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