**Key Ideas and Details**

*ELA.RI.1.3*: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Activity | Page |
---|---|

Beginning, Middle, and End | 31 |

Main Idea | 69 |

Making a Prediction | 70 |

Learning About a Compass Rose | 132 |

Looking at a Map | 134-135 |

Transportation | 140 |

Create a Timeline | 147 |

Heredity | 152 |

Life Cycle | 154 |

Push or Pull | 166 |

**Key Ideas and Details**

*ELA.RI.1.1*: Ask and answer questions about key details in a text.

Activity | Page |
---|---|

Finding Information | 54 |

What You Know | 55 |

Main Characters | 66 |

All About the Story | 73 |

More with Comprehension | 74 |

Learning About a Compass Rose | 132 |

Looking at a Map | 134-135 |

Working Together | 141 |

Portrait of a Famous American | 144 |

Abraham Lincoln | 145 |

The Steps of the Water Cycle | 149-150 |

Putting It All Together | 151 |

Plants, Plants, Plants | 155 |

Special Features | 160 |

States of Matter | 163 |

Push or Pull | 166 |

Push and Pull, Push and Pull | 167 |

**Key Ideas and Details**

*ELA.RI.1.2*: Identify the main topic and retell key details of a text.

Activity | Page |
---|---|

Understanding a Globe | 133 |

Working Together | 141 |

Abraham Lincoln | 145 |

**Craft and Structure**

*ELA.RI.1.6*: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Activity | Page |
---|---|

What is the Beginning Sound? | 8 |

Rhyme Every Time | 23 |

Beginning, Middle, and End | 31 |

Create a Story | 32 |

Picture This | 56 |

What Is the Picture? | 57 |

What Is Setting? | 64 |

Drawing the Place | 65 |

Reading Signs | 68 |

Understanding Directions | 131 |

A Map Key | 136 |

Know Your World | 137 |

Know Your Surroundings | 138 |

Transportation | 140 |

The Steps of the Water Cycle | 149-150 |

Heredity | 152 |

Basic Needs | 153 |

Life Cycle | 154 |

Learning About the Parts of a Plant | 156 |

Environments | 158 |

Habitats of Animals | 159 |

Special Features | 160 |

What Type of Animal Am I? | 161 |

All in the Past | 162 |

Know What Is What | 164 |

Push or Pull | 166 |

Push and Pull, Push and Pull | 167 |

**Craft and Structure**

*ELA.RI.1.4*: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Activity | Page |
---|---|

A Garden Full of Beginning Blends | 24 |

Writing in Order | 38 |

Questions and Statements | 43 |

Writing It in Sequence | 67 |

Is It Fact or Opinion? | 71 |

Real or Fantasy | 72 |

Understanding Directions | 131 |

Looking at a Map | 134-135 |

Know Your Surroundings | 138 |

The Pledge of Allegiance | 142 |

Past or Present | 148 |

The Steps of the Water Cycle | 149-150 |

Putting It All Together | 151 |

Basic Needs | 153 |

Life Cycle | 154 |

Learning About the Parts of a Plant | 156 |

The Parts of an Insect | 157 |

Environments | 158 |

Habitats of Animals | 159 |

Special Features | 160 |

States of Matter | 163 |

Know What Is What | 164 |

More with Matter | 165 |

Push or Pull | 166 |

Push and Pull, Push and Pull | 167 |

Find and Color | 168 |

Which Word? | 184 |

**Integration of Knowledge and Ideas**

*ELA.RI.1.7*: Use the illustrations and details in a text to describe its key ideas.

Activity | Page |
---|---|

Learning About a Compass Rose | 132 |

Looking at a Map | 134-135 |

Find the Location | 139 |

The Flag | 143 |

Portrait of a Famous American | 144 |

Talk To Me | 146 |

Past or Present | 148 |

Basic Needs | 153 |

Life Cycle | 154 |

Learning About the Parts of a Plant | 156 |

The Parts of an Insect | 157 |

Environments | 158 |

Habitats of Animals | 159 |

Special Features | 160 |

What Type of Animal Am I? | 161 |

All in the Past | 162 |

States of Matter | 163 |

Know What Is What | 164 |

Push or Pull | 166 |

Find and Color | 168 |

Which Word? | 184 |

**Range of Reading and Level of Text Complexity**

*ELA.RI.1.10*: With prompting and support, read informational texts appropriately complex for grade 1.

Activity | Page |
---|---|

Understanding a Globe | 133 |

Looking at a Map | 134-135 |

The Pledge of Allegiance | 142 |

Portrait of a Famous American | 144 |

Abraham Lincoln | 145 |

The Steps of the Water Cycle | 149-150 |

Putting It All Together | 151 |

Plants, Plants, Plants | 155 |

The Parts of an Insect | 157 |

Special Features | 160 |

States of Matter | 163 |

More with Matter | 165 |

Push or Pull | 166 |

**Conventions of Standard English**

*ELA.L.1.2*: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Activity | Page |
---|---|

What is the Beginning Sound? | 8 |

The Beginning Sound | 9 |

Color It In | 10 |

Make a Change | 11 |

Make It Rhyme | 12 |

Same Sounds | 13 |

In the Middle | 14 |

Itâ€™s the Same | 15 |

Short Vowels in the Middle | 16 |

Long Vowel Sounds | 17 |

Is It Long or Is It Short? | 18 |

What Is the Sound? | 19 |

Same Ending | 20 |

Words That Rhyme | 22 |

Rhyme Every Time | 23 |

A Garden Full of Beginning Blends | 24 |

Finding the Blends | 25 |

More Blends | 26 |

Write It Down | 27 |

Alphabetical Order | 28 |

ABC Order | 29 |

More with Alphabetical Order | 30 |

Whatâ€™s the Problem? | 36 |

Capitalize Names | 39 |

Beginning a Sentence | 40 |

First Words Are Capitalized | 41 |

Period or Question Mark? | 42 |

Questions and Statements | 43 |

Using Commas | 44 |

More with Commas | 45 |

What Are Contractions? | 62 |

More with Contractions | 63 |

Declarative and Interrogative | 178 |

What Was Said | 183 |

**Conventions of Standard English**

*ELA.L.1.1*: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Activity | Page |
---|---|

Make a Change | 11 |

Make It Rhyme | 12 |

Same Sounds | 13 |

In the Middle | 14 |

Short Vowels in the Middle | 16 |

Is It Long or Is It Short? | 18 |

What Is the Sound? | 19 |

Adding â€“s, -ed, and â€“ing | 21 |

Words That Rhyme | 22 |

Rhyme Every Time | 23 |

Finding the Blends | 25 |

More Blends | 26 |

Write It Down | 27 |

More with Alphabetical Order | 30 |

Create a Story | 32 |

Match the Picture | 33 |

Change the Words | 34 |

Building a Better Sentence | 35 |

Whatâ€™s the Problem? | 36 |

Better Sentences | 37 |

Writing in Order | 38 |

Questions and Statements | 43 |

Know Nouns | 46 |

What Type of Noun? | 47 |

Proper Nouns, Common Nouns | 48 |

Action Verbs | 49 |

Hidden Verbs | 50 |

Adjectives, Adjectives | 51 |

Learning About Adverbs | 52 |

Learning How to Research a Topic | 53 |

Declarative and Interrogative | 178 |

They Must All Agree | 179 |

Whatâ€™s the Rule? | 180 |

Link Me Up | 181 |

**Vocabulary Acquisition and Use**

*ELA.L.1.4*: 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.

Activity | Page |
---|---|

Adding â€“s, -ed, and â€“ing | 21 |

Building a Better Sentence | 35 |

Compound Words | 58 |

Spotting Synonyms | 59 |

Antonyms Are Opposites | 60 |

Synonyms and Antonyms | 61 |

What Are Contractions? | 62 |

More with Contractions | 63 |

**Vocabulary Acquisition and Use**

*ELA.L.1.5*: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Activity | Page |
---|---|

Action Verbs | 49 |

Compound Words | 58 |

Spotting Synonyms | 59 |

Antonyms Are Opposites | 60 |

Synonyms and Antonyms | 61 |

Which Word? | 184 |

**Vocabulary Acquisition and Use**

*ELA.L.1.6*: 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., *because*).

Activity | Page |
---|---|

Adjectives, Adjectives | 51 |

**Represent and solve problems involving addition and subtraction.**

*Math.1.OA.A.1*: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Activity | Page |
---|---|

Show the Problem | 97 |

Wordy Addition | 106 |

Word Problems and Subtraction | 115 |

**Represent and solve problems involving addition and subtraction.**

*Math.1.OA.A.2*: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Activity | Page |
---|---|

Add Some More | 104 |

Star-tacular Addition | 105 |

Wordy Addition | 106 |

**Understand and apply properties of operations and the relationship between addition and subtraction.**

*Math.1.OA.B.4*: Understand subtraction as an unknown-addend problem. *For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.*

Activity | Page |
---|---|

Color and Show | 95 |

Show the Problem | 97 |

Mixing It Up | 116 |

Fact Family Fun | 118 |

**Understand and apply properties of operations and the relationship between addition and subtraction.**

*Math.1.OA.B.3*: Apply properties of operations as strategies to add and subtract. *Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) *

Activity | Page |
---|---|

Practice Some Addition | 99 |

Finding the Correct Way | 101 |

Either Way It's the Same | 103 |

Fact Family Fun | 118 |

**Add and subtract within 20.**

*Math.1.OA.C.5*: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Activity | Page |
---|---|

More with Evens and Odds | 91 |

Draw It Out | 92 |

Picture This and Write It | 93 |

Match It Up | 94 |

Color and Show | 95 |

Try Some Pie | 96 |

Show the Problem | 97 |

Adding Aliens | 98 |

Take Away | 107 |

Draw the Answer | 108 |

A Different Way to Count | 186 |

**Add and subtract within 20.**

*Math.1.OA.C.6*: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Activity | Page |
---|---|

Draw It Out | 92 |

Picture This and Write It | 93 |

Match It Up | 94 |

Color and Show | 95 |

Adding Aliens | 98 |

Practice Some Addition | 99 |

Find the Addend | 100 |

Finding the Correct Way | 101 |

What Is Correct? | 102 |

Either Way It's the Same | 103 |

Add Some More | 104 |

Star-tacular Addition | 105 |

Take Away | 107 |

Draw the Answer | 108 |

Practice Makes Perfect | 109 |

Subtraction Lines | 110 |

Pick the Answer | 111 |

Finding the Missing Number | 112 |

Odds and Evens in Subtraction | 113 |

Popping Up Answers | 114 |

Word Problems and Subtraction | 115 |

Mixing It Up | 116 |

Mixed Practice | 117 |

Fact Family Fun | 118 |

**Work with addition and subtraction equations.**

*Math.1.OA.D.7*: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Activity | Page |
---|---|

Draw It Out | 92 |

Match It Up | 94 |

Adding Aliens | 98 |

Wordy Addition | 106 |

Take Away | 107 |

Mixing It Up | 116 |

Fact Family Fun | 118 |

**Work with addition and subtraction equations.**

*Math.1.OA.D.8*: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. *For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _*.

Activity | Page |
---|---|

Find the Addend | 100 |

Finding the Missing Number | 112 |

Fact Family Fun | 118 |

**Tell and write time.**

*Math.1.MD.B.3*: Tell and write time in hours and half-hours using analog and digital clocks.

Activity | Page |
---|---|

Learning About Time | 124 |

Reading a Clock | 126 |

The Hour and the Minutes | 127 |

**Reason with shapes and their attributes.**

*Math.1.G.A.2*: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.Students do not need to learn formal names such as "right rectangular prism."

Activity | Page |
---|---|

A Part of Something Bigger | 88 |

Understanding Directions | 131 |

Unique Shapes | 187 |

**Reason with shapes and their attributes.**

*Math.1.G.A.3*: Partition circles and rectangles into two and four equal shares, describe the shares using the words *halves*, *fourths*, and *quarters*, and use the phrases *half of*, *fourth of*, and *quarter of*. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Activity | Page |
---|---|

A Part of Something Bigger | 88 |

Try Some Pie | 96 |

**Reason with shapes and their attributes.**

*Math.1.G.A.1*: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Activity | Page |
---|---|

Understanding Directions | 131 |

**Extend the counting sequence.**

*Math.1.NBT.A.1*: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Activity | Page |
---|---|

100! | 75 |

Dot-to-Dot | 76 |

Count by 2s | 77 |

Counting by 5s | 78 |

Count by 10s | 79 |

Writing About Whole Numbers | 80 |

Draw the Number | 81 |

Circle It | 82 |

More with Counting | 85 |

Which Has the Most? | 87 |

Odd and Even Numbers | 90 |

**Understand place value.**

*Math.1.NBT.B.2*: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

Activity | Page |
---|---|

More with Counting | 85 |

What Is What? | 119 |

Total the Coins | 120 |

What's the Cost? | 121 |

Many Ways to Write It | 122 |

How Much Is It? | 185 |

**Understand place value.**

*Math.1.NBT.B.3*: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Activity | Page |
---|---|

Is It Larger or Smaller? | 86 |

Which Has the Most? | 87 |

Is It Enough? | 123 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.1.NBT.C.4*: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Activity | Page |
---|---|

Total the Coins | 120 |

What's the Cost? | 121 |

Many Ways to Write It | 122 |

Is It Enough? | 123 |

How Much Is It? | 185 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.1.NBT.C.5*: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Activity | Page |
---|---|

Total the Coins | 120 |

What's the Cost? | 121 |

Many Ways to Write It | 122 |

Is It Enough? | 123 |

How Much Is It? | 185 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.1.NBT.C.6*: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Activity | Page |
---|---|

Is It Enough? | 123 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.