Houghton Mifflin Reading – Correlation to the Common Core Standards for English Language Arts (Grade1)
6.1 “The Sleeping Pig”
Fantasy
TARGET SKILLS:
6.1 “The Sleeping Pig”
Phonemic Awareness
Phonics
Comprehension
Vocabulary
Fluency
Segment Phonemes:
Count sounds in words
Blending Long o & u
words (CV, CVCe)
Final Clusters ft, lk, nt
Story Structure
Summarize
High-Frequency Words
Alphabetical Order
Voc. Fruits & Vegetables
Decodable Text
READING: LITERATURE
if covered
in this story
Common Core
Numbers
R.L.1.1
R.L.1.2
R.L.1.3
R.L.1.4
R.L.1.5
R.L.1.6
R.L.1.7
R.L.1.8
R.L.1.9
R.L.1.10
Common Core Description of Goals
Ask & answer questions about key details in a text.
T49, 57, 62
Retell stories, including key details, and demonstrate.
T57, 78
Describe characters, settings, & major events in a story, using key details. T
T30, 51, 55, 57, 64-65, 78, 84, 87
Identify words & phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between books that tell stories & books that give information,
drawing on a wide reading of a range of text types. T56
Identify who is telling the story at various points in a text.
Use illustrations & details in a story to describe its characters, settings, or events.
T30, 51, 57, 64-65, 78, 84-87
(Not applicable to literature)
Compare and contrast the adventures & experiences of characters in stories. T53
With prompting and support, read prose & poetry of appropriate complexity for grade 1.
T46-57, 84-87
Houghton Mifflin Reading – Correlation to the Common Core Standards for English Language Arts (Grade1)
READING: INFORMATIONAL TEXT
if covered
in this story
Common Core
Numbers
Common Core Description of Goals
R.I.1.1
R.I.1.2
R.I.1.3
Ask & answer questions about key details in a text. T71
Identify the main topic & retell key details of a text.
Describe the connection between two individuals, events, ideas, or pieces of information in a
text.
Ask & answer questions to help determine or clarify the meaning of words and phrases in a
text.
T70
Know and use various text features (ex. headings, tables of content, glossaries, electronic
menus, icons) to locate key facts or info in a text. T71
Distinguish between information provided by pictures of other illustrations & information
provided by the words in a text.
Use the illustrations & details in a text to describe its key ideas.
Identify the reasons an author gives to support points in a text.
Identify basic similarities in & differences between two texts on the same topic (ex. in
illustrations, descriptions, or procedures).
With prompting and support, read informational texts appropriately complex for grade 1.
T70-71
R.I.1.4
R.I.1.5
R.I.1.6
R.I.1.7
R.I.1.8
R.I.1.9
R.I.1.10
Houghton Mifflin Reading – Correlation to the Common Core Standards for English Language Arts (Grade1)
READING: FOUNDATIONAL SKILLS
if covered
in this story
Common Core
Numbers
Common Core Description of Goals
R.F.1.1
R.F.1.1a
R.F.1.2
R.F.1.2a
R.F.1.2b
Demonstrate understanding of the organization & basic features of print.
Recognize the distinguishing features of a sent. (ex. First word, capitalization, punctuation)
Demonstrate understanding of spoken words, syllables, & sounds (phonemes).
Distinguish long from short vowel sounds in spoken single syllable words.
Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends. T33
Isolate & pronounce initial, medial vowel, & final sounds phonemes) in spoken singlesyllable words. T32-33, 35, 79
Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes). T32-33, 35, 79
Know & apply grade-level phonics & word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words. T35, 48, 52, 79
Know final –e & common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word. 32-33, 48, 52, 72
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize & read grade-appropriate irregularly spelled words.
T28, 40, 42-43, 44-45, 58, 60, 68, 76, 82
Read with sufficient accuracy & fluency to support comprehension.
Read on-level text with purpose & understanding. T47, 70, 78
Read on-level text orally with accuracy, appropriate rate, & expression on successive
readings. T20, 37, 78, 81, 85
Use context to confirm or self-correct word recognition & understanding, rereading nec. T78
R.F.1.2c
R.F.1.2d
R.F.1.3
R.F.1.3a
R.F.1.3b
R.F.1.3c
R.F.1.3d
R.F.1.3e
R.F.1.3f
R.F.1.3g
R.F.1.4
R.F.1.4a
R.F.1.4b
R.F.1.4c
Houghton Mifflin Reading – Correlation to the Common Core Standards for English Language Arts (Grade1)
WRITING STANDARDS:
if covered
in this story
Common Core
Numbers
Common Core Description of Goals
W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, & provide some sense of closure.
T39, 59, 75
Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, & provide some sense of closure.
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, & provide
some sense of closure.
*(Begins in 3rd Grade)
W.1.2
W.1.3
W.1.4
W.1.5
W.1.6
W.1.7
W.1.8
W.1.9
W.1.10
With guidance & support from adults, focus on a topic, respond to questions & suggestions
from peers, & add details to strengthen writing as needed. T75, 92-99
With guidance & support from adults, use a variety of digital tools to produce & publish
writing, including in collaboration with peers. T98
Participate in shared research & writing projects (ex. Explore a number of “how-to” books on
a given topic & use them to write a sequence of instructions.
With guidance & support from adults, recall information from experiences or gather
information from provided sources to answer a question.
*(Begins in 4th Grade)
*(Begins in 3rd Grade)
Houghton Mifflin Reading – Correlation to the Common Core Standards for English Language Arts (Grade1)
SPEAKING & LISTENING STANDARDS:
if covered
in this story
Common Core
Numbers
Common Core Description of Goals
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics & texts
with peers & adults in small & larger groups.
Follow agreed-upon rules for discussions (ex. Listening to others with care, speaking one at a
time about the topics & texts under discussion).
Build on others’ talk in conversations by responding to the comments of others through
multiple exchanges.
Ask questions to clear up any confusion about the topics & texts under discussion.
Ask & answer questions about key details in a text read aloud or information presented orally
or through other media. T30
Ask & answer questions about what a speaker says in order to gather additions information or
clarify something that is not understood.
Describe people, places, things, & events with relative e details, expressing ideas & feelings
clearly. T39, 83
Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, & feelings. T39
Produce complete sentences when appropriate to tasks & situations. (See Grade 1 Language
Standards 1 & 3 for specific expectations.) T80
SL.1.1a
SL.1.1b
SL.1.1c
SL.1.2
SL.1.3
SL.1.4
SL.1.5
SL.1.6
Houghton Mifflin Reading – Correlation to the Common Core Standards for English Language Arts (Grade1)
LANGUAGE STANDARDS:
if covered
in this story
Common Core
Numbers
Common Core Description of Goals
L.1.1
Demonstrate command of the conventions of standard English grammar & usage when
writing or speaking.
Print all upper- & lowercase letters.
Use common, proper, & possessive nouns.
Use singular & plural nouns with matching verbs in basic sentences (ex. He hops. We hop).
Use personal, possessive, & indefinite pronouns (ex, I, me, my: they, them, their, anyone,
everything).
Use verbs to convey a sense of past, present, & future (ex. Yesterday I walked home; Today I
walk home; Tomorrow I will walk home).
Use frequently occurring adjectives.
Use frequently occurring conjunctions (ex. And, but, or, so, because)
Use determiners (ex. Articles, demonstratives).
Use frequently occurring prepositions (ex during, beyond, toward).
Use frequently occurring prepositions (ex during, beyond, toward).
Demonstrate command of the conventions of standard English capitalization, punctuation, &
spelling when writing.
Capitalize dates & names of people.
Use end punctuation for sentences. T61
Use commas in dates & to separate single words in a series.
Use conventional spelling for words with common spelling patterns & for frequently
occurring irregular words. T38, 41, 58, 61, 66, 69, 74, 77, 82, 97
Spell untaught words phonetically, drawing on phonemic awareness & spelling conventions.
T38, 41, 58, 61, 66, 69, 74, 77, 82, 97
*(Begins in 2nd Grade)
L.1.1a
L.1.1b
L.1.1c
L.1.1d
L.1.1e
L.1.1f
L.1.1g
L.1.1h
L.1.1i
L.1.1j
L.1.2
L.1.2a
L.1.2b
L.1.2c
L.1.2d
L.1.2e
L.1.3
*(continues on the next page)
L.1.4
L.1.4a
L.1.4b
L.1.4c
L.1.5
L.1.5a
L.1.5b
L.1.5c
L.1.5d
L.1.6
Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on
grade 1 reading & content, choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the meaning of a word or phrase.
Use frequently occurring affixes as a clue to the meaning of a word.
Identify frequently occurring root words (ex. Look) & their inflectional forms (ex. Looks,
looked, looking).
With guidance & support from adults, demonstrate understanding of word relationships &
nuances in word meanings.
Sort words into categories (ex. Colors, clothing) to gain a sense of the concepts the categories
represent. T74
Define words by category & by one or more key attributes (ex. A duck is a bird that swims; a
tiger is a large cat with stripes). T74
Identify real-life connections between words & their use (ex. Note places at home that are
cozy).
Distinguish shades of meaning among verbs differing in manner (ex. Look, peek, glance,
stare, glare, scowl) and adjectives differing in intensity (ex. Large, gigantic) by defining or
choosing them or by acting out the meanings.
Use words & phrases acquired through conversations, reading & being read to, & responding
to texts, including using frequently occurring conjunctions to signal simple relationships (ex.
I names by hamster Nibblet because she nibbles too much because she like that.) T45, 70