Grade 1 Classroom Bundle | US Educational Standards

NEW Sight Words K-2

Common Core

• CCSS.ELA-LITERACY.RF.K.3.C Read common high-frequency words by sight
• CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.RF.1.3.G Recognize and read grade-appropriate irregularly spelled words.
• CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

TEKS

• K.2B.iv: identifying and reading at least 25 high-frequency words from a research-based list
• 1.2B.vi: identifying and reading at least 100 high-frequency words from a research-based list
• 2.2B.vii: identifying and reading high-frequency words from a research-based list

B.E.S.T

• ELA.K.F.1.4: Recognize and read with automaticity grade-level high frequency words
• ELA.1.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.
• ELA.2.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.

Reading Digraph Game

Common core

• CCSS.ELA-LITERACY.RF.1.3.A Know the spelling-sound correspondences for common consonant digraphs.
• CCSS.ELA-LITERACY.RF.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.
• CCSS.ELA-LITERACY.RF.1.3.B Decode regularly spelled one-syllable words.
• CCSS.ELA-LITERACY.RF.2.3.A Distinguish long and short vowels when reading regularly spelled one-syllable words.

TEKS

• 1.2B.iii: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
• 1.2B.ii: decoding words with initial and final consonant blends, digraphs, and trigraphs;
• 2.2B.i: decoding words with short, long, or variant vowels, trigraphs, and blends;

B.E.S.T

• ELA.1.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.
• ELA.2.F.1.3.c Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble).

Word Pop

common core

• CCSS.ELA-LITERACY.RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
• CCSS.ELA-LITERACY.RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
• CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

TEKS

• K.2B.ii: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
• 1.2B.i: decoding words in isolation and in context by applying common letter sound correspondences;

B.E.S.T

• ELA.K.F.1.3.c Decode consonant-vowel-consonant (CVC) words.
• ELA.1.F.1.3 Decode and encode regularly spelled one-syllable words.

Tricky Trolls

common core

• CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

TEKS

• ELA.K.2.B.ii Demonstrate and apply phonetic knowledge by using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.
• ELA.1.2.B.ii Demonstrate and apply phonetic knowledge by: decoding words with initial and final consonant blends, digraphs, and trigraphs.

B.E.S.T

• ELA.K.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.
• ELA.1.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.

SquishyLand

common core

• CCSS.ELA-LITERACY.RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
• CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.
• CCSS.ELA-LITERACY.RF.1.3.D Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
• CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• CCSS.ELA-LITERACY.RF.2.3.D Decode words with common prefixes and suffixes.
• CCSS.ELA-LITERACY.RF.2.3.C Decode regularly spelled two-syllable words with long vowels.

TEKS

• ELA.K.2.A.i Identify and produce rhyming words.
• ELA.K.2.B.iii Recognize that new words are created when letters are changed, added, or deleted.
• ELA.1.2.A.vi Manipulate phonemes within base words.
• ELA.1.2.A.iv Recognize the change in spoken word when a specified phoneme is added, changed, or removed.
• ELA.2.2.A.ii Distinguish between long and short vowel sounds in one-syllable and multisyllabic words.
• ELA.2.2.B.vi Decode words with prefixes.

B.E.S.T

• ELA.K.F.1.2.b Identify and produce alliterative and rhyming words.
• ELA.K.F.1.2.e Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.
• ELA.1.F.1.2 Demonstrate phonological awareness.
• ELA.2.F.1.3.b Decode regularly spelled two-syllable words with long and short vowels.
• ELA.2.F.1.3.d Decode words with common prefixes and suffixes.

Rocket Race

Common Core

• CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
• CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
• CCSS.Math.Content.K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.
• CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
• CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
• CCSS.Math.Content.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 <.
• CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
• CCSS.Math.Content.2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
• CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

TEKS

• K.2C: Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.
• K.2G: Compare sets of objects up to at least 20 in each set using comparative language.
• K.2H: Use comparative language to describe two numbers up to 20 presented as written numerals.
• 1.2B: Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.
• 1.2C: Use objects, pictures, and expanded and standard forms to represent numbers up to 120.
• 1.2E: Use place value to compare whole numbers up to 120 using comparative language.
• 1.2G: Represent the comparison of two numbers to 100 using the symbols >, <, or =.
• 2.2A: Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones.
• 2.2B: Use standard, word, and expanded forms to represent numbers up to 1,200.
• 2.2D: Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =).

B.E.S.T.

• MA.K.NSO.1.1 Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral.
• MA.K.NSO.1.4 Compare the number of objects from 0 to 20 in two groups using the terms less than, equal to or greater than.
• MA.K.NSO.2.3 Locate, order and compare numbers from 0 to 20 using the number line and terms less than, equal to or greater than.
• MA.K.NSO.2.2 Represent whole numbers from 10 to 20, using a unit of ten and a group of ones, with objects, drawings and expressions or equations.
• MA.1.NSO.1.2 Read numbers from 0 to 100 written in standard form, expanded form and word form. Write numbers from 0 to 100 using standard form and expanded form.
• MA.1.NSO.1.3 Compose and decompose two-digit numbers in multiple ways using tens and ones. Demonstrate each composition or decomposition with objects, drawings and expressions or equations.
• MA.1.NSO.1.4 Plot, order and compare whole numbers up to 100.
• MA.2.NSO.1.2 Compose and decompose three-digit numbers in multiple ways using hundreds, tens and ones. Demonstrate each composition or decomposition with objects, drawings and expressions or equations.
• MA.2.NSO.1.3 Plot, order and compare whole numbers up to 1,000.

Squishy Time Rescue

Common Core

• CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.
• CCSS.Math.Content.2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
• CCSS.Math.Content.3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

TEKS

• 1.7E: Tell time to the hour and half hour using analog and digital clocks.
• 2.9G: Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.
• 3.7C: Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes.

B.E.S.T.

• MA.1.M.2.1 Using analog and digital clocks, tell and write time in hours and half-hours.
• MA.2.M.2.1 Using analog and digital clocks, tell and write time to the nearest five minutes using a.m. and p.m. appropriately. Express portions of an hour using the fractional terms half an hour, half past, quarter of an hour, quarter after and quarter til.
• MA.3.M.2.1 Using analog and digital clocks tell and write time to the nearest minute using a.m. and p.m. appropriately.
• MA.3.M.2.2 Solve one- and two-step real-world problems involving elapsed time.

Sneaky Elves

common core

• CCSS.ELA-LITERACY.RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
• CCSS.ELA-LITERACY.RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
• CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

TEKS

• K.2B.ii: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
• 1.2B.i: decoding words in isolation and in context by applying common letter sound correspondences;

B.E.S.T

• ELA.K.F.1.3.c Decode consonant-vowel-consonant (CVC) words.
• ELA.1.F.1.3 Decode and encode regularly spelled one-syllable words.