English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher Information Text: Superkids Reading Program, Grade 1, Levels 3 & 4 Review: Welcome Back, Superkids Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2 Welcome Back, Superkids Daily Writing Time (Online Lessons) Welcome Back, Superkids Library Teacher’s Guide Level 3: Adventures of the Superkids Adventures of the Superkids Teacher’s Guides, Units 1-10 Adventures of The Superkids Daily Writing Time (Online Lessons) Adventures of the Superkids Super-Duper Mini-Magazine Teacher's Guide Units 1-10 Adventures of the Superkids Easy Library Teacher’s Guide Adventures of the Superkids On-Level Library Teacher’s Guide Adventures of the Superkids Challenging Library Teacher’s Guide Level 4: More Adventures of the Superkids More Adventures of the Superkids Teacher’s Guides Units 1-10 More Adventures of the Superkids Daily Writing Time (Online Lessons) More Adventures of the Superkids Super-Duper Mini-Magazine Teacher's Guide Units 1-10 More Adventures of the Superkids Easy Library Teacher’s Guide More Adventures of the Superkids On-Level Library Teacher’s Guide More Adventures of the Superkids Challenging Library Teacher’s Guide Publisher: Rowland Reading Foundation Copyright date: Grade 1 English Superkids Skill-Building Book 2006-2012 1 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Contact: Phone# 866-370-7232 ext. 2832 (toll-free), 608-729-2832 (direct) E-mail [email protected] Lela Astrom Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of electronic media and other age-appropriate materials. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, p. 6: Books to Read Aloud. Children listen to suggested books about first-grade experiences. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, p. 6: Unit 1 Books to Read Aloud. Children listen to books that connect to concepts and topics they will read about in Unit 1 in their Readers. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 153–154, p. 44: Teach fluency. Children can read along with the CD of “The Patch-it-Up Shop.” Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 166, p. 10: Teach reading and spelling of Memory Words. Children listen to a story on a CD to introduce the Memory Words for Unit 3 and build background for the next story. 2 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 228, p. 15: Teach reading and spelling of Memory Words. Children listen to “The Rainy Day Song” on CD to learn the new Memory Words. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, p. 35: Unit 4 Books to Read Aloud. Children listen to suggested books related to concepts and topics in Unit 4 of their Readers. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 257, p. 13: Teach reading and spelling of Memory Words. Children listen to a CD that introduces the Memory Words for the next story and teaches some Spanish words. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, pp. 11–12: Teach reading and spelling of Memory Words. Children listen to a CD to learn the Memory Words for “The Case of the Mystery Monster.” b) Tell and retell stories and events in logical order. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 150, p. 32: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children retell in their own words “A Patch in a Pinch.” Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 207–208, pp. 58–59: Teach sequence of events. Children retell “Golly Helps” in the correct sequence. 3 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 220–221, pp. 57–58: Review recognizing plot: Beginning, middle, and end. Children retell the beginning, middle, and end of “The Spingle Spangle Talent Show.” Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 10, Homer, p. 88: Teach comprehension: Recognize text structure. Children make a flow chart and retell Homer in correct time order. Adventures of the Superkids Easy Library Teacher’s Guide, Unit 6, Perfect, p. 19: Focus on sequence of events. Children focus on the sequence of events when retelling Perfect. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249–250, p. 52: Teach recognizing plot: Beginning, middle, and end. Children retell the beginning, middle, and end of “Play Ball.” More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 281, pp. 37–38: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children complete a sequencing chart to retell “The Runaway Dragon.” More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 8, Missing Coconut, p. 23: Focus on retelling. Children retell Missing Coconut in their own words. Grade 1 English 4 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 1, p. 8: Review the Superkids and “The Superkids’ Song.” Children sing “The Superkids’ Song” that they learned in kindergarten. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 151, p. 35: Teach fluency. Children practice reading aloud the poem “Ettabetta’s Radish Patch.” Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 171, p. 33: Teach fluency. Children practice reading aloud the poem “Super Scrub-a-matic.” Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 190, p. 44: Ten-Minute Tuck-Ins: Phonemic awareness and phonics: Short and long vowels. Children sing a song about vowel letters and their sounds. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 203, p. 33: Teach fluency. Children read aloud the poem “Today I Got a Gift” with appropriate rhythm. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, p. 9: Ten-Minute Tuck-Ins: Structural analysis: Contractions. Children sing a song to reinforce how contractions are formed. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 261, p. 32: Teach fluency. Children practice reading aloud the poem “It Is Hot.” 5 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 297–298, p. 46: Teach Fluency. Children practice reading aloud the riddles, or rhymes, from “Zoo Clue.” d) Participate in creative dramatics. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 15, p. 73: Ten-Minute Tuck-Ins: Fluency: Readers’ theater. Children work in groups to present a story from their Student Books. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 161, p. 75: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children use stick-figure puppets to act out “What Can You Get with a Nickel?” Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 183–184, p. 16: Lasting Lessons: Thinking for yourself. Children role-play different situations to demonstrate how they can think for themselves. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 217, p. 36: Teach Fluency. Children practice reading aloud the play “The Contest” and present it to the class. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 254, p. 69: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children pretend to be a TV interviewer and discuss what happened in “Rex King’s Visit.” 6 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 265, p. 49: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children retell “The Super Hiding Spot” by acting out the story using figures of Icky and Golly. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 278, p. 25: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children make simple puppets to act out “Slumber Party.” More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 8, Friends and Fights, p. 71: Cross-Curriculum Connection: Social Studies/Drama. Children act out scenarios involving conflicts with peers. e) Express ideas orally in complete sentences. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 152, p. 38: Writing Time: Directions. Children dictate steps in directions as complete sentences. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 161, p. 74: Writing Time: Questions for Investigation. Children dictate questions that begin with question words. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 169, p. 24: Writing Time: Shared Story. Children dictate sentences to complete a story. 7 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 175, p. 54: Ten-Minute Tuck-Ins: Grammar: Nouns and verbs. Children use nouns and verbs to make up their own sentences. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 239, p. 69: Ten-Minute Tuck-Ins: Vocabulary: Use figurative language. Children complete sentences that use figurative language and say them aloud. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 242, p. 13: Give practice decoding long-vowel trickers. Children match words to pictures and use the words in complete sentences. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 251, p. 54: Check comprehension. Children write sentences about “Play Ball” and read their sentences aloud. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 273, p. 89: Give writing practice with -ly adverbs. Children write complete sentences about activities they can do and read the sentences aloud. Grade 1 English 8 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD 1.2 Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 152, p. 39: Ten-Minute Tuck-Ins: Vocabulary: Garden words. Children listen to groups of four words and identify the one that does not belong with the other three. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 169, p. 23–24: Teach categorizing words. Children categorize words associated with up and down. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 201, p. 25: Ten-Minute Tuck-Ins: Vocabulary: Multiplemeaning words. Children discuss several words with multiplemeanings such as wave and spotted. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 215, pp. 24–25: Review describing words. Children match describing words to pictures and distinguish between accurate and inaccurate adjectives. 9 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 234, pp. 44–45: Give practice with comparative and superlative adjectives. Children use comparative and superlative adjectives to describe pictures. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 246, pp. 31–32: Review synonyms. Children identify synonyms for words from “A Super Day at Happy Land.” More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 254, pp. 67–68: Review antonyms. Children identify antonyms for words. Superkids Skill-Building Book, Vocabulary, pp. 123–124: Introducing rich vocabulary. Children are introduced to new words in a variety of ways. c) Use common singular and plural nouns. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 10, p. 49: Review Memory Word of and Plural -s. Children form plurals by adding -s to nouns. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 147, p. 17: Teach nouns and pronouns. Children learn that nouns are names of people, places, and things. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 162, p. 80: Ten-Minute Tuck-Ins: Vocabulary: Categorize nouns. Children suggest nouns for the categories of people, places, and things. 10 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 173, p. 41: Ten-Minute Tuck-Ins: Grammar: Plural -s. Children form plurals by adding -s to nouns. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 175, pp. 52–53: Review nouns and verbs. Children distinguish between nouns and verbs. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 196, pp. 70–71: Review plurals and teach -es ending. Children discuss plural nouns and add either -s or -es to form plurals. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 198, p. 11: Teach encoding: CVCe plurals. Children form plurals by adding -s to CVCe words. Superkids Skill-Building Book, Grammar, Usage, Mechanics, pp. 208–209: Distinguishing singular and plural nouns. Children identify and distinguish between singular and plural nouns. d) Use vocabulary from other content areas. Grade 1 English Welcome Back, Superkids Library Teacher’s Guide, Book 1, Strum! Hum! Play a Drum! p. 6: Introduce the book and word list. Children discuss some words related to music and musical instruments. 11 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 210, p. 70: Ten-Minute Tuck-Ins: Vocabulary: Camping words. Children name items that are helpful or fun to have when camping. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 225, pp. 75–76: Teach names for baby animals. Children discuss special names for baby animals. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Shoes to Choose, p. 24: CrossCurriculum Connection: Science. Children discuss names for parts of a foot (sole, arch, heel, etc.). More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 251, p. 55: Review categorizing: Basketball words. Children make a word web using words related to basketball. More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 6, Winter Camping, p. 18: Understand text features. Children explain what gaiters are used for. Grade 1 English 12 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD 1.3 The student will adapt or change oral language to fit the situation. a) Initiate conversation with peers and adults. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 153–154, p. 44: Lasting Lessons: Keep trying. Children talk about things they were able to do because they kept trying and didn’t give up. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 176–177, p. 61: Lasting Lessons: Helping others. Children discuss ways they can help others and how others help them. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 207–208, p. 59: Lasting Lessons: Clearing up misunderstandings. Children discuss what they can do if they have a misunderstanding with someone. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 220–221, p. 59: Lasting Lessons: Forgiving others. Children discuss how to forgive others and act out a conversation between Doc and Ettabetta. 13 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236–237, p. 59: Lasting Lessons: Looking out for others. Children discuss how they look out for and care for other people or animals. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249–250, p. 52: Lasting Lessons: Giving it a try. Children discuss their experiences when they have tried to do something new or challenging. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 270–271, p. 81: Lasting Lessons: Taking responsibility. Children discuss taking responsibility for their mistakes. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 275–276, p. 16: Lasting Lessons: Talking about fears. Children discuss fears and role-play what they might say to help someone feel less afraid. b) Follow rules for conversation using appropriate voice level in small-group settings. Grade 1 English Welcome Back, Superkids Daily Writing Time, Unit 2, Lesson 10: Listening and asking questions. Children discuss good listening and speaking behaviors. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 148–149, pp. 22–27: Guide reading and comprehension in small groups. Children read and discuss “A Patch in a Pinch” in small groups. 14 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 159–160, p. 70: Lasting Lessons: Giving gifts. Children discuss gifts they could give that would not cost a lot of money. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 167–168, p. 21: Lasting Lessons: Taking turns and working together. Children discuss taking turns and how to work well with others. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 192–193, p. 58: Lasting Lessons: Deciding together how to play. Children discuss how to play cooperatively with others. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 229–230, p. 25: Lasting Lessons: Making good use of time. Children discuss positive ways to pass time when waiting in lines, traveling in a car, or staying inside due to bad weather. More Adventures of the Superkids Daily Writing Time, Unit 7, Lesson 277: Focus on listening and speaking. Children review rules for small-group discussions. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 287–288, p. 72: Lasting Lessons: Settling disagreements. Children discuss how to settle a disagreement without fighting. Grade 1 English 15 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD c) Ask and respond to questions. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 10, p. 50: Review Memory Word no and end punctuation. Children read questions about pictures, write question marks, and answer yes or no to each question. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 150, p. 30: Check Comprehension. Children answer questions about “A Patch in a Pinch” and then discuss their answers. Adventures of the Superkids Daily Writing Time, Unit 2, Lesson 157: Asking questions. Children ask each other questions about a favorite toy. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 158, p. 63: Teach question words. Children discuss the meanings and use the question words what, why, when, which, and who. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 162, pp. 78–79: Give practice asking and answering questions. Children play a game using question words and giving answers. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 258–259, p. 25: Check comprehension. Children answer questions about “Fire!” and read aloud the questions and answers. 16 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 275–276, p. 12: Guide reading and comprehension: Strategy: Generate questions to distinguish between reality and fantasy. Children are encouraged to ask questions as they read to determine if the story could really happen or if it is make-believe. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 290, pp. 79–80: Give practice answering “What If” questions. Children answer “what if” questions about story events in “That Was Yesterday.” d) Follow simple two-step oral directions. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 147, p. 15: Teach reading and spelling of Memory Words. Children listen to a CD to learn the Memory Words for Unit 1 and follow directions to make a spelling list. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 164, p. 87: Give encoding practice with a word puzzle. Children listen to directions to complete a crossword puzzle. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 165, pp. 5–6: Teach phonemic awareness and phonics: ng/ng/. Children listen to a CD and follow directions to read and trace words with ng. 17 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 194, p. 62: Review Memory Words. Children follow directions to prepare game pieces and play a game with a partner. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 235, pp. 48–49: Teach reading and spelling of Memory Words. Children follow directions to cut out and put messages in “fortune cookies.” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 262, pp. 34–35: Review Memory Words. Children prepare game pieces and follow directions to play a game using Memory Words. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, pp. 70–71: Give practice reading Memory Words and directions. Children follow directions to assemble a little book titled “How to Plant Carrots.” More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, pp. 13–14: Give practice decoding and encoding oo words. Children prepare game pieces and follow directions to play the game “Bingoo.” Grade 1 English 18 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD e) Give simple two-step oral directions. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 152, p. 38: Writing Time: Directions. Children dictate directions for growing something in a garden. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 172, p. 37: Ten-Minute Tuck-Ins: Comprehension: Sequence. Children give directions for simple tasks that have a certain sequence of steps. More Adventures of the Superkids Daily Writing Time, Unit 1, Lesson 227: Understanding the purpose and features of a how-to text. Children play a directions game by giving directions for others to follow. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 29: Writing Time: Directions. Children give directions for simple things they know how to do. More Adventures of the Superkids Daily Writing Time, Unit 1, Lesson 231: Drafting a how-to-text. Children prepare to write a set of instructions by first telling the steps to a partner. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 232, p. 35: Ten-Minute Tuck-Ins: Comprehension: Follow oral directions. Children follow simple oral directions to complete actions and then give similar oral directions. 19 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 278, p. 24: Writing Time: Directions with sequence words. Children give directions for performing a simple task. Grade 1 English 20 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD 1.4 Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) The student will orally identify, produce, and manipulate various units of speech sounds within words. a) Create rhyming words. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 152, pp. 38–39: Ten-Minute Tuck-Ins: Phonics: Rhymes. Children say and write words that rhyme. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 170, p. 29: Ten-Minute Tuck-Ins: Encoding: Rhyming words. Children play a game and write words that rhyme. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 180, p. 74: Comprehension: Complete rhymes. Children extend a poem by adding words that rhyme. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 204, p. 37: Ten-Minute Tuck-Ins: Encoding: Rhyming CVCe words. Children write words that rhyme with certain CVCe words. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 247, p. 40: Ten-Minute Tuck-Ins: Rhymes: Words with aw and all. Children play a beanbag toss game and name rhyming words. 21 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 282, p. 45: Ten-Minute Tuck-Ins: Rhyming words. Children brainstorm words that rhyme with words on a page in their Student Books. Superkids Skill-Building Book, Sounds, p. 10: Completing rhymes. Children complete sentences with rhyming words. Superkids Skill-Building Book, Sounds, p. 11: Creating rhyme chains. Children are given words and take turns naming other words that rhyme with them. b) Count phonemes (sounds) in one-syllable words. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 182, pp. 5–6: Teach Encoding: Pattern Words with -ing and -ed. Children determine how many consonants need to follow a vowel in order to add an inflectional ending. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 191, pp. 46–47: Teach encoding: CV Pattern Words. Children determine if a word has a final consonant so they can apply the long-vowel rule in CV words. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 197, pp. 5–6: Teach Phonics: CVCe pattern. Children add silent e to CVC words to make words with long vowels. 22 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD c) Blend sounds to make one-syllable words. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 227, pp. 8–9: Teach phonemic awareness and phonics: y/i/. Children determine if the y in a word is the only vowel. Superkids Skill-Building Book, Sounds, p. 26: Segmenting words into letter-sounds. Children use counters to count sounds in one-syllable words. Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 6, p. 33: Teach matching words and pictures. Children blend sounds to make words, and then match the words to pictures. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 146, pp. 10-11: Teach phonemic awareness and phonics: ch/ch/. Children blend sounds to make words with initial and final /ch/. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 165, p. 5: Teach phonemic awareness and phonics: ng/ng/. Children blend sounds to make words that end in /ng/. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 211, pp. 5–6: Teach phonics: CVVC pattern. Children blend sounds to decode words with vowel pairs. 23 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 228, p. 14: Teach phonemic awareness and phonics: ay/a/. Children blend sounds to decode one-syllable words that end in ay. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 247, p. 37: Teach phonemic awareness and phonics: aw/ô/. Children blend sounds to read words with aw. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 256, pp. 5–6: Teach phonemic awareness and phonics: ar/är/. Children blend sounds to make one-syllable words with ar. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 291, pp. 5–6: Teach phonemic awareness and phonics: oo/oo/. Children blend sounds to make one-syllable words with oo. d) Segment one-syllable words into individual speech sounds (phonemes). Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 2, p. 13: Review phonics: Ll/l/, Ss/s/, Ff/f/, Tt/t/, Ii/i/. Children draw lines from letters to pictures of items that begin with that letter-sound. Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 9, p. 44: Daily Routines: Dictation. Children encode one-syllable words and a sentence. 24 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 157, pp. 57–58: Teach phonemic awareness and phonics: th/th/. Children identify words that have initial or final /th/. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 190, p. 42: Teach long-vowel sounds. Children distinguish long vowel sounds in words. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 256, pp. 7–8: Teach phonemic awareness and phonics: or/ôr/. Children listen for words that have the sound /ôr/ in them. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 266, pp. 53-54: Teach phonemic awareness and phonics: oi, oy/oi/. Children distinguish words that have the sound /oi/. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 282, p. 42: Teach phonemic awareness and phonics: ow/ou/. Children distinguish one-syllable words that have the sound /ou/. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 291, pp. 7–8: Give practice decoding and encoding oo words. Children sort words with oo into groups that have the same sound. Grade 1 English 25 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD e) Add or delete phonemes (sounds) to make new words. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 147, pp. 16–17: Teach encoding: Pattern Words with sh, ch, tch. Children write words in word families that end in sh, ch, or tch and begin with different letters. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 192–193, p. 51: Daily Routines: Decoding. Children decode words with short vowels, and then delete final consonants to make long-vowel words. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 202, p. 29: Ten-Minute Tuck-Ins: Phonics: Short- and long-vowel patterns. Children read words that are changed by the teacher adding or deleting letters. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 212, p. 14: Ten-Minute Tuck-Ins: Encoding: CVVC words. Children make a word ladder to change and say words by adding and deleting letters. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 232, pp. 33–34: Review spelling rules and teach -y ending. Children add the suffix -y to words to form adjectives. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 247, p. 39: Ten-Minute Tuck-Ins: Decoding: Words with all. Children decode words that end with all. 26 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 248, p. 46: Ten-Minute Tuck-Ins: Encoding: Words with all and aw. Children add or delete letters to make word ladders with words that end in all or aw. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, p. 15: Ten-Minute Tuck-Ins: Encoding: Pattern Words with oo. Children use flip books to change beginning letters in word families with oo words. Grade 1 English 27 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD 1.5 Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) The student will apply knowledge of how print is organized and read. a) Read from left to right and from top to bottom. Grade 1 English Welcome Back, Superkids Daily Writing Time, Unit 3, Lesson 12: Writing a complete sentence. Children develop print awareness including reading from left to right. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 163, pp. 82–83: Guide reading and comprehension in small groups. Children read the text in speech balloons from left to right and top to bottom. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 183–184, pp. 12–14: Guide reading and comprehension. Children read “The Monster Under the Bus” by tracking print correctly. Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 10, What Would You Rather Be? p. 27: Focus on text structure. Children discuss the text structure of What Would You Rather Be? and how they should read the left page before the right page. 28 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 261, pp. 30–31: Guide reading and comprehension. Children read the text in the speech balloons in “It Is Hot” from left to right and top to bottom. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 279–280, pp. 28–32: Guide Reading and Comprehension. Children read “The Runaway Dragon” from left to right and top to bottom. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, pp. 11–12: Teach reading and spelling of Memory Words. Children track print and read a story by following along with a CD to learn their new Memory Words. More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 7, Scratch and Sniff in Tummy Trouble, pp. 20–21: Guide reading as needed. Children read Scratch and Sniff in Tummy Trouble, which has boxes and speech balloons like a comic book. b) Match spoken words with print. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 158, p. 62: Teach reading and spelling of Memory Words. Children read the Memory Word questions as they hear them read on a CD. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 167–168, p. 21: Teach fluency. Children can read aloud 29 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) from their Readers as they listen to “Fiddlesticks” on CD. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 179, p. 69: Review recognizing patterns in text. Children identify the verses and pattern of rhyming words in the poem “Golly Went Sniffing.” Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 217, p. 34: Guide reading and comprehension: Strategy: Recognize text structure. Children read a play and pay attention to which character is speaking. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236–237, pp. 54–58: Guide reading and comprehension. Children read aloud “The Wish” in their Readers. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 267–268, pp. 76–79: Guide reading and comprehension. Children read aloud “The Lost Mitt” in their Readers. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 283, p. 48: Teach reading and spelling of Memory Words. Children listen to a CD and follow along to “The Music Song” printed in their Student Books. More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 10, Paul Bunyan and the Love-Struck Ox, pp. 26–27: Guide reading as needed. Children read aloud Paul Bunyan and the Love-Struck Ox. Grade 1 English 30 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD c) Identify letters, words, sentences, and ending punctuation. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 2, p. 15: Review sentence structure. Children distinguish between complete and incomplete sentences. Welcome Back, Superkids Daily Writing Time, Unit 3, Lesson 12: Focus on mechanics. Children review different types of sentences and their ending punctuation marks. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 158, p. 63: Teach question words. Children identify question marks at the end of questions. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 219, p. 45: Teach contractions with n’t. Children form contractions by replacing letters with apostrophes. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 232, p. 35: Ten-Minute Tuck-Ins: Grammar: Identify commands. Children distinguish between commands and other types of sentences. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 241, pp. 5–6: Teach contractions with is, am, are. Children form contractions by replacing letters with apostrophes. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 267-268, p. 67: Teach fluency. Children discuss punctuation marks and how to observe them when reading aloud. 31 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 290, p. 83: Ten-Minute Tuck-Ins: Spelling and editing: Find and correct mistakes. Children edit sentences and correct ending punctuation. d) Read his/her own writing. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 150, pp. 31–32: Writing Time: Sentences about an event. Children write sentences to explain how a cat is rescued, and then read their sentences to the class. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 178, p. 65: Writing Time: Sentences about a problem and solution. Children write sentences about a problem and solution and read them to the class. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 189, pp. 35–36: Writing Time: A story about a character. Children write a story about a character they created, and then share their work with the class. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 210, p. 67: Give practice writing about a main idea. Children write sentences to describe how to be a pest and how to be a good helper, and then share their ideas. 32 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 251, p. 56: Writing Time: Writing process: Publish a personal narrative. Children publish their personal narratives and read them to the class. More Adventures of the Superkids Daily Writing Time, Unit 4, Lesson 255: Participating in a poetry reading. Children choose one of the poems they have written to read aloud to the class. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 281, p. 37: Give practice writing a story with sequence words. Children complete sentences to write a story and read them aloud to others. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 300, pp. 56–57: Writing Time: An animal report. Children read aloud their research reports about animals. Grade 1 English 33 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD 1.6 The student will apply phonetic principles to read and spell. a) Use beginning and ending consonants to decode and spell single-syllable words. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 2, p. 14: Give decoding practice. Children decode words with beginning and ending consonants and circle words that match the pictures. Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 3, p. 17: Daily Routines: Blending. Children blend words in word families by substituting different beginning consonants. Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 4, p. 25: Ten-Minute Tuck-Ins: Encoding: Initial letter-sounds. Children use a dry-erase marker and write letters for the initial sounds of names of things in the Super Scene picture. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 191, pp. 49–50: Ten-Minute Tuck-Ins: Decoding: Shortand long-vowel patterns. Children decode words with and without final consonants to distinguish short-vowel and long-vowel words. 34 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 296, pp. 33-34: Teach phonics: Soft c/s/ and g/j/. Children read some words that begin with soft c or soft g. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 296, p. 37: Ten-Minute Tuck-Ins: Decoding: Hard and soft c and g words. Children read words that begin with both hard and soft c and g. Superkids Skill-Building Book, Phonics, p. 62: Blending games. Children play games to blend letter-sounds in words. Superkids Skill-Building Book, Spelling, pp. 186–187: Spelling: Completing words with missing letters. Children write missing consonants to encode words. b) Use two-letter consonant blends to decode and spell single-syllable words. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 11, p. 55: Teach building words. Children form and read words in a word family including some consonant blends. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 165, p. 5: Teach phonemic awareness and phonics: ng/ng/. Children read and write words with ng. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 167–168, p. 15: Build vocabulary and background. Children read decodable words ending in ng on the unit opener page. 35 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 173, p. 40: Give encoding practice. Children encode onesyllable words with consonant blends. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 219, p. 44: Daily Routines: Dictation and spelling. Children encode words that begin with consonant blends. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 248, pp. 43–44: Give decoding and encoding Practice with all and aw words. Children decode and spell words that have beginning consonant blends. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 282, p. 43: Give Practice Encoding Rhyming Words with ou and ow. Children encode words that begin with consonant blends. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 283, p. 46: Daily Routines: Decoding. Children read single-syllable words that begin with consonant blends. c) Use beginning consonant digraphs to decode and spell single-syllable words. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 146, pp. 8–9: Teach phonemic awareness and phonics: sh/sh/. Children read and write words with sh. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 147, p. 14: Daily Routines: Dictation and spelling. Children spell words that begin or end with consonant digraphs. 36 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 147, pp. 16–17: Teach encoding: Pattern Words with sh, ch, tch. Children spell words with sh, ch, and tch. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 148–149, pp. 21–22: Build vocabulary and background. Children decode words with sh, ch, and tch on the unit opener page in their Readers. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 157, pp. 57–58: Teach phonemic awareness and phonics: th/th/. Children read words with initial and final th. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 162, p. 77: Review vocabulary and decoding: th and ch words. Children read and write words with th and ch. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 263–264, p. 39: Build vocabulary and background. Children decode shiver and thunder before reading “The Super Hiding Spot.” More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 282, p. 43: Teach phonics: ou/ou/. Children decode some words that begin with consonant digraphs. Grade 1 English 37 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD d) Use short vowel sounds to decode and spell singlesyllable words. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 6, p. 31: Review vowels and discuss nouns. Children decode words with short vowels and circle the words that describe the pictures. Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 8, p. 41: Give practice encoding vowels. Children listen to a CD and encode medial vowels in short vowel words. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 190, p. 41: Review short-vowel sounds and patterns. Children decode CVC words with short vowels. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 191, p. 45: Daily Routines: Decoding. Children decode words with short o and short e vowel sounds. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 191, pp. 49–50: Ten-Minute Tuck-Ins: Decoding: Shortand long-vowel patterns. Children decode words with short vowels. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 192–193, pp. 52–53: Build vocabulary and background. Children decode words with short vowels on the unit opener page in their Readers. 38 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 197, p. 8: Ten-Minute Tuck-Ins: Phonics: Distinguish short- and long-vowel words. Children read words with short vowels on word cards. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 212, p. 11: Review decoding: Short- and long-vowel words. Children decode words with short-vowel and long-vowel patterns. e) Blend beginning, middle, and ending sounds to recognize and read words. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 8, p. 43: Ten-Minute Tuck-Ins: Encoding CVC words. Children isolate the beginning, middle, and ending sounds to read and encode CVC words. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 170, p. 27: Review encoding: Words with le. Children write medial consonants to complete words ending in le. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 174, pp. 45–46: Teach phonemic awareness and phonics er/er/. Children blend sounds to read words with multiple syllables that end in er. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 180, p. 72: Give encoding Practice: er and ed words. Children decode words that end in er and ed to describe pictures. 39 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 234, p. 43: Teach spelling: Changing y to i before -er, -est. Children read comparative and superlative adjectives that change y to i before adding -er or -est. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 258–259, p. 17: Build vocabulary and background. Children decode several words with multiple syllables before reading “Fire!” More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 296, pp. 34–35: Teach phonics: Trickers with tag-along e. Children blend sounds to read words that are trickers, because they have an unpronounced e at the end. Superkids Skill-Building Book, Phonics, p. 60: Blending with real words. Children practice blending words to improve speed and smoothness. f) Use word patterns to decode unfamiliar words. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 166, pp. 10–11: Teach encoding: Pattern words with ng and le. Children decode words in word families that end with ng or le. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 191, p. 48: Give practice decoding CV Words. Children decode words that end with a vowel and have long vowel sounds. 40 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 205, p. 43: Teach encoding: Adding -ing and -ed to CVCe words. Children learn to recognize and read silent e words with inflectional endings. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 239, p. 69: Ten-Minute Tuck-Ins: Decoding: words with endings. Children read words that end in ier, iest, ied, and ies. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 247, pp. 38–39: Teach phonemic awareness and phonics: all/ôl/. Children decode words that end with all. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 257, p. 12: Give practice decoding words with er, ir, ur and identifying synonyms. Children identify words with er, ir, and ur and match them to their synonyms. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 266, p. 55: Teach encoding: Pattern words with oi and oy. Children decode and spell words with oi and oy. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 296, pp. 35–36: Review the Unit 10 spelling list. Children decode words in word families that have soft c or soft g. Grade 1 English 41 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD g) Read and spell simple two-syllable compound words. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 14, p. 67: Build vocabulary and background for reading. Children review and discuss the compound words sandbox and windmill before they read “The Big Box Fix Up.” Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 220–221, p. 56: Guide reading and comprehension: Develop vocabulary. Children discuss the compound word handstand. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 222, p. 61: Teach compound words. Children read and write compound words. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 222, p. 65: Ten-Minute Tuck-Ins: Structural analysis and vocabulary: Compound words. Children form compound words from two smaller words. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249–250, p. 48: Build vocabulary and background. Children discuss the two smaller words in the compound word basketball. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 279–280, p. 27: Build vocabulary and background. Children identify the two smaller words in runaway and discuss what it means. 42 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD h) Read and spell commonly used sight words. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 291, p. 9: Ten-Minute Tuck-Ins: Structural analysis and vocabulary: Compound words. Children combine word cards with smaller words to form compound words. Superkids Skill-Building Book, Structural Analysis, pp. 96–97: Reading and understanding compound words. Children identify smaller words in compound words to understand the meaning of the compound words. Welcome Back, Superkids Daily Writing Time, Unit 3, Lesson 14: Focus on spelling. Children use a word wall to spell Memory Words (sight words) correctly. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 147, p. 15: Teach reading and spelling of Memory Words. Children read and spell the Memory Words, most of which are high-frequency sight words. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 159-160, p. 66: Build vocabulary and background. Children read aloud the memory words for Unit 2 on the unit opener page in their Readers. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 181, p. 76: Test spelling: Memory Words and Pattern Words. Children spell high-frequency sight words for a spelling test. 43 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 27: Review Memory Words. Children use high-frequency sight words to complete sentences. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 240, p. 71: Test Spelling: Memory Words and Pattern Words. Children spell high-frequency sight words on a spelling test. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 248, p. 42: Teach reading and spelling of Memory Words. Children read and spell aloud the Memory Words for the next Reader story. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 286, p. 63: Review Memory Words. Children prepare for and play a game to read and spell Memory Words. Grade 1 English 44 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD 1.7 Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) The student will use semantic clues and syntax to expand vocabulary when reading. a) Use words, phrases, and sentences. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 178, p. 64: Teach Vocabulary: Verbs with prefix un-. Children form words using the prefix un-. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 183–184, p. 14: Guide reading and comprehension: Develop vocabulary. Children determine what sopping wet means in “The Monster Under the Bus.” Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 203, p. 32: Guide reading and comprehension: Recognize figurative language. Children discuss figurative language in the poem “Today I Got a Gift.” Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 207–208, p. 55: Guide reading and comprehension: Understand idioms. Children discuss what Cass means when she tells Golly to get lost in “Golly Helps.” 45 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 28: Teach categorizing: Words related to rainy and sunny. Children categorize weather words from “In Case of Rain” and other words related to rainy or sunny. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 258–259, p. 21: Guide reading and comprehension: Understand idioms. Children discuss what saved the day means in “Fire!” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 263–264, p. 42: Guide reading and comprehension: Develop vocabulary. Children define what trying to look brave means in “The Super Hiding Spot.” More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 287–288, p. 68: Guide reading and comprehension: Understand idioms. Children discuss what you missed me by a mile means. b) Use titles and pictures. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 148–149, pp. 21–22: Build vocabulary and background. Children discuss the words patch and pinch in the story title “A Patch in a Pinch.” Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 153–154, p. 42: Guide reading and comprehension in small groups: Monitor comprehension (Fix-up tip: Look at the 46 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) pictures). Children figure out what tilted means by looking at a picture. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 176–177, p. 58: Guide reading and comprehension: Understand text features. Children discuss a picture in a thought balloon. Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 5, Going Places! p. 17: Focus on pictures. Children discuss what they learn from pictures in the informational book Going Places! More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 229–230, p. 21: Guide reading and comprehension: Understand vocabulary. Children look at the pictures to understand what scrunch down means. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 252–253, p. 62: Guide reading and comprehension: Use pictures. Children discuss what is happening in a picture from “Rex King’s Visit.” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 261, p. 31: Guide reading and comprehension: Strategy: Monitor comprehension (Fix-up tip: Look at the pictures). Children look at a picture to figure out what Tac means when she says There are rivers in the street in the poem “It Is Hot.” Grade 1 English 47 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lessons 293–294, p. 18: Build vocabulary and background. Children discuss words in the title “The Case of the Mystery Monster.” c) Use information in the story to read words. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 171, p. 32: Guide reading and comprehension: Develop vocabulary. Children discuss the word wiggle in the poem “Super Scrub-a-matic.” Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 176–177, p. 59: Guide reading and comprehension: Develop vocabulary. Children discuss why Lily is puzzled in “In a Pickle.” Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 192–193, p. 54: Guide reading and comprehension: Develop vocabulary. Children determine what unhitched means in “The Foolish Giant.” Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 220–221, p. 54: Guide reading and comprehension: Understand onomatopoeia. Children discuss the meaning of cluck cluck in “The Spingle Spangle Talent Show.” 48 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 243–244, p. 21: Guide reading and comprehension: Develop vocabulary. Children discuss what lickety-split means in “A Super Day at Happy Land.” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 258–259, p. 19: Guide reading and comprehension: Develop vocabulary. Children discuss the word scatter and why people would scatter when a fire truck goes by in “Fire!” More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 297–298, p. 42: Guide reading and comprehension: Understand multiple-meaning Words. Children discuss what an animal’s coat is and another meaning for coat in “Zoo Clue.” More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 1, Games, p. 12: Use context clues. Children discuss what it means to say that some games are very old in Games. d) Use knowledge of sentence structure. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 148–149, p. 25: Guide reading and comprehension in small groups: Understand idioms. Children discuss what quick as a wink means. 49 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 162, pp. 77–78: Review question words. Children identify the correct question word to begin questions about the story “What Can You Get with a Nickel?” Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 192–193, p. 53: Guide reading and comprehension: Understand antonyms. Children learn what clever means because Sal wants to be clever, not foolish, in “The Foolish Giant.” Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 199–200, p. 18: Guide reading and comprehension: Develop vocabulary. Children discuss what Hot Rod means when he says he can still make it to the race in “Kites.” Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 8, Mimi, p. 71: Understand figurative language. Children determine what it means when flames licked the roof in the magazine about Mimi the dog. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 2, pp. 61–62: Give practice with idioms. Children identify the meanings of idioms from “The Wish.” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 261, p. 31: Guide reading and comprehension: Develop vocabulary. Children discuss what Tac hears humming in the poem “It Is Hot.” Grade 1 English 50 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD e) Use knowledge of story structure. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 279–280, p. 30: Guide reading and comprehension: Understand idioms. Children discuss what the mail carrier means when he says “I must be seeing things” in “The Runaway Dragon.” Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 186–187, p. 25: Guide reading and comprehension: Develop vocabulary and draw conclusions. Children discuss why Golly zigzagged up the block and then yapped in “Yuck! Yuck!” Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 220–221, p. 54: Guide reading and comprehension: Understand idioms. Children discuss the meaning of an idiom in “The Spingle Spangle Talent Show.” Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Shoes to Choose, p. 23: Teach comprehension: Recognize patterns in a text. Children discuss how shoes are compared and contrasted in Shoes to Choose. Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 5, Will You Show Me How? p. 17: Focus on the pattern in a text. Children discuss words in the pattern used in the story Will You Show Me How? More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 263–264, p. 41: Guide reading and comprehension: Understand onomatopoeia and text features. 51 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Children discuss the words in capital letters that stand for sounds the storm makes in “The Super Hiding Spot.” More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lessons 293–294: Guide reading and comprehension: Understand idioms. Children discuss what it means when someone lets a joke go too far in “The Case of the Mystery Monster.” More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 10, Paul Bunyan and the Love-Struck Ox, p. 26: Use pictures; develop vocabulary. Children define the word mope and discuss why Babe mopes around in Paul Bunyan and the LoveStruck Ox. More Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 8, Real Horses, p. 22: Develop vocabulary; use context clues. Children discuss how the girls are crazy about horses and what crazy means in Real Horses. f) Reread and self-correct. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 148–149, p. 26: Guide reading and comprehension in small groups: Strategy: monitor comprehension (Fix-up tip: Reread). Children are encouraged to reread parts of a story they may not understand. 52 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 30: Monitor comprehension and use a fix-up tip: Reread. Children are encouraged to reread if they are confused about a word in the text. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236–237, p. 55: Guide reading and comprehension: Strategy: Monitor comprehension (Fix-up tip: Reread). Children reread parts of the story if they do not understand what is happening. Superkids Skill-Building Book, Comprehension, pp. 167–168: Self-monitoring and using fix-up tips. Children use strategies for comprehension, including rereading. Grade 1 English 53 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD 1.8 Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) The student will expand vocabulary. a) Discuss meanings of words in context. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 148–149, p. 26: Guide reading and comprehension in small groups: Develop vocabulary. Children discuss what it means when the latch on Alf’s lunch box goes pop. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 167–168, p. 19: Guide reading and comprehension: Develop vocabulary. Children discuss the word fiddlesticks and what it means at the end of “Fiddlesticks.” Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 186–187, p. 24: Guide reading and comprehension: Use context clues and prior knowledge. Children determine what track means when Golly can track Dominic in “Yuck! Yuck!” Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 29: Use context clues. Children discuss what it means to touch a bubble with a soft touch. 54 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD Adventures of the Superkids Easy Library Teacher’s Guide, Unit 3, Scribbles, p. 13: Use context clues. Children discuss what it meant when the chimp sprang off the pad of paper in Scribbles. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 241, pp. 7–8: Teach homophones you’re and your. Children discuss homophones you’re and your and use them to complete sentences. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249–250, p. 49: Guide reading and comprehension: Understand multiple-meaning words. Children discuss what a basketball fan is and another meaning of the word fan. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 281, pp. 35–36: Review the story and synonyms. Children read words in context from “The Runaway Dragon” and choose synonyms for them. b) Develop vocabulary by listening to and reading a variety of texts. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 161, p. 72: Review story vocabulary. Children match words from “What Can You Get with a Nickel?” to pictures. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 195, p. 66: Guide reading and comprehension: Develop vocabulary. Children discuss the words tramp, tremble, and stamp in the poem “When I Am a Princess.” 55 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 201, p. 23: Review vocabulary from the story. Children discuss words and phrases from “Kites” and match them to pictures. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 4, Pick It Up, p. 41: Reinforce vocabulary from Issue 4. Children discuss words they have read in Pick It Up. Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 4, Swimming, Springing, Splashing, Singing Humpbacks, p. 14: Develop vocabulary. Children discuss what a group of humpback whales is called and what they eat. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 262, p. 34: Review vocabulary from the poem. Children discuss the words simmer and shimmer from “It Is Hot.” More Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 6, Wanted: Fun & Fantastic Jobs, p. 18: Introduce the book and word List. Children learn about some job titles and job descriptions before reading Wanted: Fun & Fantastic Jobs. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 6, Worms, p. 54: Reinforce vocabulary from Issue 6. Children discuss words from the word list for Worms. Grade 1 English 56 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD c) Ask for the meaning of unknown words and make connections to familiar words. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 147, p. 17: Teach nouns and pronouns. Children learn pronouns that take the place of nouns. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 151, p. 34: Build vocabulary and background. Children discuss different meanings of the word patch. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 185, pp. 19–20: Teach describing words and antonyms. Children discuss words related to mean and nice. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 223–224, p. 71: Guide reading and comprehension: Develop vocabulary. Children define the word thrashed using words they know. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 243–244, p. 19: Guide reading and comprehension: Understand synonyms. Children think of synonyms for itty-bitty and tiny. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 260, p. 26: Review categorizing: Words related to fire. Children make a word web of words related to fire and discuss meanings of the words. 57 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 297–298, p. 42: Guide reading and comprehension: Develop vocabulary. Children define the word gentle using words they know. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 2, Making Waves, p. 19: Develop vocabulary. Children define the word glide using words they know. d) Use text clues such as words or pictures to discern meanings of unknown words. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 155, pp. 46–47: Review multiple-meaning words. Children use words and pictures to identify three different meanings of the word patch. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 159–160, p. 69: Guide reading and comprehension in small groups: Develop vocabulary. Children look at a picture to understand what moccasins are. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 167–168, p. 18: Guide reading and comprehension: Develop vocabulary. Children look at the picture to figure out what a pelican is. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 203, p. 31: Guide reading and comprehension: Understand multiple-meaning words. Children discuss what spotted means in 58 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) the poem “Today I Got a Gift.” Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Shoes to Choose, p. 21: Develop vocabulary; Determine important ideas. Children discuss other names they know for tennis shoes. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236-237, p. 55: Guide reading and comprehension: Develop vocabulary. Children look at a picture to help them understand what an inner tube is. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249-250, p. 49: Guide reading and comprehension: Use context clues. Children discuss what the word swish means in “Play Ball.” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 266, p. 58: Ten-Minute Tuck-Ins: Vocabulary and spelling: Homophones. Children use context clues to complete sentences using homophones such as by and buy, their and there, know and no. e) Use vocabulary from other content areas. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 10, p. 51: Ten-Minute Tuck-Ins: Vocabulary: categorizing. Children discuss equipment and special clothing for different sports and sort them into groups. 59 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 161, p. 75: Ten-Minute Tuck-Ins: Vocabulary: Words related to boots and shoes. Children discuss words that name shoe parts and the materials used to make them. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 1, Fix It! p. 16: Reinforce vocabulary from Issue 1. Children discuss what a Space Station is. Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 9, A Visit to a Coral Reef, p. 24: Introduce the Book and Word List. Children discuss what coral is and name different kinds of sea animals that might be in the book. More Adventures of the Superkids Teacher’s Guide Units 1–2, Independent Activities for Units 1 and 2, p. 78: Science: Weather. Children discuss words that describe different kinds of weather. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 272, p. 86: Ten-Minute Tuck-Ins: Vocabulary: Words related to baseball. Children discuss words related to baseball and baseball equipment. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 1, Games, p. 11: Determine important ideas; Compare and contrast. Children name and discuss some games played by children in other lands. Grade 1 English 60 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 5, Hot Stuff, p. 43: Determine important ideas. Children discuss what lava is in Hot Stuff. Grade 1 English 61 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD 1.9 The student will read and demonstrate comprehension of a variety of fictional texts. a) Preview the selection. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 153–154, p. 41: Build vocabulary and background. Children preview “The Patch-it-Up Shop” by looking at the pictures. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 167–168, p. 15: Build vocabulary and background. Children look at the pictures and text features to preview “Fiddlesticks.” Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 186–187, p. 23: Build vocabulary and background. Children look at the pictures to preview “Yuck! Yuck!” Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lessons 213–214, p. 17: Build vocabulary and background. Children preview “The Straw Horse” by looking at the pictures and discussing the story title. 62 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 243–244, pp. 17–18: Build vocabulary and background. Children preview the story “A Super Day at Happy Land” and discuss how it looks like a photo album. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 275–276, p. 10: Build vocabulary and background. Children look at the pictures and discuss the story title to preview “Slumber Party.” More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 287–288, p. 67: Build vocabulary and background. Children preview the pictures and discuss playing tag before reading “That Was Yesterday.” More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 3, Peg-leg Pete Gets the Blues, p. 12: Introduce the book and word list. Children discuss the book title and what they know about pirates to preview Peg-leg Pete Gets the Blues. b) Set a purpose for reading. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 9, p. 46: Guide reading and comprehension. Children set a purpose to find out what Sal keeps in his closet and what happens in “Sal’s Closet.” 63 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 148–149, p. 22: Guide reading and comprehension in small groups. Children read “A Patch in a Pinch” to find out how Sal solves his problem. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 176–177, p. 57: Guide reading and comprehension. Children will read “In a Pickle” to find out what kind of pickle Cass gets into and how she gets out of it. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 192–193, p. 53: Guide reading and comprehension. Children will read “The Foolish Giant” to find out what happens when three Superkids pretend to be fairy tale characters. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 220–221, p. 52: Guide reading and comprehension. Children will read “The Spingle Spangle Talent Show” to find out what happens when the Superkids put on a talent show. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249–250, p. 48: Guide reading and comprehension. Children will read to find out what happens when the Super Hawks play basketball. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 267–268, p. 60: Guide reading and comprehension. Children will read to find out about the Superkids’ garden in “For the Birds.” Grade 1 English 64 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 297–298, p. 40: Guide reading and comprehension. Children will read “Zoo Clue” to find out about Ettabetta’s riddle game. c) Relate previous experiences to what is read. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 171, p. 31: Build vocabulary and background. Children activate their prior knowledge about giving pets a bath before reading “Super Scrub-a-Matic.” Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 179, p. 69: Guide reading and comprehension: Review and discuss the poem: Use prior knowledge. Children suggest activities that Golly might enjoy after reading “Golly Went Sniffing.” Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 186–187, p. 26: Guide reading and comprehension: Review and discuss the story: Connect text to experiences. Children share experiences about getting separated from a parent or caregiver and how they felt about it. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 199–200, p. 16: Guide Reading and Comprehension: Strategy: Use prior knowledge. Children discuss what they know about kites in order to understand Tac’s plan in “Kites.” 65 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 258–259, p. 20: Guide reading and comprehension: Strategy: Use prior knowledge. Children discuss what they know about fires and firefighters as they read “Fire!” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 263–264, p. 43: Review and discuss the story: Connect text to self. After reading “The Super Hiding Spot,” children discuss a time they were scared. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 284–285, p. 55: Guide reading and comprehension: Strategy: Use prior knowledge. Children think about their own experiences learning something new to understand how Hot Rod feels in “The Lesson.” More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 297–298, p. 40: Guide reading and comprehension: Strategy: Use prior knowledge. Children use what they already know to solve the animal riddles in “Zoo Clue.” d) Make and confirm predictions. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 167–168, p. 17: Guide reading and comprehension: Make predictions. Children predict what will happen next in the story “Fiddlesticks.” 66 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 183–184, p. 14: Guide reading and comprehension: Strategy: Generate questions (make and confirm predictions). Children ask questions to make predictions about what will happen next in “The Monster Under the Bus.” Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 207–208, p. 56: Guide reading and comprehension: Confirm predictions. Children discuss their prediction in “Golly Helps.” Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 3, Benjamin’s Octopus, p. 12: Make predictions. Children predict what will happen when Benjamin wakes up from his dream in the fantasy story Benjamin’s Octopus. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 242, p. 12: Teach phonics: Long-vowel trickers. Children make predictions about what will happen when the Superkids visit Happy Land in the next Reader story. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249–250, p. 51: Guide reading and comprehension: Confirm predictions. Children discuss if their predictions were correct about the Superkids playing basketball with the Super Hawks in “Play Ball.” Grade 1 English 67 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD e) Ask and answer who, what, when, where, why, and how questions about what is read. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 270–271, p. 79: Guide reading and comprehension: Strategy: Generate questions (make predictions). Children ask questions about what might happen next in “The Lost Mitt.” More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 7, Sultana’s Sandals, p. 20: Make and confirm predictions. Children predict what will happen to Sultana’s sandals and then confirm their predictions. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 153–154, p. 43: Guide reading and comprehension in small groups: Review and discuss the story: Compare texts. Children discuss why Doc could solve her own problem in “The Patch-it-Up Shop” while Sal could not solve his problem by himself in “A Patch in a Pinch.” Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 185, p. 18: Check comprehension. Children answer questions about the story “The Monster Under the Bus.” Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 207–208, p. 58: Guide reading and comprehension: Review and discuss the story. Children discuss the story “Golly Helps” by answering questions. 68 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 223–224, p. 69: Guide reading and comprehension: Strategy: Generate questions (determine important ideas). Children ask questions to understand what is happening in “Buster.” More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 252–253, p. 63: Teach determining cause and effect. Children discuss cause-and-effect relationships in “Rex King’s Visit” by asking what happened and why. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 267–268, p. 63: Guide reading and comprehension: Strategy: Generate questions (determine important ideas). Children are encouraged to ask questions to better understand “For the Birds.” More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 279–280, pp. 32–33: Review drawing conclusions. Children ask and answer questions that helped them draw conclusions in “The Runaway Dragon.” More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lessons 293–294, p. 23: Review plot: Problem and solution. Children discuss the plot in “The Case of the Mystery Monster.” Grade 1 English 69 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD f) Identify characters, setting, and important events. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 148–149, p. 27: Teach plot: Problem and solution. Children discuss the problem and solution in “A Patch in a Pinch.” Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 159–160, p. 69: Teach understanding characters. Children discuss the characters in “What Can You Get with a Nickel?” Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lessons 213–214, p. 20: Teach setting. Children discuss the importance of the setting in “The Straw Horse.” Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 9, Jill the Pill, p. 25: Focus on characters. Children discuss the relationship between Robin and her sister Jill in Jill the Pill. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236–237, p. 59: Teach understanding setting. Children describe the setting in “The Wish” and why it is important to the story. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 252–253, p. 60: Guide reading and comprehension: Determine important ideas. Children discuss Rex King and the Grand Land Contest in “Rex King’s Visit.” 70 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 287–288, p. 71: Review understanding characters. Children discuss the feelings of Frits, Alf, and the other Superkids in “That Was Yesterday.” More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 5, Meg in the Middle, p. 17: Focus on understanding characters. Children discuss Meg’s feelings and how they change throughout Meg in the Middle. g) Retell stories and events, using beginning, middle, and end. Grade 1 English Welcome Back, Superkids Library Teacher’s Guide, Book 5, Doc’s Costume Contest, p. 15: Focus on retelling a story. Children retell Doc’s Costume Contest in their own words. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 167–168, p. 20: Review plot: Problem and solution. Children discuss problems and solutions by retelling several stories in their Readers. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 199–200, p. 19: Teach recognizing plot: Beginning, middle, and end. Children retell “Kites” by explaining the beginning, middle, and end of the story. 71 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 201, pp. 24–25: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children use a graphic organizer to write sentences that tell the beginning, middle, and end of “Kites.” More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 238, p. 64: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children retell “The Wish” in their own words. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 251, p. 57: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children fill out a story structure chart and use it to retell “Play Ball.” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 267–268, pp. 66–67: Review recognizing plot: Beginning, middle, end. Children complete a story structure chart to retell the beginning, middle, and end of “For the Birds.” More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 286, p. 65: Ten-Minute Tuck-Ins: Comprehension: Summarize and retell. Children complete a story structure chart to help them retell the beginning, middle, and end of “The Lesson.” Grade 1 English 72 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD h) Identify the main idea or theme. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Welcome Back, Superkids Library Teacher’s Guide, Book 2, Don’t Quit, Frits, p. 9: Discuss the book after reading it: Understand a story’s lesson. Children discuss the lesson that the book teaches. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 217, p. 36: Teach understanding a play’s lesson. Children discuss the lesson taught in the play “The Contest” and other popular fables. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 226, pp. 82–83: Review identifying a story’s lesson. Children recall stories in their Reader and determine the lessons taught in the stories. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 226, p. 85: Ten-Minute Tuck-Ins: Comprehension: Understand a story’s lesson. Children review stories they have read or heard and discuss the lessons the stories teach. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 243–244, pp. 22–23: Teach identifying main idea and supporting details. Children complete a graphic organizer to identify the main idea and supporting details of “A Super Day at Happy Land.” 73 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 284–285, p. 58: Teach identifying a story’s lesson. Children discuss what “The Lesson” and other stories teach about how to act and treat others. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 297–298, p. 45: Review identifying main idea and supporting details. Children complete a graphic organizer to identify the main idea and supporting details in “Zoo Clue.” More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 300, pp. 54–55: Review identifying lessons that stories teach. Children identify the different lessons taught in many stories they have read in their Readers. i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 159–160: Teach fluency. Children read aloud with expression from “What Can You Get with a Nickel?” Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 179, p. 69: Teach fluency. Children read aloud the poem “Golly Went Sniffing” with appropriate rhythm. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 192–193, p. 58: Teach fluency. Children read aloud dialogue with expression from “The Foolish Giant.” 74 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 220–221, pp. 58-59: Teach fluency. Children read aloud with expression from “The Spingle Spangle Talent Show.” More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236–237, p. 59: Teach fluency. Children practice reading aloud with expression from “The Wish.” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 263–264, p. 44: Teach fluency. Children practice reading aloud with expression from “The Super Hiding Spot.” More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 270–271, p. 81: Teach Fluency. Children read aloud with expression from “The Lost Mitt.” More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 4, Gus, the Duck-Billed Platypus, p. 15: Independent Activities. Children read aloud Gus, the Duck-Billed Platypus, a book with rhyming words and patterns. Grade 1 English 75 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD 1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Preview the selection. Grade 1 English Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Shoes to Choose, p. 18: Introduce Issue 2. Children discuss the title and subtitle for the magazine Shoes to Choose. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 6, Castle, p. 51: Introduce Issue 6, p. 51: Children discuss the picture on the cover and the title of the magazine Castle. Adventures of the Superkids Easy Library Teacher’s Guide, Unit 7, Caves, p. 20: Introduce the book and word list. Children discuss the title and look at the pictures before reading Caves. Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 2, What is a Fossil? p. 10: Introduce the book and word List. Children read the title and discuss the front cover before reading What is a Fossil? 76 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, p. 71: Give practice reading memory words and directions. Children read the title and discuss what “How to Plant Carrots” teaches. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 3, America’s Parks, p. 24: Introduce Issue 3. Children read the title and discuss the cover to preview America’s Parks. More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 6, Where We Live, p. 19: Introduce the book and word list. Children read the title and look at the photographs to preview Where We Live. More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 3, Animals of Africa, p. 12: Introduce the book and word list. Children read the title and locate Africa on a map or globe before reading Animals of Africa. b) Use prior and background knowledge as context for new learning. Grade 1 English Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 1, Fix It! p. 10: Activate prior knowledge. Children discuss astronauts and outer space before reading Fix It! Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Lost! p. 43: Activate prior knowledge. Children discuss times they have lost things before reading Lost! 77 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 7, Vroom! p. 59: Activate prior knowledge. Children discuss what they know about race cars and car racing before reading Vroom! Adventures of the Superkids Easy Library Teacher’s Guide, Unit 5, Let’s Have Lunch, pp. 16–17: Use pictures and prior knowledge. Children discuss chopsticks and other ways to pick up food to eat in Let’s Have Lunch. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 277, p. 18: Build vocabulary and background. Children activate prior knowledge by discussing the title and previewing the pictures before reading “Making Stars.” More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 1, Games, p. 9: Activate prior knowledge. Children discuss games they like to play before reading Games. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 4, Muscles, p. 33: Use prior knowledge. Children discuss how muscles are like stretchy bands in Muscles. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 7, Night Life, p. 57: Use prior knowledge. Children discuss how the police protect people and keep them safe in Night Life. Grade 1 English 78 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD c) Set a purpose for reading. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 26: Introduce Issue 3. Children discuss what they want to learn about bubbles before reading the magazine Bubbles. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 6, Castle, p. 51: Introduce Issue 6. Children discuss what they think they will learn by reading Castle. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 8: Mimi, p. 67: Activate prior knowledge. Children discuss what they think a dog could do to save a family from a burning home to set a purpose for reading Mimi. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 9, Wild Horses, p. 75: Introduce Issue 9. Children discuss what they think Wild Horses will be about before reading the magazine. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 277, p. 18: Guide reading and comprehension. Children will read the directions in “Making Stars” to learn how to make stars that shine indoors. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 5, Hot Stuff, p. 40: Introduce Issue 5. Children determine how many hot things they will learn about in Hot Stuff. 79 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 8, Friends and Fights, p. 65: Introduce Issue 8. Children will read Friends and Fights for tips on what to do when you don’t agree with a friend. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 9, Library Detective, p. 73: Introduce Issue 9. Children discuss what they will learn by reading Library Detective. d) Identify text features such as pictures, headings, charts, and captions. Grade 1 English Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 27: Understand pictures and diagrams. Children discuss a photograph and a diagram of a boy blowing a bubble in Bubbles. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Lost! p. 43: Understand text features. Children discuss the heading on a page in the magazine Lost! Adventures of the Superkids Easy Library Teacher’s Guide, Unit 2, Rockets, p. 11: Focus on labels for pictures. Children discuss the labels that tell about the pictures in Rockets. Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 9, A Visit to a Coral Reef, p. 24: Understand diagrams and captions. Children discuss the diagram of a coral in A Visit to a Coral Reef. 80 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Daily Writing Time, Unit 5, Lesson 262: Getting more information for your book. Children preview features of nonfiction books to find research sources for their informational writing. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, pp. 50–51: Writing Time: Taking notes for an animal report. Children use text features in nonfiction books to help them do research about an animal. More Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 9, On the Roof of the World, p. 25: Focus on text features: Captions. Children discuss captions and how they help readers understand On the Roof of the World. Superkids Skill-Building Book, Comprehension, pp. 175–176: Recognizing nonfiction text features. Children recognize text features such as headings and captions. e) Make and confirm predictions. Grade 1 English Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 1, Fix It! p. 11: Preview and predict: Use pictures. Children predict what the people in a picture are going to do in Fix It! Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 8, Mimi, p. 69: Generate questions to make and confirm predictions. Children ask questions about what will happen next in Mimi. 81 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 10, Homer, p. 88: Confirm predictions. Children confirm their predictions that Homer will find his way back to the museum. Adventures of the Superkids Easy Library Teacher’s Guide, Unit 9, Maple Syrup, p. 25: Understand steps in a process; make predictions. Children predict what the family will do with the syrup they make in Maple Syrup. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 4, Muscles, p. 33: Make Predictions. Children look at a picture and predict what the page will be about in Muscles. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 5, Hot Stuff, p. 41: Make Predictions. Children predict what the next page will be about in Hot Stuff. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 7, Night Life, p. 57: Make Predictions. Children predict what they will read about next in Night Life. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 9, Library Detective, p. 74: Make predictions. Children predict what the boy in Library Detective will do next. Grade 1 English 82 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD f) Ask and answer who, what, where, when, why, and how questions about what is read. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Welcome Back, Superkids Library Teacher’s Guide, Book 1, Strum! Hum! Play a Drum! pp. 6–7: Guide reading as needed. Children answer questions to discuss Strum! Hum! Play a Drum! Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 4, Pick It Up, p. 37: Determine important ideas. Children discuss a big magnet that picks up metal scraps in Pick It Up. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 6, Castle, p. 56: Teach comprehension: Understand an author’s purpose. Children discuss why the author wrote Castle and what they learned from the book. Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 6, Which Animal Is Which? p. 18: Compare and contrast. Children discuss how ducks and geese are similar and different in Which Animal Is Which? More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, p. 71: Give practice reading memory words and directions. Children discuss what they learned about planting carrots in “How to Plant Carrots.” More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 277, pp. 18–19: Guide reading and comprehension. Children answer questions about the article “Making Stars.” 83 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 3, America’s Parks, p. 29: Teach comprehension: Author’s reasoning. Children discuss what the author of America’s Parks wants the readers to learn. More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 3, Animals of Africa, pp. 12–13: Guide reading as needed. Children answer questions to discuss Animals of Africa. g) Identify the main idea. Grade 1 English Welcome Back, Superkids Library Teacher’s Guide, Book 3, A Pet’s Best Pal, p. 11: Focus on main idea and details. Children determine the main idea of A Pet’s Best Pal and recall some details. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Lost! p. 48: Teach comprehension: Recognize main idea and details. Children identify the main idea and some supporting details in Lost! Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 3, Puppets, p. 13: Focus on main idea and details. Children discuss the main ideas on several pages in Puppets. Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 2, What Is a Fossil? p. 11: Discuss the book after reading it: Determine main idea and supporting details. Children discuss the main idea of the book What Is a Fossil? 84 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 2, Making Waves, p. 21: Teach comprehension: Main idea and details. Children identify the main idea and some supporting details of Making Waves. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 8, Friends and Fights, p. 69: Identify main idea. Children identify the main idea of Friends and Fights. More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 6, Where We Live, p. 19: Focus on main idea and details. Children create a graphic organizer to identify the main idea and details in Where We Live. More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 10, Shall We Dance? p. 27: Focus on main idea and details. Children identify main ideas and supporting details in Shall We Dance? h) Read and reread familiar passages with fluency, accuracy, and meaningful expression. Grade 1 English Welcome Back, Superkids Library Teacher’s Guide, Book 6, Cluck! p. 17: Independent Activities. Children reread the book Cluck! several times for fluency practice. Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 33: Independent activities. Children reread all or part of Bubbles to build fluency. 85 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 7, Vroom! p. 65: Independent Activities. Children reread Vroom and can follow along with the CD if they wish. Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 8, We Like Mud, p. 23: Independent activities. Children reread We Like Mud several times for fluency practice. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 277, p. 20: Teach fluency. Children practice reading aloud at an appropriate rate from the article “Making Stars.” More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 5, Hot Stuff, p. 46: Independent activities. Children reread Hot Stuff to build fluency. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 10, Who’s Who? p. 89: Independent activities. Children read part or all of Who’s Who? to build fluency. More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 9, Top Hats, p. 25: Independent activities. Children reread Top Hats for fluency practice. Grade 1 English 86 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD 1.11 The student will use simple reference materials. a) Use knowledge of alphabetical order by first letter. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 6, p. 34: Ten-Minute Tuck-Ins: Phonics and study skills: Make a picture dictionary. Children review alphabetical order and create a picture dictionary using each letter. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 166, p. 12: Teach alphabetical order. Children review letters of the alphabet and arrange some of their Memory Words in alphabetical order. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 166, p. 13: Ten-Minute Tuck-Ins: Study skills: Alphabetical order. Children work as a group to arrange word cards in alphabetical order. Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 195: Organizing a class book. Children look at reference materials that are organized in alphabetical order. 87 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 10, Insect Pets, p. 27: Focus on an index. Children discuss the index found at the end of Insect Pets and use alphabetical order to locate entries. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, pp. 49–50: Teach dictionary skills. Children review alphabetical order before looking up words in a dictionary. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, p. 52: Ten-Minute Tuck-Ins: Study skills: Alphabetical order. Children use flash cards of Memory Words and put them in alphabetical order. Superkids Skill-Building Book, Vocabulary, pp. 151–152: Understanding alphabetical order. Children put words in alphabetical order. b) Use a picture dictionary to find meanings of unfamiliar words. Grade 1 English More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, pp. 49–50: Teach dictionary skills. Children look up words in a dictionary. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, p. 52: Ten-Minute Tuck-Ins: Research and study skills: Find words in a dictionary. Children take turns looking up words in a dictionary. 88 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 9–10, Independent activities for Units 9 and 10, p. 63: Research and study skills: Alphabetizing and using a dictionary. Children put a list of words in alphabetical order and look them up in a dictionary. Superkids Skill-Building Book, Vocabulary, pp. 152-153: Using a dictionary. Children use a dictionary to find the meanings of words. Grade 1 English 89 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD 1.12 Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) The student will print legibly. a) Form letters accurately. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 1, p. 9: Review phonics: Dd/d/, Cc/k/, Oo/o/, Gg/g/, Aa/a/. Children write letters that correspond to pictures using proper letter formation. Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 2, p. 12: Daily Routines: Handwriting. Children practice handwriting by copying letters and words. Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 5, p. 27: Review phonics: Nn/n/, Mm/m/, Pp/p/, Vv/v/, Ww/w/. Children write letters that correspond to pictures and use correct letter formation. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 178, p. 62: Daily Routines: Handwriting. Children practice handwriting skills by copying sentences. Adventures of the Superkids Daily Writing Time, Unit 10, Lessons 223–224: Focus on mechanics. Children discuss the features of good handwriting and use good handwriting to publish a story. 90 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 26: Daily Routines: Handwriting. Children practice handwriting by copying sentences. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 286, p. 60: Daily Routines: Handwriting. Children practice handwriting by copying sentences. Superkids Skill-Building Book, Letters, p. 50: Improving legibility. Children practice making handwriting more legible. b) Space words within sentences. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 147, p. 14: Daily Routines: Handwriting. Children copy sentences correctly. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 188, p. 28: Daily Routines: Handwriting. Children practice handwriting by copying sentences. Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 194: Focus on handwriting. Children discuss features of good handwriting, including proper spacing, as they write for a class book. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 225, pp. 77–78: Writing Time: Writing process: Publish. Children publish their own picture books by copying sentences carefully. 91 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 255, p. 70: Daily Routines: Handwriting. Children practice handwriting by copying sentences. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 282, p. 41: Daily Routines: Handwriting. Children use proper spacing when copying sentences. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 295, p. 28: Writing Time: Writing process: Publish a story. Children write final copies of their stories and space words correctly in sentences. c) Use the alphabetic code to write unknown words phonetically. Grade 1 English Adventures of the Superkids Daily Writing Time, Unit 1, Lessons 148–149: Focus on spelling. Children encode words with letter-sounds they have been taught. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 173, p. 40: Give encoding practice. Children listen to a CD and encode words to complete a song. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 181, p. 77: Give practice writing sentences: Pleasant’s Pointers. Children are encouraged to try and spell encodable words in their writing. 92 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 204, pp. 35–36: Give practice encoding rhyming words. Children encode rhyming words to complete a poem. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 232, p. 34: Ten-Minute Tuck-Ins: Encoding: Words with ai and ay. Children use either ai or ay to complete words. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 248, p. 46: Ten-Minute Tuck-Ins: Encoding: Words with all and aw. Children spell words with all and aw on a word ladder. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 262, p. 36: Writing Time: Pattern poem about weather. Children write a poem about weather and use correct spelling of words that they can encode. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, p. 10: Daily Routines: Dictation and Spelling. Children spell words and sentences that are dictated. Grade 1 English 93 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD 1.13 Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) The student will write to communicate ideas for a variety of purposes. a) Generate ideas. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 185, p. 20: Writing Time: Plan a character. Children generate ideas to plan a character for a future story. Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 190: Listing topics you know a lot about. Children list topics they know in order to write facts about them. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 201, pp. 23–24: Writing Time: Plan a problem-andsolution story. Children generate ideas and make a plan for a story they will write. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 216, p. 31: Writing Time: Writing process: Plan a story. Children generate ideas and plan a problem-and-solution story. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 62, pp. 62–63: Writing Time: Sentences about a personal wish. Children generate ideas to write about a personal wish they have. 94 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Daily Writing Time, Unit 5, Lesson 256: Choosing a topic for your informational book. Children brainstorm topics for an informational book they will write. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 260, p. 27: Writing Time: Thank-you note. Children generate ideas to include in a thank-you note to a community helper. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 286, p. 64: Writing Time: Writing process: Plan a story. Children generate ideas and make a plan for an imaginative story they will write. b) Focus on one topic. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 4, pp. 24–25: Writing Time: Sentences about a TV show. Children draw a picture and write sentences about a TV show. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 164, p. 88: Writing Time: Riddles. Children choose an animal and write a riddle about it. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 180, p. 73: Writing Time: Pattern poem with sensory words. Children choose a subject and write a poem about it using words related to the five senses. 95 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 29: Writing Time: Directions. Children write directions for a project or game. More Adventures of the Superkids Daily Writing Time, Unit 1, Lessons 229–230: Listing topics for how-to texts. Children list topics for a how-to text and choose one to write about. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, pp. 72–73: Writing Time: Labeled diagrams. Children make diagrams with labels about something they know. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, pp. 50-51: Writing Time: Taking notes for an animal report. Children choose an animal to research and write a report about. c) Revise by adding descriptive words when writing about people, places, things, and events. Grade 1 English Adventures of the Superkids Daily Writing Time, Unit 1, Lesson 150: Adding to your picture and words. Children add details to their pictures and stories. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 185, p. 20: Writing Time: Plan a character. Children are encouraged to use describing words when planning a new character for a story. 96 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 206, p. 50: Writing Time: Revise a problem-and-solution story. Children revise a draft of their problem-and-solution stories to add details. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 210, p. 67: Give practice writing about a main idea. Children write descriptions about how to be a pest and how to be a helper and are encouraged to add details. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 222, pp. 63–64: Writing Time: Writing process: Revise. Children revise and edit a draft of their problem-andsolution story. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 248, pp. 44–45: Writing Time: Writing process: Revise a personal narrative. Children revise their personal narratives to add more details. More Adventures of the Superkids Daily Writing Time, Unit 8, Lesson 286: Revising and editing a draft. Children revise their fiction stories by adding details. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, pp. 14-15: Writing Time: Writing process: Revise a story. Children revise their story drafts to add more details. Grade 1 English 97 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD d) Use complete sentences in final copies. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 15, p. 72: Writing Time: Sentences about being like the Superkids. Children write complete sentences explaining which Superkids they are most like and why. Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 150, pp. 31–32: Writing Time: Sentences about an event. Children write complete sentences to explain how a cat is rescued from a tree. Adventures of the Superkids Daily Writing Time, Unit 1, Lesson 156: Checking for complete sentences. Children review the features of a complete sentence and check their stories to make sure their sentences are complete. Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 178, p. 65: Writing Time: Sentences about a problem and solution. Children write complete sentences to explain a problem and how the problem was solved. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 235, pp. 49-50: Writing Time: Messages with advice. Children write sentences that give advice similar to messages in fortune cookies. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 251, p. 56: Writing Time: Writing process: Publish a personal narrative. Children use complete sentences in their published personal narratives. 98 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD e) Begin each sentence with a capital letter and use ending punctuation in final copies. Grade 1 English Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 260, p. 27: Writing Time: Thank-you note. Children use complete sentences in thank-you notes to community helpers. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 273, p. 89: Give writing practice with -ly adverbs. Children write complete sentences about activities they can do. Adventures of the Superkids Daily Writing Time, Unit 2, Lesson 158: Focus on mechanics: Children use correct capitalization and end punctuation when writing questions. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 189, pp. 35–36: Writing Time: A story about a character. Children edit sentences to use correct capitalization and punctuation in their stories. Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 210, p. 67: Give practice writing about a main idea. Children write sentences about being a pest or a helper and use correct capitalization and punctuation. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 225, pp. 77-78: Writing Time: Writing process: Publish. Children publish a picture book and use correct capitalization and punctuation in the final copies. 99 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 238, pp. 62–63: Writing Time: Sentences about a personal wish. Children use correct capitalization and punctuation in their sentences about a personal wish. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 251, p. 56: Writing Time: Writing process: Publish a personal narrative. Children copy sentences carefully and make sure each sentence has correct capitalization and punctuation in their personal narratives. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 278, p. 24: Writing Time: Directions with sequence words. Children write sentences and use correct capitalization and punctuation in their directions for a simple task. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 300, pp. 56–57: Writing Time: An animal report. Children write their animal reports using correct capitalization and punctuation. f) Use correct spelling for commonly used sight words and phonetically regular words in final copies. Grade 1 English Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 10, p. 50: Writing Time: Sentences about a new snack. Children write sentences to describe a snack and use correct spelling for words they should be able to spell and approximations for other words. 100 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 170, pp. 28–29: Writing Time: Sentences about connected events. Children write sentences about connected events and use correct spellings. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 195, p. 68: Writing Time: Sentences about being a character. Children use correct spelling in their sentences about being a princess, knight, or giant. Adventures of the Superkids Daily Writing Time, Unit 10, Lesson 222: Focus on mechanics. Children use a word wall to help them spell words correctly in their writing. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 233, p. 38: Writing Time: List of things to do. Children use correct spelling for words they should know in their list of things to do on a rainy day. More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 255, p. 72: Give practice writing about a TV show. Children write opinions about a TV show and use correct spelling for words they can encode. More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, pp. 72–73: Writing Time: Labeled diagrams. Children use correct spelling for their labeled diagrams. Grade 1 English 101 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 281, p. 37: Give practice writing a story with sequence words. Children edit their stories for correct spelling of Memory Words and words they can encode. g) Share writing with others. Grade 1 English Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 155, p. 48: Writing Time: Shop signs. Children make a sign for Doc’s Patch-it-Up Shop and share it with the class. Adventures of the Superkids Daily Writing Time, Unit 4, Lesson 181: Sharing opinions respectfully. Children share their opinion books with partners. Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 191, pp. 48–49: Writing Time: Dialogue between characters. Children write a story including dialogue between two characters and read their stories to the class. Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 225, pp. 77–78: Writing Time: Writing process: Publish. Children read their published picture books to an audience. More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 29: Writing Time: Directions. Children display their directions or make them into a book for others to read. 102 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning STANDARD Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) More Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 273: Publishing and sharing informational books. Children share their informational books with partners. More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 281, p. 37: Give practice writing a story with sequence words. Children write stories and share them with others. More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 295, p. 28: Writing Time: Writing Process: Publish a story. Children publish their picture books and read them aloud to the class. Grade 1 English 103 of 104 Virginia Department of Education 2012 English Textbook and Instructional Materials Correlation to the 2010 Grade 1 English Standards of Learning and Curriculum Framework Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4 2010 Grade 1 English Standards of Learning Correlation: Must address both the standards and the curriculum framework. Use page number and SE for Student Edition or CT for Core Technology. (Identify no more than 8 correlations.) STANDARD 1.14 The student will use available technology for reading and writing. Grade 1 English Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 195: Focus on digital tools. Children use computer software to create a book cover for a class book. Adventures of the Superkids Daily Writing Time, Unit 8, Lesson 210: Writing and sending an e-mail message. Children use a computer to write and send an e-mail message. More Adventures of the Superkids, Unit 5, Lesson 262: Focus on digital tools. Children use the Internet to do research for an informational book. More Adventures of the Superkids Super-Duper MiniMagazine Teacher’s Guide, Issue 10, Who’s Who? p. 89: CrossCurriculum Connection: Science. Children may use a search engine such as kidrex.org to find out information about mammals. 104 of 104 Virginia Department of Education 2012
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