Grade 1 Shark Tank Bundle | US Educational Standards

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.

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.

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.

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.

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.

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.

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).