Huntsville City Schools
First Grade ELA Instructional Resources
2014-2015
The Reading Street resources may offer minimum standards coverage. It is highly recommended that
supplemental resources are used to adequately address the standards.
Anchor Standards
CCRS Standards
Reading Street
Resources
Learning Target(s)
Supplemental Resources
(books, programs,
websites, apps, etc.)
Reading: Literature
RL.AS.1-Read closely
to determine what the
text says explicitly and
to make logical
inferences from it; cite
specific textual evidence
when writing or
speaking to support
conclusions drawn from
the text.
RL.AS.2-Determine
central ideas or themes
of a text and analyze
their development;
summarize the key
supporting details and
ideas.
RL.AS.3-Analyze how
and why individuals,
events, and ideas
develop and interact over
the course of a text.
RL.1.1-Ask and answer
questions about key details
in a text.

I can answer and ask
questions about a
story.
Taught throughout
Reading Street
RL.1.1a-Make predictions
from text clues.

I can make
predictions from
clues in my reading.
Unit R, Week 2: Snap!
Unit R, Week 6:
Farmer’s Market
RL.1.2-Retell stories,
including key details, and
demonstrate understanding
of their central message or
lesson.

I can retell a story
with details.
I can identify the
main idea (theme) of
a story.
RL.1.3-Describe
characters, settings, and
major events in a story,
using key details.

I can describe the
characters, settings,
and major events
(plot) of a story.
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Trade books
Big books
www.storylineonline.com
Reading Rainbow
Trade books
Big books
www.storylineonline.com
Taught throughout
Reading Street
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StoryKit app
Popple app
www.storylineonline.com
Educreations
Taught throughout
Reading Street
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Graphic organizers
Story Kit app
Popple app
www.storylineonline.com
Reading Rainbow
Educreations
RL.AS.4-Interpret words
and phrases as they are
used in a text,
determining technical,
connotative, and
figurative meanings, and
analyze how specific
word choices shape
meaning or tone.
RL.AS.5-Analyze the
structure of texts,
including how specific
sentences, paragraphs,
and larger portions of the
text (such as section,
chapters, scene, or
stanza) relte to each
other and the whole.
RL.AS.6-Assess how
point o of view or
purpose shapes the
content and style of a
text.
RL.AS.7-Integrate and
evaluate content
presented in diverse
media and formats,
including visually and
quantitatively, as well as
in words.
RL.AS.8-Delineate and
evaluate the argument
and specific claims in a
text, including the
validity of the reasoning
as well as the relevance
and sufficiency of the
evidence.
RL.1.4-Identify words and
phrases in stories or poems
that suggest feelings or
appeal to the senses.

RL.1.5-Explain major
differences between books
that tell stories and books
that give information,
drawing on a wide reading
of a range of text types.

RL.1.6-Identify who is
telling the story at various
points in a text.

RL.1.7-Use illustrations
and details in a story to
describe its characters,
setting, or events.

N/A
N/A
I can tell how a story Unit 4, Week 3: A Trip to
Washington, DC
or poem makes me
feel.

I can compare and
contrast details from
stories and passages.
Unit 4, Week 4: The Big
Top
Unit R, Week 6: Farmers
Market
Unit 2, Week 3: Who
Works Here?

I can use clues from
a story to determine
who is telling the
story (narrator).
Sleuth

I can use pictures
and details to
identify story
elements.
Unit 1, Week 3: The Big
Blue Ox
Unit 3, Week 4: Frog and
Toad Together
Unit 4, Week 2: Cinderella
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N/A
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N/A
Where the Sidewalk
Ends
Dr. Seuss books
www.starfall.com
Trade books (fiction
and nonfiction)
Venn diagram
www.starfall.com
www.storylineonline.
com
Trade books
Acting out
www.storylineonline.
com
Trade books
Center activities
RL.AS.9-Analyze how
two or more texts
address similar themes
or topics in order to
build knowledge or to
compare the approaches
the authors take.
RL.AS.10-Read and
comprehend complex
literary and
informational texts
independently and
proficiently.
RL.1.9-Compare and
contrast the adventures and
experiences of characters
in stories.

RL.1.10-With prompting
and support, read prose
and poetry of appropriate
complexity for Grade 1.

RI.AS.1-Read closely to
determine what the text
says explicitly and to
make logical inferences
from it; cite specific
textual evidence when
writing or speaking to
support conclusions
drawn from the text.
RI.AS.2-Determine
central ideas or themes
of a text and analyze
their development;
summarize the key
supporting details and
ideas.
RI.AS.3-Analyze how
and why individuals,
events, and ideas
develop and interact over
the course of a text.
RI.1.1-Ask and answer
questions about key details
in a text.

I can compare and
contrast the
adventures and
experiences of
characters in similar
stories.
Unit 3, Week 2: Ruby in
Her Own Time
I can read and
identify rhyming
words.
I can read and
understand poems.
All stories
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www.storylineonline.
com
Venn diagram
Xharacter maps
Where the Sidewalk
Ends
Dr. Seuss books
activities to support
rhyming words
www.starfall.com
Reading: Informational Text
RI.1.2-Identify the main
topic and retell key details
of a text.
RI.1.3-Describe the
connection between two
individuals, events, ideas,
or pieces of information in
a text.
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I can ask and answer
questions about a
non-fiction
(informational) text.
Taught throughout Reading
Street
I can identify the
main topic and key
details of a nonfiction
(informational) text.
Taught throughout Reading
Street
I can tell how two
individuals, events,
ideas, or pieces of
information are
related.
Unit 1, Week 6:
Park
Unit 2, Week 6:
Bees
Unit 3, Week 5:
Caterpillar
Unit 5, Week 3:
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Animal
Honey
I’m a
Dot and
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AR books
Informational trade
books
Graphic organizers

AR books
Informational text
trade books
Graphic organizers
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
Venn diagram
Story maps
Trade books
RI.AS.4-Interpret words
and phrases as they are
used in a text,
determining technical,
connotative, and
figurative meanings, and
analyze how specific
word choices shape
meaning or tone.
RI.AS.5-Analyze the
structure of texts,
including how specific
sentences, paragraphs,
and larger portions of the
text (such as section,
chapters, scene, or
stanza) relte to each
other and the whole.
RI.AS.6-Assess how
point o of view or
purpose shapes the
content and style of a
text.
RI.AS.7-Integrate and
evaluate content
presented in diverse
media and formats,
including visually and
quantitatively, as well as
in words.
RI.1.4-Ask and answer
questions to help
determine or clarify the
meaning of words and
phrases in a text.

RI.1.5-Know and use
various text features (e.g.,
headings, tables of
contents, glossaries,
electronic menus, icons) to
locate key facts or
information in a text.

RI.1.6-Distinguish
between information
provided by pictures or
other illustrations and
information provided by
the words in a text.
RI.1.7-Use the
illustrations and details in
a text to describe its key
ideas.
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
I can ask and answer
questions that help
me understand the
meaning of
unknown words and
phrases.
Jabber
Unit 5, Week 5: Alexander
Graham Bell: A Great
Inventor
Let’s Learn It! in Reading
Street (Day 5) Vocabulary
Section
Amazing Words
Selection Vocabulary words
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I can use text
features to find facts
and information in a
text.
Unit 5, Week 1: Tippy Toe
Chick, Go!
big books: A Walk Around
a City, The Life of an
Inventor

I can distinguish
information I
acquired from
illustrations or
photos and from
words in a text.
I can use
illustrations and
details in a text to
tell about key ideas.
Not addressed in Reading
Street

Unit 4, Week 5: Peter’s
Chair
Unit 4, Week 6: Henry and
Mudge and Mrs. Hopper’s
House
Unit 5, Week 3: Dot and
Jabber
Unit 5, Week 5: Alexander
Graham Bell: A Great
Inventor
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File folder games
with multiplemeaning words
ScootPad
Cloze sentences
Informational trade
books
Center activities
Big books
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Informational trade
books
Think-alouds
Big book
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Graphic organizers
Think-alouds
Big books
Trade books
RI.AS.8-Delineate and
evaluate the argument
and specific claims in a
text, including the
validity of the reasoning
as well as the relevance
and sufficiency of the
evidence.
RI.AS.9-Analyze how
two or more texts
address similar themes
or topics in order to
build knowledge or to
compare the approaches
the authors take.
RI.AS.10-Read and
comprehend complex
literary and
informational texts
independently and
proficiently.
RI.1.8-Identify the reasons
an author gives to support
points in a text.

RI.1.9-Identify basic
similarities in and
differences between two
texts on the same topic
(e.g., in illustrations,
descriptions, or
procedures).
RI.1.10-With prompting
and support, read
informational texts
appropriately complex for
Grade 1.


I can identify why
an author writes
about a certain topic.
Unit 1, Week 6: Animal
Park
Unit 2, Week 5: Life In The
Forest

I can compare and
contrast texts on
similar topics.
Not available in Reading
Street
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I can read difficult
information text
with prompting and
support.
All stories
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Informational trade
books
Center activities
Think-alouds
Big books
Informational trade
books
Venn diagram
Think-alouds
Group discussions
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Informational trade
books
Fluency notebooks
Oral reading activities
Reading: Foundational Skills
RF.1.1-Demonstrate
understanding of the
organization and basic
features of print.
RF.1.1a-Recognize the
distinguishing features of a
sentence (e.g., first word,
capitalization, ending
punctuation).
RF.1.2-Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes).

I can track print left
to right.
Not addressed in Reading
Street
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www.starfall.com
Trade books
Read-alouds

I can recognize and
identify the features
of a sentence.
Conventions
Daily Fix-Its
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www.starfall.com
Building sentences
app
Journal writing
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www.starfall.com
Phonics Genius app
Word family apps
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I can blend sounds
to make words.
I can segment
sounds in words.
I can segment and
count syllables in
Unit R, Week 3: Tip and
Tam
Unit R, Week 5: School
Day
RF.1.2a-Distinguish long
from short vowel sounds
in spoken single-syllable
words.
RF.1.2b-Orally produce
single-syllable words by
blending sounds
(phonemes), including
consonant blends.
RF.1.2c-Isolate and
pronounce initial, medial
vowel, and final sounds
(phonemes) in spoken
single-syllable words.
RF.1.2d-Segment spoken
single-syllable words into
their complete sequence of
individual sounds
(phonemes).
RF.1.3-Know and apply
grade-level phonics and
word analysis skills in
decoding words.

RF.1.3a-Know the
spelling-sound
correspondences for
common consonant
digraphs.
RF.1.3b-Decode regularly
spelled one-syllable words.
words.
I can identify long
and short vowel
sounds that I hear in
words.
I can blend sounds
to make words.
Taught throughout Reading
Street
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www.starfall.com
Phonics Genius app
Word family apps
Taught throughout Reading
Street
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www.starfall.com
Phonics Genius app
Word family apps
I can identify and
produce initial,
medial, and final
sounds in words.
Taught throughout Reading
Street
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
I can segment words
into individual
sounds.
Taught throughout Reading
Street
Teacher-led word
blending activities
www.starfall.com
Phonics Genius app
Word family apps
Teacher-led word
segmenting activities

I can apply phonics
skills to read words.
I can read on level
sight words.
Taught throughout Reading
Street

I can read and spell
words with common
consonant digraphs.

I can decode onesyllable words.
Unit 1, Week 1: Sam,
Come Back!
Unit 2, Week 1: A Big Fish
for Max
Unit 2, Week 3: Who
Works Here?
Unit 4, Week 4: A Southern
Ranch
Taught throughout Reading
Street
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Teacher-made word
work activities
www.starfall.com
Phonics Genius app
Word family apps
www.starfall.com
Phonics Genius app
Word family apps
Spell Free app
Flash cards
Teacher-made word
work activities

RF.1.3c-Know final -e and
common vowel team
conventions for
representing long vowel
sounds.

RF.1.3d-Use knowledge
that every syllable must
have a vowel sound to
determine the number of
syllables in a printed word.

RF.1.3e-Decode twosyllable words following
basic patterns by breaking
the words into syllables.

RF.1.3f-Read words with
inflectional endings.


I can read words
with silent -e.
I can read words
with common long
vowel team patterns.
I can determine the
number of syllables
in a word with the
knowledge that
every syllable must
have a vowel sound.
I can decode twosyllable words by
using patterns to
break the words
apart.
I can read words
with inflectional
endings.
Unit 2, Week 3: Who
Works Here?
Unit 2, Week 4: The Big
Circle
Unit 2, Week 5: Life in the
Forest
Unit 3, Week 1: A Place to
Play
Unit 4, Week 1: Mama’s
Birthday Present
Unit 4, Week 2: Cinderella
Unit 4, Week 3: A Trip to
Washington, DC
Unit 4, Week 4: A Southern
Ranch
Unit 5, Week 6: The Stone
Garden
Unit 2, Week 4: The Big
Circle
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Unit 3, Week 2: Ruby in
Her Own Time
Unit 4, Week 5: Peter’s
Chair
Unit 5, Week 2: Mole and
The Baby Bird
Unit 5, Week 5: Alexander
Graham Bell: A Great
Inventor
Unit 1, Week 4: A Fox and
a Kit
Unit 2, Week 5: Life in the
Forest

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
www.spellingcity.co
m
www.starfall.com
Phonics Genius app
Word family apps
Spell Free app
Teacher-made word
work activities
Teacher-made word
work activities
Word sorts
Phoneme
segmentation
Teacher-made word
work activities
Flash cards
Word sorts
Teacher-made word
work activities
Flash cards
RF.1.3g-Recognize and
read grade-appropriate
irregularly spelled words.

I can recognize and
read irregularly
spelled words.
RF.1.4-Read with
sufficient accuracy and
fluency to support
comprehension.
RF.1.4a-Read on-level
text with purpose and
understanding.

RF.1.4b-Read on-level
text orally with accuracy,
appropriate rate, and
expression on successive
readings.
RF.1.4c-Use context to
confirm or self-correct
word recognition and
understanding, rereading
as necessary.

I can read with
accuracy and
fluency to support
comprehension.
I can set a purpose
for reading a text
and understand what
I’ve read.
I can read with
accuracy,
appropriate rate, and
expression on
repeated readings.
I can use context
clues to understand
what I read.
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Partner reading
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Flash cards
Word matching
games
Center activities
Repeated readings of
grade level texts
Fluency notebooks
Flash cards
Trade books
AR books
Story maps
Taught throughout Reading
Street
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

Trade books
AR books
Fluency notebooks
Let’s Learn It! in Reading
Street (Day 5) Vocabulary
Section
Amazing Words
Selection Vocabulary words



Teacher read-alouds
Cloze sentence
iTalk app
Unit 3, Week 2: Ruby in
Her Own Time
Unit 4, Week 5: Peter’s
Chair
Unit 5, Week 4: Simple
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


Journal writing
Written reflections
Trade books
Think-alouds
Unit 3, Week 3: The Class
Pet
Unit 3, Week 4: Frog and
Toad Together
Unit 3, Week 6: Where Are
My Animal Friends?
Unit 4, Week 2: Cinderella
Unit 5, Week 3: Dot and
Jabber
Taught throughout Reading
Street
Unit 1, Week 1: Sam,
Come Back!
Unit 2, Week 1: A Big Fish
for Max
Not addressed in Reading
Street


Writing
W.AS.1-Write
arguments to support
claims in an analysis of
substantive topics, using
valid reasoning and
W.1.1-Write opinion
pieces in which they
introduce the topic or
name the book they are
writing about, state an

I can express my
opinion about a topic
or book and explain
why through writing.
relevant and sufficient
evidence.
W.AS.2-Write
informative and
explanatory texts to
examine and convey
complex ideas and
information clearly and
accurately through the
effective selection,
organization, and
analysis of content.
W.AS.3-Write narratives
to develop real or
imagined experiences or
events using effective
techniques, well-chosen
details, and wellstructured event
sequences.
W.AS.4-Produce clear
and coherent writing in
which the development,
organization, and style
are appropriate to the
task, audience, and
purpose.
W.AS.5-Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach.
opinion, supply a reason
for the opinion, and
provide some sense of
closure.
W.1.1a-Write simple
poems addressing a topic.
W.1.2-Write informative
or explanatory texts in
which they name a topic,
supply some facts about
the topic, and provide
some sense of closure.
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.
N/A
W.1.5-With guidance and
support from adults, focus
on a topic, respond to
questions and suggestions
from peers, and add details
to strengthen writing as
Machines



I can write a poem
about a topic.
I can name the topic,
give facts about the
topic, and provide a
sense of closure for
informative and
explanatory texts
through writing.
Unit 3, Week 3: The Class
Pet
taught throughout Reading
Street

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


Journal writing
Written reflections
Journal writing
Written reflections
Trade books
I can write a story
telling the
beginning, middle,
and end.
taught throughout Reading
Street



Journal writing
Written reflections
Think-alouds
N/A

N/A
I can edit and add
details to strengthen
my writing.
Unit 1, Week 1: Sam,
Come Back
Unit 1, Week 2: Pig in a
Wig
Unit 1, Week 3: The Big
Blue Ox
N/A



Journal writing
Written reflections
Think-alouds
needed.
W.AS.6-Use technology,
including internet, to
produce and publish
writing and to interact
and collaborate with
others.
W.AS.7-Conduct short
as well as more
sustained research
projects based on
focused questions,
demonstrating
understanding the
subject under
investigation.
W.AS.8-Gather relevant
information from
multiple print and digital
sources, assess the
credibility and accuracy
W.1.6-With guidance and
support from adults, use a
variety of digital tools to
produce and publish
writing, including in
collaboration with peers.
W.1.7-Participate in
shared research and
writing projects (e.g.,
explore a number of “howto” books on a given topic
and use them to write a
sequence of instructions).

I can use digital
tools to produce and
publish my writing.

I can participate in
shared research and
writing projects.
W.1.8-With guidance and
support from adults, recall
information from
experiences or gather
information from provided

I can recall
information from
experiences with
guidance.
I can gather

Unit 1, Week 5: Get the
Egg!
Unit 2, Week 6: Honey
Bees
Unit 3, Week 2: Ruby in
Her Own Time
Unit 3, Week 5: I’m a
Caterpillar
Unit 4, Week 1: Mama’s
Birthday Present
Unit 4, Week 3: A Trip to
Washington, DC
Unit 5, Week 2: Mole and
the Baby Bird
Unit 5, Week 3: Dot and
Jabber
Unit 5, Week 4: Simple
Machines
Not addressed in Reading
Street



Story Kit app
Educreations
Popple app
Not addressed in Reading
Street




Story Kit app
Educreations
Popple App
Trade books
Not addressed in Reading
Street


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
Trade books
Journals
Think-alouds
Story Kit app
of each source, and
integrate the information
while avoiding
plagiarism.
sources to answer a
question.
information from
provided sources to
answer questions.
SL.AS.1-Prepare for and
participate effectively in
a range of conversations
and collaborations with
diverse partners,
building on others’ ideas
and expressing their own
clearly and persuasively.
SL.1.1-Participate in
collaborative
conversations with diverse
partners about Grade 1
topics and texts with peers
and adults in small and
larger groups.
SL.1.1a-Follow agreedupon rules for discussions
(e.g., listening to others
with care, speaking one at
a time about the topics and
texts under discussion).
SL.1.1b-Build on others’
talk in conversations by
responding to the
comments of others
through multiple
exchanges.

I can converse with
peers and teachers in
small and large
groups.
All stories



Turn and talk
Presentations
Show and share

All stories
I can follow
established rules for
discussions (turn and
talk).



Turn and Talk
Presentations
Show and share

I can respond to the
comments of others.
All stories



Turn and talk
Presentations
Show and share
SL.1.1c-Ask questions to
clear up any confusion
about the topics and texts
under discussion.

I can ask questions
to clarify my
understanding.
All stories
SL.1.2-Ask and answer
questions about key details
in a text read aloud or
information presented
orally or through other
media.

I can ask and answer
questions about key
details presented
orally or through
other media.
All stories
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Turn and talk
Presentations
Show and share
Think-alouds
Trade books
Turn and talk
Presentations
Show and share
Think-alouds
Trade books
Speaking and Listening
SL.AS.2-Integrate and
evaluate information
presented in diverse
media and formats
including visually,
quantitatively, and
orally.
SL.AS.3-Evaluate a
speaker’s point of view,
reasoning, and use of
evidence and rhetoric.
SL.AS.4-Present
information, findings,
and supporting evidence
such that listeners can
follow the line of
reasoning and the
organization
development, and style
are appropriate to task,
purpose, and audience.
SL.AS.5-Make strategic
use of digital media and
visual displays of data to
express information and
enhance understanding
of presentations.
SL.AS.6-Adapt speech
to a variety of contexts
and communicative
tasks, demonstrating
command of formal
English when indicated
of appropriate.
SL.1.3-Ask and answer
questions about what a
speaker says in order to
gather additional
information or clarify
something that is not
understood.
SL.1.4-Describe people,
places, things, and events
with relevant details,
expressing ideas and
feelings clearly.

I can ask and answer
questions to clarify
information
presented orally.
Text-Based Comprehension
Teacher Read-Alouds in
Reading Street (Day 1)
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Turn and talk
Presentations
Show and share
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I can describe
people, places,
things, and events
from a story or text
read aloud.
All stories
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Turn and talk
Presentations
Show and share
Think-alouds
Trade books
SL.1.5-Add drawings or
other visual displays to
descriptions when
appropriate to clarify
ideas, thoughts, and
feelings.
SL.1.6-Produce complete
sentences when
appropriate to task and
situation.
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I can add drawings
or visual displays to
clarify and assist my
learning.
Not addressed in Reading
Street
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Story Kit app
Educreations
Popple app
Graphic organizers
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I can speak in
complete sentences.
All stories
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Turn and talk
Presentations
Show and share
Think-alouds
All stories
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Grammar Jammers
app
Journal writing
Written reflections
Language
L.AS.1-Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
L.1.1-Demonstrate
command of the
conventions of Standard
English grammar and
usage when writing or
speaking.

I can demonstrate
understanding of
grammar in my
writing and
speaking.
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L.1.1a-Print all uppercase
and lowercase letters.
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L.1.1b-Use common,
proper, and possessive
nouns.
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L.1.1c-Use singular and
plural nouns with
matching verbs in basic
sentences (e.g., He hops;
We hop).

L.1.1d-Use personal,
possessive, and indefinite
pronouns (e.g., I, me, my;
they, them, their; anyone,
everything).

L.1.1e-Use verbs to
convey a sense of past,
present, and future (e.g.,
Yesterday I walked home;
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I can print all
uppercase and
lowercase letters.
I can use common,
proper, and
possessive nouns.
Unit R
Unit R, Week 1: Sam
Unit R, Week 2: Snap!
Unit R, Week 4: The Big
Top
Unit 2, Week 1: A Big Fish
for Max
Unit 2, Week 2: The
Farmer in the Hat
Unit 2, Week 5: Life in the
Forest
Unit 4, Week 1: Mama’s
Birthday Present
Unit R, Week 1: Sam
I can use singular
Unit R, Week 2: Snap!
and plural nouns
with matching verbs. Unit R, Week 3: Tip and
Tam
Unit R, Week 4: The Big
Top
Unit 2, Week 5: Life in the
Forest
Unit 2, Week 6: Honey
Bees
Unit 3, Week 2: Ruby in
Her Own Time
Unit 5, Week 2: Mole and
I can use personal,
the Baby Bird
possessive, and
indefinite pronouns. Unit 5, Week 3: Dot and
Jabber
Unit 5, Week 4: Simple
Machines
Unit R, Week 3: Tip and
I can use verbs to
Tam
properly tell about
the past, present, and Unit 3, Week 1: A Place to
Play
future.
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Letter tracing apps
Journal writing
Written reflections
Journal writing
Teacher-made noun
sorting activities
Journal writing
Center activities
Journal writing
Teacher-made
activities
Noun sorts
Journal writing
Teacher-made
activities
Pronoun sorts
Grammar Jammers
app
Journal writing
Teacher-made
activities
Verb sorts
Today I walk home;
Tomorrow I will walk
home).
L.1.1f-Use frequently
occurring adjectives.
L.1.1g-Use frequently
occurring conjunctions
(e.g., and, but, or, so,
because).
L.1.1h-Use determiners
(e.g., articles,
demonstratives).
L.1.1i-Use frequently
occurring prepositions
(e.g., during, beyond,
toward).
L.1.1j-Produce and
expand complete simple
and compound declarative,
interrogative, imperative,

I can use
conjunctions.
Unit 3, Week 2: Ruby in
Her Own Time
Unit 3, Week 3: The Class
Pet
Unit 3, Week 4: Frog and
Toad Together
Unit 3, Week 5: I’m a
Caterpillar
Unit R, Week 5: School
Day
Unit 4, Week 1: Mama’s
Birthday Present
Unit 4, Week 2: Cinderella
Unit 4, Week 3: A Trip to
Washington, DC
Unit 4, Week 4: A Southern
Ranch
Unit 4, Week 5: Peter’s
Chair
Unit 4, Week 6: Henry and
Mudge at Mrs. Hopper’s
House
Not available in Reading
Street
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I can use
determiners.
Unit 4, Week 5: Peter’s
Chair
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I can use
prepositions.
Unit 5, Week 6: The Stone
Garden
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I can produce and
expand simple
sentences.
All stories
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I can use adjectives.
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Grammar Jammers
app
Trade books
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Journal writing
Grammar Jammers
app
Sentence building
activities
Trade books
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Journal writing
Written reflections
Turn and talk
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Journal writing
Written reflections
Turn and talk
Journal writing
Sentence building
activities
Turn and talk
Journal writing
Sentence building
activities
Turn and talk
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L.AS.1-Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
L.AS.2-Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and
spelling when writing.
and exclamatory sentences
in response to prompts.
L.1.1j -Produce and
expand complete simple
and compound declarative,
interrogative, imperative,
and exclamatory sentences
in response to prompts.
L.1.2-Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing.
L.1.2a-Capitalize dates
and names of people.
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All stories
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Journal writing
Sentence building
activities
I can demonstrate
command of
capitalization,
punctuation, and
spelling.
All stories
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Journal writing
Sentence building
activities
Sentence edits
I can capitalize dates
and names of people.
Unit 2, Week 3: Who
Works Here:
Unit 2, Week 4: The Big
Circle
Taught throughout Reading
Street
I can produce and
expand compound
sentences.
L.1.2b-Use end
punctuation for sentences.

I can use end
punctuation for
sentences.
L.1.2c-Use commas in
dates and to separate single
words in a series.

I can use commas in
dates and in a series
of words.
L.1.2d-Use conventional
spelling for words with
common spelling patterns
and for frequently
occurring irregular words.

L.1.2e-Spell untaught
words phonetically,
drawing on phonemic
awareness and spelling

I can use
conventional spelling
for words with
common spelling
patterns and for
frequently occurring
irregular words.
I can draw from
phonemic awareness
and spelling
conventions to spell
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Not addressed in Reading
Street
All stories
All stories
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Journal writing
Sentence building
activities
Word sorts
Journal writing
Sentence building
activities
Sentence rhyme
Journal writing
Sentence building
activities
Trade books
Journal writing
www.spellingcity.co
m
iPad apps
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Journal writing
Spelling tiles
Magnetic letters
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L.AS.3-Apply
knowledge of language
to understand how
language functions in
different contexts, to
make effective use of
choices for meaning
and style, and to
comprehend more fully
when reading or
listening.
L.AS.4-Determine or
clarify the meaning of
unknown and multiplemeaning words and
phrases by using
context clues,
analyzing meaningful
word parts, and
consulting general and
specialized reference
materials, as
appropriate.
conventions.
N/A
words phonetically.
N/A
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.
L.1.4a-Use sentence-level
context as a clue to the
meaning of a word or
phrase.

L.1.4b-Use frequently
occurring affixes as a clue
to the meaning of a word.

L.1.4c-Identify frequently
occurring root words (e.g.,
look) and their inflectional
forms (e.g., looks, looked,
looking).
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N/A
N/A
I can determine or
clarify the meaning
of unknown and
multiple-meaning
words.
Let’s Learn It! in Reading
Street (Day 5) Vocabulary
Section
Amazing Words
Selection Vocabulary words

I can use clues in a
sentence to
understand meaning
of a word or phrase.
Let’s Learn It! in Reading
Street (Day 5) Vocabulary
Section
Amazing Words
Selection Vocabulary words
Unit 4, Week 6: Henry and
Mudge and Mrs. Hopper’s
House
Unit 5, Week 6: The Stone
Garden
Unit 1, Week 4: A Fox and
a Kit
Unit 2, Week 5: Life in the
Forest
Unit 3, Week 3: The Class
Pet
Unit 4, Week 2: Cinderella
Unit 5, Week 3: Dot &
Jabber

I can use frequently
occurring affixes as a
clue to the meaning
of a word.
I can identify root
words and their
inflectional forms.
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www.spellingcity.co
m
iPad apps
Flash cards
www.spellingcity.co
m
iPad apps
Flash cards
www.spellingcity.co
m
iPad apps
Flash cards
www.spellingcity.co
m
iPad apps
Flash cards
L.AS.5-Demonstrate
understanding of
figurative language,
word relationships, and
nuances in meaning.
L.1.4d-Apply alphabetical
order to the first letter of
words to access
information

L.1.5-With guidance and
support from adults,
demonstrate understanding
of word relationships and
nuances in word meanings.

L.1.5a-Sort words into
categories (e.g., colors,
clothing) to gain a sense of
the concepts the categories
represent.
L.1.5b-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).
L.1.5c-Identify real-life
connections between words
and their use (e.g., note
places at home that are
cozy).
L.1.5d-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.

I can apply
alphabetical order to
the first letter of
words to access
information.
I can demonstrate
understanding of
word relationships
and nuances in word
meaning with
guidance and support.
I can sort words into
categories.
Unit 5, Week 4: Simple
Machines
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Not addressed in Reading
Street
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Not addressed in Reading
Street
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www.spellingcity.co
m
iPad apps
Flash cards
PBS app: Reading
Between the Lions
Think-alouds
Matching games
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PBS app: Reading
Between the Lions
Center activities
Word sorts

I can define words by
category or by key
attributes.
Not addressed in Reading
Street
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Matching games
Word sorts
Think-alouds

I can identify real-life
connections between
words and their use.
Taught throughout Reading
Street
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Student illustrations
Journal writing
Matching games

I can distinguish
shades of meaning
among verbs
differing in manner
and adjectives
differing in intensity.
Unit 4, Week 1: Mama’s
Birthday Present
Unit 5, Week 4: Simple
Machines
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Synonym games
Graphic organizers
Student illustrations
L.AS.6-Acquire and
accurately use a range
of general academic
and domain-specific
words and phrases
sufficient for reading,
writing, speaking, and
listening; demonstrate
independence in
gathering vocabulary
knowledge.
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).

I can use words and
phrases to signal
simple relationships.
Not addressed in Reading
Street
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Journal writing
Oral presentations
Turn and talk
Book reports