conjunctions, write the following sentences on the board: Baby Bird saw Mole. He flew away. Baby Bird saw Mole, and he flew away. • Read the sentences with children. Help them identify the simple sentences and then tell what was done to combine the two into a compound sentence. Continue with the following sentences: Baby Bird flew over the park. He did not land. Baby Bird flew over the park, but he did not land.

h. Use determiners (e.g., articles, demonstratives).

SE 2: 14–27, 40–53, 142–157; 5: 80–101 The selections contain both articles and demonstratives. Children read the words in context and recognize how the words function in the sentence. • To further explore the use of determiners, write the following sentences on the board: The boy is on a bike. That bike is bigger than this one. • Circle the articles the and a. Tell children that the tells about a specific person, place, or thing—“the boy.” A tells about any person, place, or thing—“a bike.” • Circle the demonstrative adjectives that and this. Tell children that the words this, that, these, and those tell which one or ones are being talked about. • Have children look in other selections to find sentences that have articles or demonstratives.






i. Use frequently occurring prepositions (e.g., during, beyond, toward).*

SE 1: 13, 19, 21; 2: 87, 96, 97, 102, 115, 125; 3: 147, 158 TE 1: 14f, 25b; 2: 88f, 106c, 116f, 132c; 3: 148f, 168c Throughout the program, children understand and use common prepositions as they read them in selections and include them in their own writing. When children encounter prepositions in their reading, help them identify the kind of relationship the preposition identifies, such as time relationships with the prepositions before and after and location relationships with the prepositions in and under.

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to questions and prompts.

SE 1: 113, 133; 5: 43, 75 TE 1: 95d, 97b, 109d, 111d, 112–113, 115d, 117b, 129d, 131d, 132–133; 5: 11d, 13b, 35d, 41d, 42–43, 45d, 47b, 67d, 73d, 74–75 The program provides lessons in declarative, interrogatory, exclamatory, and imperative sentences. It includes Student Edition notes and Teacher’s Edition lessons that focus on the types of sentences. Children learn the purpose, structure, and punctuation of the sentences and produce both written and oral examples of the sentence types.

k. Prints with appropriate spacing between words and sentences.

A discussion of handwriting, including Position for Writing, Legibility, and Handwriting Models are found in the back of each unit: TR12–TR15. These pages are referred to throughout the unit. Representative pages include TE 1: 11c, 31c, 53c, 75c, 95c, and 115c.






ELACC1L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

The program provides a wealth of opportunities to explore the conventions of Standard English capitalization, punctuation, and spelling when reading and writing. The Grammar lessons in Units 1 and 5 cover capital letters at the beginning of sentences as well as periods, question marks, and exclamation marks. Grammar lessons in Unit 3 cover apostrophes in contractions. Capitalization of names, places, titles, days of the week, months of the year, and holidays are covered in Grammar lessons in Unit 2. See the following representative pages for Unit 1: SE 1: 29, 51, 73, 93, 113, 133 TE 1: 25d, 28–29, 47d, 50–51, 67d, 72–73, 89c, 92–93, 109d, 112–113, 129d, 132–133 Spelling lessons occur throughout the program and cover high-frequency words and grade-level words that appear in selections. See the following representative pages for Unit 1: TE 1: 10p, 14d, 30p, 34d, 52p, 56d, 74p, 78d, 94p, 98d, 114p, 118d

a. Capitalize dates and names of people. SE 2: 63, 83, 111 TE 2: 37d, 39b, 55d, 61d, 62–63, 65d, 67b, 79d, 81d, 82–83, 85d, 87b, 105d, 109c, 110–111 A number of Student Edition notes and Teacher’s Edition Grammar lessons introduce, reinforce, and review the capitalization of proper nouns including the names of people, places, months, days, and holidays.






b. Use end punctuation for sentences. SE 1: 29, 113, 133; 5: 43, 75, 109 TE 1: 11d, 13b, 25d, 27d, 28–29, 95d, 97b, 109d, 111d, 112–113, 115d, 117b, 129d, 131d, 132–133; 5: 11d, 13b, 35d, 41d, 42–43, 45d, 47b, 67d, 73d, 74–75, 77d, 79b, 103d, 107c, 108–109 The program provides lessons in the use of end punctuation in declarative, interrogatory, exclamatory, and imperative sentences. It includes Student Edition notes and Teacher’s Edition Grammar lessons that focus on the use of end punctuation. In addition, proofreading tips in the Writing strand often remind children to check that they have used correct end punctuation.

c. Use commas in dates and to separate single words in a series.

The Writing Workshop lesson for Unit 4 uses process writing to compose a persuasive letter with the date identified as one of the main parts of a letter. Display Writing Transparency WP19. Point out the date at the top of the letter and explain that a comma is included after the date and before the year. Write the following dates on the board and ask volunteers to add commas where they belong: January 15 20___, February 21 20__, and March 5 20__. Then remind children to use a comma when they write the date on the draft of their own letters. To teach commas in a series, use the Unit 3, Week 2 story Ruby in Her Own Time to introduce commas in a series. Have children turn to page 48. Read the sentence at the top of the page. Point out how commas are used to separate the names of the ducklings, emphasizing that a comma is also placed before the word and. Then write a sentence that includes several children’s names in a series without commas on the board. Have volunteers come to the board and add commas where they belong. Tell children to write their own sentences with words in a series. Remind them to use commas to separate the items in the series.






d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

The program’s Spelling lessons provide spelling pretests, activities, and posttests that focus on words with common spelling patterns and high-frequency words. To help foster spelling success, Differentiated Instruction lessons also provide additional practice and instruction with spelling patterns and high-frequency words. See the following representative pages for Unit 2: TE 2: 10p, 12e, 14d, 30e, 34d, 36p, 38e, 40d, 56e, 62d, 64p, 66e, 68d, 80e, 82d

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

TE 1: 10m, 10p, 12b, 12e, 14b, 14d, 52m, 52p, 56b, 56d; 2: 36m, 36p, 38b, 38e, 40b, 40d, 64m, 64p, 68b, 68d; 3: 36m, 36p, 40b, 40d, 70b, 70e, 72b, 72d, 144m, 144p, 148b, 148d; 4: 10m, 10p, 12b, 12e, 44m, 46b, 48d; 5: 10m, 10p, 12b, 12e, 14d, 44m, 44p, 46b, 46e, 48d, 110m, 112b, 114d Phonetic patterns and spelling patterns are presented each day. These patterns provide the basis for decoding and encoding unfamiliar words.

Knowledge of Language ELACC1L3: (Begins in 2nd grade) N/A

Vocabulary Acquisition and Use ELACC1L4: 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.

TE 1: 10m, 12b, 26b, 30m, 32b, 34b, 48b, 68b, 94m, 96b, 98b, 110b, 129b; 2: 10, 14b, 29b, 40f, 55b, 114a, 114b, 116f, 131b; 3: 14f, 29b, 30b, 94b, 96f, 113b, 167b; 4: 12b, 39b, 74b, 76b, 91b, 130f, 151b, 181b; 5: 12b, 35b, 48b, 67b, 103b, 133b, 197b Teacher’s Edition vocabulary prompts guide children in using context to determine word meaning. Vocabulary instruction focuses on defining select story words, using context clues to determine meaning of multiple-meaning words, homonyms, and unfamiliar words.






a. Use sentence-level context as a clue to the meaning of a word or phrase.

TE 1: 10m, 12b, 14b, 25b, 26b, 94m, 96b, 98b, 109b, 110b; 2: 10m, 12b, 14b, 29b, 30b, 138m 140b, 142b, 159b, 160b; 3: 68m, 70b, 72b, 87b, 88b, 118m, 120b, 122b, 139b, 140b; 4: 44m, 46b, 48b, 67b, 68b, 98m, 100b, 102b, 119b, 120b; 5: 110m, 112b, 114b, 133b, 134b, 170m, 172b, 174b, 197b, 198b Teacher’s Edition vocabulary prompts guide children in using context to determine word meaning. A number of vocabulary activities focus on the use of context clues within sentences and in surrounding sentences to determine the meaning of unfamiliar words.

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

TE 4: 156m, 156n–156o, 156q, 160c–160d, 186c; 5: 36c–36d, 112c–112d, 114c–114d, 166c–166d, 170n–170o, 174c–174d Through Phonics lessons and Decodable Readers that introduce and use common prefixes and suffixes, children learn the meanings of the affixes and have opportunities to use the affixes and base words to determine the meaning of unfamiliar words.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

TE 1: 74n–74o, 76c–76d, 78c–78d; 2: 114c–114d, 116c–116d; 3: 92n–92o, 96c–96d, 140c–140d; 4: 92c–92d; 5: 36c–36d, 134c–134d The skill sequence in the program provides instruction for each inflectional ending as a decoding skill and as an encoding skill. As children complete the lessons, they learn how to add the endings to the base words, how to write the words, and how the word functions in the sentence.






ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

TE 1: 67b, 68–69, 74n–74o, 76c–76d, 78c–78d; 2: 114c–114d, 116c–116d; 3: 63b, 64–65, 96c–96d, 140c–140d; 4: 91b, 92c–92d, 92–93, 156m, 156n–156o, 156q; 5: 35b, 36c–36d, 36–37, 134c–134d, 166c–166d, 170n–170o, 174c–174d Lessons provide opportunities for children to identify and use words that are related by meaning. Teacher’s Edition Vocabulary lessons help children identify and use synonyms, which are related by meaning. In addition, Affixation lessons and lessons on inflected endings provide opportunities for children to build words with the same base.

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

TE 1: 89b, 90–91, 109b, 110–111; 2: 29b, 30–31, 105b, 106–107; 5: 103b, 104–105 The Categorize Words exercises help children group things to identify likenesses and differences between objects, places, ideas, and concepts.

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

TE 1: 89b, 90–91, 109b, 110–111; 2: 29b, 30–31, 105b, 106–107; 5: 103b, 104–105 The Categorize Words exercises in the Teacher’s Edition help children group words by category and attributes.

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Each selection lesson plan contains Amazing Words, which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them connect the meaning of the words with their own lives. See the following representative pages for the five-day lesson plan for one selection: TE 2: 10m, 12b, 14b, 30b, 34b







d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

TE 1: 67b, 68–69, WA4, WA5; 2: WA4; 3: 63b, 64–65, WA4, WA5; 4: 91b, 92–93, WA4, WA5; 5: 35b, 36–37, WA4, WA5 To foster the use of specific verbs and adjectives, both the Draft and Revise steps in the Writing Workshop lessons focus on identifying, distinguishing, and using precise language, including strong verbs and adjectives, while writing. In addition, Vocabulary lessons focus on the use of precise synonyms.

ELACC1L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).

Each selection lesson plan contains Amazing Words which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meaning of the words. See the following representative pages for the five-day lesson plan for one selection: TE 3: 10m, 12b, 14b, 30b, 34b Copyright

*Skills marked with an asterisk (*) are included on the Language Progressive Skills chart for CCGPS and are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Instructors in ALL grades should refer to the Language Progressive Skills Chart (in this document on page 94) for progressive standards that should be added to the Language Strand for their grade.

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