**Key Ideas and Details**

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

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

Words in a Family | 12 |

Middle Sounds | 24 |

Missing Words | 28 |

Yes or No? | 32 |

Choose the Right One | 52 |

Beginning Sounds | 56 |

Real or Make-Believe? | 68 |

Fact or Opinion? | 84 |

Read a Story | 88 |

**Key Ideas and Details**

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

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

Missing Words | 28 |

Read a Story | 88 |

**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 |
---|---|

Read a Story | 88 |

**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 |
---|---|

Words in a Family | 12 |

Missing Letters | 16 |

Middle Sounds | 24 |

Missing Words | 28 |

What Covers Me? | 30 |

Two Meanings | 36 |

Create a Clown | 40 |

Short or Long? | 48 |

Choose the Right One | 52 |

Rhyming Sentences | 76 |

**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 |
---|---|

Real or Make-Believe? | 68 |

Fact or Opinion? | 84 |

Read a Story | 88 |

**Integration of Knowledge and Ideas**

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

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

Words in a Family | 12 |

Missing Letters | 16 |

Middle Sounds | 24 |

Missing Words | 28 |

What Covers Me? | 30 |

Name the Vowel | 44 |

Short or Long? | 48 |

Choose the Right One | 52 |

Ship Trip | 64 |

Branches and Broccoli | 72 |

Rhyming Sentences | 76 |

**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 |
---|---|

Words in a Family | 12 |

Missing Letters | 16 |

Middle Sounds | 24 |

Missing Words | 28 |

What Covers Me? | 30 |

Yes or No? | 32 |

Two Meanings | 36 |

Create a Clown | 40 |

Name the Vowel | 44 |

Short or Long? | 48 |

Choose the Right One | 52 |

Beginning Sounds | 56 |

Ship Trip | 64 |

Real or Make-Believe? | 68 |

Rhyming Sentences | 76 |

Fact or Opinion? | 84 |

Read a Story | 88 |

**Text Types and Purposes**

*ELA.W.1.3*: 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.

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

Get It Together | 26 |

When I Grow Up | 46 |

Who Lives Here | 86 |

**Text Types and Purposes**

*ELA.W.1.2*: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

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

When I Grow Up | 46 |

Just Tell Me | 58 |

Whatâ€™s Outside? | 78 |

**Research to Build and Present Knowledge**

*ELA.W.1.8*: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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

Describe It | 14 |

Who I Am | 18 |

Action Words | 22 |

Get It Together | 26 |

Buggy Sentences | 38 |

Match the Groups | 42 |

When I Grow Up | 46 |

Expanding Sentences | 54 |

Just Tell Me | 58 |

Just Ask Me | 62 |

The Right Tool | 70 |

Scrambled Eggs | 74 |

Whatâ€™s Outside? | 78 |

At the Zoo | 82 |

Who Lives Here | 86 |

Whatâ€™s for Dinner? | 90 |

**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 |
---|---|

Showing Addition | 15 |

Take It Away | 21 |

Showing Subtraction | 33 |

Counting the Days | 37 |

Add Them Up | 41 |

Subtract Them | 45 |

Add or Subtract? | 55 |

Solve It | 63 |

**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 |
---|---|

Count the Animals | 17 |

Who's Driving? | 77 |

**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 |
---|---|

Count the Animals | 17 |

Take It Away | 21 |

Blast Off! | 51 |

Solve It | 63 |

**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 |
---|---|

Counting Clothes | 13 |

Groups of Two | 23 |

Groups of Ten | 53 |

Groups of Five | 61 |

Counting Up | 71 |

**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 |
---|---|

Leap Frog | 27 |

Showing Subtraction | 33 |

Blast Off! | 51 |

Solve It | 63 |

Cloud Sums | 67 |

Rainy Day | 73 |

Who's Driving? | 77 |

**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 |
---|---|

Take It Away | 21 |

Showing Subtraction | 33 |

**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 |
---|---|

Add or Subtract? | 55 |

Cloud Sums | 67 |

**Measure lengths indirectly and by iterating length units.**

*Math.1.MD.A.2*: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. *Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps*.

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

Using a Ruler | 57 |

**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 |
---|---|

Telling Time | 31 |

Tick-Tock Clock | 35 |

About How Long? | 81 |

**Represent and interpret data.**

*Math.1.MD.C.4*: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

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

Count the Animals | 17 |

**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 |
---|---|

Shade the Shapes | 25 |

**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 |
---|---|

Create a Clown | 40 |

3-D Shapes | 85 |

**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 |
---|---|

Create a Clown | 40 |

Shape Riddles | 47 |

**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 |
---|---|

Count, Write, Name | 11 |

Counting Clothes | 13 |

Count the Animals | 17 |

Missing Numbers | 43 |

Rainy Day | 73 |

Counting Backward | 75 |

**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 |
---|---|

Pick a Sign | 65 |

Which Symbol? | 83 |

**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 |
---|---|

Groups of Ten | 53 |

Add or Subtract? | 55 |

Groups of Five | 61 |

Counting Up | 71 |

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.