(1.1) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. 

The student is expected to: 
(A) compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models; 
(B) create sets of tens and ones using concrete objects to describe, compare, and order whole numbers; 
(C) use words and numbers to describe the values of individual coins such as penny, nickel, dime, and quarter and their relationships; and 
(D) read and write numbers to 99 to describe sets of concrete objects. 

Interactive Student
(A) Number Line Express from Harcourt Math
(A) Carnival Cars from Harcourt Math
(A) 123Order
(A) Mend the Number Square (Hundreds Chart)
(B) Recognizing numbers to 10
(B) Recognizing numbers to 20

(B) Rm. 108 Don't Wet the Bear
(D) Squigly's Apples
(D) Snakes and Ladders
(D) Missing Numbers
(D) Words for Numbers

Interactive Teacher
(A) Before and After

(B) Base 10 Games
(B) Grouping 10s 
(B) Recognizing numbers to 10
(B) Recognizing numbers to 20
(B) Base Blocks

(B) Counting to 100 (using 10s and 1s)
(C) Spending Spree

(1.2) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects. 

The student is expected to: 
(A) share a whole by separating it into equal parts and use appropriate language to describe the parts such as three out of four equal parts; and 
(B) use appropriate language to describe part of a set such as three out of the eight crayons are red. 

Interactive Student
(A) Fraction Flag

Interactive Teacher
(A) Pizza Party

(1.3) Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations.

The student is expected to: 
(A) model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences; and 
(B) learn and apply basic addition facts (sums to 18) using concrete models. 

Interactive Student
(A) Add 'Em Up
(A) Take It Away
(A) Count Us In, Game 8: Bowling Subtraction
(B) Math Dojo
(B) Minus Mission
(B) Cyber Challenge - Addition
(B) Math Baseball -1 or 2 player 
(B) MathAdds
(B) Pinball Subtraction
(B) Pinball Addition
(B) Test the Toad
(B) Build the Train
(B) Alien Addition
(B) Math Facts
(B) Math Popper

Interactive Teacher
(B) Addition Surprise from Harcourt Math

(1.4) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions.

The student is expected to: 
(A) identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems; and 
(B) use patterns to skip count by twos, fives, and tens. 

Interactive Student
(A) Pattern Mania

(A) Color Patterns
(A) Simon Says
(B) The Counting Game
(B) Counting by Tens

(B) Skip Counting

Interactive Teacher
(B) Skip Calculator

(1.5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. 

The student is expected to: 
(A) find patterns in numbers, including odd and even; 
(B) compare and order whole numbers using place value; and 
(C) identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 - 2 = 3, and 5 - 3 = 2. 

Interactive Student

(C) Inverse Relationships

Interactive Teacher
 

(1.6) Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids. 

The student is expected to: 
(A) describe and identify objects in order to sort them according to a given attribute using informal language; 
(B) identify circles, triangles, and rectangles, including squares, and describe the shape of balls, boxes, cans, and cones; and 
(C) combine geometric shapes to make new geometric shapes using concrete models. 
(D) identify and isolate the initial and final sound of a spoken word (K-1)

Interactive Student
(B) Shape Sorter
(C) Virtual Pattern Blocks
(D) The ABC Game

Interactive Teacher
(B) Sammy's Shapes
 

(1.7)Measurement. The student uses nonstandard units to describe length, weight, and capacity. 

The student is expected to: 
(A) estimate and measure length, capacity, and weight of objects using nonstandard units; and 
(B) describe the relationship between the size of the unit and the number of units needed in a measurement. 

Interactive Student
(A) Hop to It

Interactive Teacher

(1.8)Measurement. The student understands that time and temperature can be measured.

(A) recognize temperatures such as a hot day or a cold day; 
(B) describe time on a clock using hours and half hours; and 
(C) order three or more events by how much time they take. 

Interactive Student
(B)Watchdog 
(B) What Time Is It? 
(B) Count Us In, Game 10: Memory Game
(B) Clockworks (basic)

Interactive Teacher
 

(1.9) Probability and statistics. The student displays data in an organized form.

The student is expected to: 
(A) collect and sort data; and 
(B) use organized data to construct real object graphs, picture graphs, and bar-type graphs. 

Interactive Student

Interactive Teacher

(1.10) Probability and statistics. The student uses information from organized data. 

The student is expected to: 
(A) draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs; and 
(B) identify events as certain or impossible such as drawing a red crayon from a bag of green crayons. 

Interactive Student

Interactive Teacher

(1.11) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

The student is expected to: 
(A) identify mathematics in everyday situations; 
(B) use a problem-solving model, with guidance as needed, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; 
(C) select or develop an appropriate problem- solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and 
(D) use tools such as real objects, manipulatives, and technology to solve problems. 

Interactive Student

Interactive Teacher
(C) Mathstories.com

(D) Interactive Abacus

(1.12) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language.

The student is expected to: 
(A) explain and record observations using objects, words, pictures, numbers, and technology; and 
(B) relate informal language to mathematical language and symbols. 

Interactive Student
(B) The Number Game

Interactive Teacher

(1.13) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world.

The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology. 

(1.1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures.

The student is expected to: 
(A) demonstrate safe practices during classroom and field investigations; and
(B) learn how to use and conserve resources and materials.

Interactive Student

Interactive Teacher

(1.2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom.

The student is expected to: 
(A) ask questions about organisms, objects, and events;
(B) plan and conduct simple descriptive investigations;
(C) gather information using simple equipment and tools to extend the senses;
(D) construct reasonable explanations and draw conclusions; and
(E) communicate explanations about investigations.

Interactive Student

Interactive Teacher

(1.3) Scientific processes. The student knows that information and critical thinking are used in making decisions.

The student is expected to: 
(A) make decisions using information;
(B) discuss and justify the merits of decisions;
and
(C) explain a problem in his/her own words and identify a task and solution related to the problem.

Interactive Student

Interactive Teacher

(1.4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured.

The student is expected to: 
(A) collect information using tools including hand lenses, clocks, computers, thermometers, and balances;
(B) record and compare collected information; and
(C) measure organisms and objects and parts of organisms and objects, using non-standard units such as paper clips, hands, and pencils.

Interactive Student

Interactive Teacher

(1.5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. 

The student is expected to: 
(A) sort objects and events based on properties and patterns; and
(B) identify, predict, and create patterns including those seen in charts, graphs, and numbers.

Interactive Student

Interactive Teacher

(1.6) Science concepts. The student knows that systems have parts and are composed of organisms and objects.

The student is expected to: 
(A) sort organisms and objects according to their parts and characteristics;
(B) observe and describe the parts of plants and animals;
(C) manipulate objects such as toys, vehicles, or construction sets so that the parts are separated from the whole which may result in the part or the whole not working; and
(D) identify parts that, when put together, can do things they cannot do by themselves, such as a working camera with film, a car moving with a motor, and an airplane flying with fuel.

Interactive Student
(A) Am I an Insect? [in Spanish]
(B) Classifying Critters
(B) Build a Bug [in Spanish]
 

Interactive Teacher
(A) Plant Parts Salad
(B) Let's talk about insects [in Spanish]

(1.7) Science concepts. The student knows that many types of change occur.

The student is expected to: 
(A) observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement;
(B) identify and test ways that heat may cause change such as when ice melts;
(C) observe and record changes in weather from day to day and over seasons; and
(D) observe and record changes in the life cycle of organisms.

Interactive Student
(C) Seasons

Interactive Teacher

(1.8)Science concepts. The student distinguishes between living organisms and nonliving objects.

The student is expected to: 
(A) group living organisms and nonliving objects; and
(B) compare living organisms and nonliving objects.

Interactive Student
(A) Plants and Animals
(A) Plant Maker

Interactive Teacher
(B) Needs of Living Things

(1.9)Science concepts. The student knows that living organisms have basic needs.

The student is expected to: 
(A) identify characteristics of living organisms that allow their basic needs to be met; and
(B) compare and give examples of the ways living organisms depend on each other for their basic needs.

Interactive Student

Interactive Teacher

(1.10) Science concepts. The student knows that the natural world includes rocks, soil, and water.

The student is expected to: 
(A) identify and describe a variety of natural sources of water including streams, lakes, and oceans;
(B) observe and describe differences in rocks and soil samples; and
(C) identify how rocks, soil, and water are used and how they can be recycled.

Interactive Student

Interactive Teacher

(1.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. 

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3); 
(B) respond appropriately and courteously to directions and questions (K-3); 
(C) participate in rhymes, songs, conversations, and discussions (K-3); 
(D) listen critically to interpret and evaluate (K-3); 
(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and 
(F) identify the musical elements of literary language such as its rhymes or repeated sounds (K-1). 

Interactive Student
(A,D,E) Paul Bunyan
(A,D,E) Faithful John
(A,D,E) The Leaping Match
(A,D,E) Go4English stories

(D) What's in the Bag

(F) Cream Cake Mystery

Interactive Teacher
(C) Create your Scenario

(1.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. 

The student is expected to: 
(A) connect experiences and ideas with those of others through speaking and listening (K-3); and 
(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3). 

Interactive Student

(1.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. 

The student is expected to: 
(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); 
(B) use verbal and nonverbal communication in effective ways such as in making announcements, giving directions, or making introductions (K-3); 
(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3); 
(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and 
(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3). 

Interactive Student
 

Interactive Teacher
(D) Create your Scenario

(1.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. 

The student is expected to: 
(A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1); 
(B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3); 
(C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts (K-3); and 
(D) retell a spoken message by summarizing or clarifying (K-3). 

Interactive Student

(A) Rm. 1 Don't Wet the Bear

Interactive Teacher
(B) Create your Scenario

(1.5) Reading/print awareness. The student demonstrates knowledge of concepts of print. 

The student is expected to: 
(A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1); 
(B) know that print moves left-to-right across the page and top-to-bottom (K-1); 
(C) understand that written words are separated by spaces (K-1); 
(D) know the difference between individual letters and printed words (K-1); 
(E) know the order of the alphabet (1); 
(F) know the difference between capital and lowercase letters (K-1); 
(G) recognize how readers use capitalization and punctuation to comprehend (K-1); 
(H) understand that spoken words are represented in written language by specific sequences of letters (K-1); 
(I) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1); 
(J) recognize that there are correct spellings for words (1); and 
(K) recognize the distinguishing features of a paragraph (1). 

Interactive Student
(J) Critter Jumble - Level 1
(J) Food Jumble
(E) Littlefinger Dictionary
(E) Alphabet Bears
(F) Kangaroo Confusion
(I) Parts of a Book
(J) Dungeon Escape Spelling
 

Interactive Teacher
(B, C) Create your Scenario
(E,F) Lil Fingers  
(I) Book Parts Game
(I) What is a Book?

(1.6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). 

The student is expected to: 
(A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1); 
(B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1); 
(C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1); 
(D) identify and isolate the initial and final sound of a spoken word (K-1); 
(E) blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1); and 
(F) segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds (K-1). 

Interactive Student
(C) Clifford's Concentration Game
(D) Clifford's First Letter Match
(D) Clifford's Sound Match

(D) Sassy Seals
(D, E) Word Build and Bank
(E,F) Clifford's Make a Word
(D,E,F) Learn to Read
(E,F) Feltboard

(E,F) Rm. 108 Don't Wet the Bear

(D,E,F) Learn to Read

(1.7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. 

The student is expected to: 
(A) name and identify each letter of the alphabet (K- 1); 
(B) understand that written words are composed of letters that represent sounds (K-1); 
(C) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K- 1); 
(D) learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; and vowel digraphs and diphthongs such as ea, ie, ee (1); 
(E) blend initial letter-sounds with common vowel spelling patterns to read words (1-3); 
(F) decode by using all letter-sound correspondences within regularly spelled words (1-3); and 
(G) use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).

Interactive Student
(A) Alphabet Action
(A) Alfy bet
(B,C, E) Clifford's Make a Word
(D) See 'N Spell:  Short Vowels
(D) See 'N Spell: Long Vowels
(D) See 'N Spell: More Vowels
(D) See 'N Spell: Blends
(D) See 'N Spell: Diagraphs
(D) Monkey See, Monkey Do
(D) Picture Match

(D) Read the Poem - oa
(D) Sand Castle Phonemes (ou, oi, oy, ow, oo)
(D) Read the Poem - (ee)
(D) Read the Poem - (ai)
(D) Read the Poem - (ea)
(D) Blender Game (consonant blends)
(D) Read the Poem  - oo
(D) Drag and Spell Game ai, ee, ay, ai, oo
(D) Salty Sam Sends Postcards! Vowel Pairs
(E) Read the Poem - (ay)

(1.8) Reading/word identification. The student uses a variety of word identification strategies. 

The student is expected to: 
(A) decode by using all letter-sound correspondences within a word (1-3); 
(B) use common spelling patterns to read words (1); 
(C) use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, -ed, and -ing (1-2); 
(D) identify multisyllabic words by using common syllable patterns (1-3); 
(E) recognize high frequency irregular words such as said, was, where, and is (1-2); 
(F) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and 
(G) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3). 

Interactive Student
(A) Clifford Make a Word
(B) Word Family Sort
(B) Food Jumble
(B) Critter Jumble
(J) Dungeon Escape Spelling

(1.9) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. 

The student is expected to: 
(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (1); 
(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" first grader reads approximately 60 wpm) (1); 
(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (1); and 
(D) self-select independent level reading such as by drawing on personal interest, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3). 

Interactive Student
(A, B) Emily Elizabeth Goes to School
(A,B) Here Clifford
(A,B) Clifford's Big Dig
(A,B) Where is Emily?

Interactive Teacher

(1.10) Reading/variety of texts. The student reads widely for different purposes in varied sources. 

The student is expected to: 
(A) read fiction, nonfiction, and poetry, including classic and contemporary works, for pleasure and/or information (1); and 
(B) use graphs, charts, signs, captions, and other informational texts to acquire information (1). 

Interactive Student

Interactive Teacher

(1.11) Reading/vocabulary development. The student develops an extensive vocabulary. 

The student is expected to: 
(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); 
(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and 
(C) identify words that name persons, places, or things and words that name actions (K-1). 

Interactive Student

Interactive Teacher

(1.12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. 

The student is expected to: 
(A) use prior knowledge to anticipate meaning and make sense of texts (K-3); 
(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); 
(C) retell or act out the order of important events in stories (K-3); 
(D) monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help (1-3); 
(E) draw and discuss visual images based on text descriptions (1-3); 
(F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); and 
(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2). 

Interactive Student

(A) Sentences Make Stories
(A) Emily Elizabeth Goes to School
(A) Here Clifford
(A) Clifford's Big Dig
(A) Where is Emily?

Interactive Teacher

(1.13) Reading/literary response. The student responds to various texts. 

The student is expected to: 
(A) listen to stories being read aloud (K-1); 
(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1); 
(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); 
(D) connect ideas and themes across texts (1-3); and 
(E) describe how illustrations contribute to the text (K-1). 

Interactive Student

(B) Sentences Make Stories

(A,B, E) Emily Elizabeth Goes to School
(A,B,E) Here Clifford
(A,B,E) Clifford's Big Dig
(A,B,E) Where is Emily?

Interactive Teacher

(1.14) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. 

The student is expected to: 
(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3); 
(B) understand simple story structure (K-1); 
(C) distinguish fiction from nonfiction, including fact and fantasy (K-3); 
(D) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3); 
(E) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); 
(F) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1); 
(G) analyze characters, including their traits, feelings, relationships, and changes (1-3); 
(H) identify the importance of the setting to a story's meaning (1-3); and 
(I) recognize the story problem(s) or plot (1-3). 

Interactive Student
(B, E) Create your Scenario

(C) Real or Make-Believe?

(1.15) Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources, including selections read aloud. 

The student is expected to: 
(A) identify relevant questions for inquiry such as "What do pill bugs eat?" (K-3); 
(B) use pictures, print, and people to gather information and answer questions (K-1); 
(C) draw conclusions from information gathered (K-3); 
(D) use alphabetical order to locate information (1- 3); 
(E) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3); and 
(F) locate important areas of the library/media center (K-1). 

(D) Library
(D) Alphabet Zoo

(1.16) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. 

The student is expected to: 
(A) connect his/her own experiences with the life experiences, languages, customs, and culture of others (K-3); and 
(B) compare experiences of characters across cultures (K-3). 

Interactive Student

Interactive Teacher

(1.17) Writing/penmanship/capitalization/ punctuation. The student develops the foundations of writing. 

The student is expected to: 
(A) write his/her own name and other important words (K-1); 
(B) write each letter of the alphabet, both capital and lowercase, using correct formation, appropriate size, and spacing (1); 
(C) use phonological knowledge to map sounds to letters to write messages (K-1); 
(D) write messages that move left-to-right and top-to- bottom on the page (K-1); 
(E) gain an increasing control of penmanship such as pencil grip, paper position, stroke, and posture (1); 
(F) use word and letter spacing and margins to make messages readable (1-2); and 
(G) use basic capitalization and punctuation such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2). 

Interactive Student
(A,B) Alphabet Practice Pad
(A, D) Create your Scenario 

(1.18) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. 

The student is expected to: 
(A) dictate messages such as news and stories for others to write (K-1); 
(B) write labels, notes, and captions for illustrations, possessions, charts, and centers (K- 1); 
(C) write to record ideas and reflections (K-3); 
(D) write to discover, develop, and refine ideas (1- 3); 
(E) write to communicate with a variety of audiences (1-3); and 
(F) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3). 

Interactive Student
(C) Create your Scenario
(D) Food Jumble

(1.19) Writing/writing processes. The student selects and uses writing processes to compose original text. 

The student is expected to: 
(A) generate ideas before writing on self-selected topics (K-1); 
(B) generate ideas before writing on assigned tasks (K- 1); 
(C) develop drafts (1-3); 
(D) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); and 
(E) use available technology to compose text (K-3). 

Interactive Student
(A ,E) (Desl, Eesl, Gesl) Create your Scenario

(1.20) Writing/spelling. The student spells proficiently. 

The student is expected to: 
(A) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3); 
(B) write with more proficient spelling of inflectional endings such as plurals and verb tenses (1-2); 
(C) spell single syllable words that have r-controlled vowels such as in burn or star; that have the final consonants f, l, and s such as in miss or doll; and that have ck as the final consonants such as in buck (1); 
(D) use resources to find correct spellings, synonyms, and replacement words (1-3); and 
(E) use conventional spelling of familiar words in final drafts (1). 

Interactive Student
(A) Clifford Make a Word
(B) See 'N Spell: Plurals
(B) See 'N Spell: My Words
(Cesl) Create your Scenario

Interactive Teacher
(A) Read the Poem – a-e (cake, wake)
(A) Read the Poem  – i-e (time, mine)

(1.21) Writing/grammar/usage. The student composes meaningful texts by applying knowledge of grammar and usage. 

The student is expected to: 
(A) use nouns and verbs in sentences (1); and 
(B) compose complete sentences in written texts and use the appropriate end punctuation (1-2). 

Interactive Student

Interactive Teacher

(1.22) Writing/evaluation. The student evaluates his/her own writing and the writing of others. 

The student is expected to: 
(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3); 
(B) respond constructively to others' writing (1-3); and 
(C) determine how his/her own writing achieves its purposes (1-3). 

Interactive Student

Interactive Teacher

(1.23) Writing/inquiry/research. The student uses writing as a tool for learning and research. 

The student is expected to: 
(A) record or dictate questions for investigating (K- 1); and 
(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3). 

Interactive Student

Interactive Teacher

(1.1) History. The student understands how historical figures helped to shape our community, state, and nation. 

(A) identify contributions of historical figures such as Sam Houston and Abraham Lincoln who have influenced the community, state, and nation;
(B) identify historic figures such as Alexander Graham Bell and Thomas Edison who have exhibited a love of individualism and inventiveness; and
(C) compare the similarities and differences among the lives and activities of historical figures who have influenced the community, state, and nation.

Interactive Student

Interactive Teacher

(1.2) History. The student understands the origins of customs, holidays, and celebrations. 

(A) describe the origins of selected customs, holidays, and celebrations of the community, state, and nation such as Martin Luther King, Jr. Day, Independence Day, and Veterans' Day;
(B) compare the observance of holidays and celebrations, past and present; and
(C) identify anthems and mottoes of the United States and Texas. 

Interactive Student

Interactive Teacher

(1.3) History. The student understands the concepts of time and chronology. 

(A) distinguish among past, present, and future;
(B) create a calendar or timeline; and
(C) use vocabulary related to chronology, including yesterday, today, and tomorrow. 

Interactive Student

Interactive Teacher

(1.4) Geography. The student understands the relative location of places. 

(A) locate places using the four cardinal directions; and
(B) describe the location of self and objects relative to other locations in the classroom and school.

Interactive Student
(A) Drive the Car

Interactive Teacher

(1.5) Geography. The student understands the purpose of maps and globes.

(A) create and use simple maps to identify the location of places in the classroom, school, community, and beyond; and
(B) locate places of significance on maps and globes such as the local community, Texas, and the United States.

Interactive Student

Interactive Teacher

(1.6) Geography. The student understands various physical and human characteristics of the environment.

(A) identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and weather;
(B) identify examples of and uses for natural resources in the community, state, and nation; and
(C) identify and describe the human characteristics of places such as types of houses and ways of earning a living.

Interactive Student

Interactive Teacher

(1.7) Economics. The student understands the concepts of goods and services.

(A) identify examples of goods and services in the home, school, and community;
(B) identify ways people exchange goods and services; and
(C) identify the role of markets in the exchange of goods and services.

Interactive Student

Interactive Teacher

(1.8) Economics. The student understands the condition of not being able to have all the goods and services one wants. 

(A) identify examples of people wanting more than they can have;
(B) explain why wanting more than they can have requires that people make choices; and
(C) identify examples of choices families make when buying goods and services.

Interactive Student

Interactive Teacher

(1.9) Economics. The student understands the value of work.

(A) describe the requirements of various jobs and the characteristics of a job well-performed; and
(B) describe how specialized jobs contribute to the production of goods and services.

Interactive Student

Interactive Teacher

(1.10) Government. The student understands the purpose of rules and laws. 

(A) explain the need for rules and laws in the home, school, and community; and
(B) give examples of rules or laws that establish order, provide security, and manage conflict.

Interactive Student

Interactive Teacher

(1.11) Government. The student understands the role of authority figures and public officials.

(A) identify leaders in the community, state, and nation;
(B) describe the roles of public officials including mayor, governor, and president; and
(C) identify the responsibilities of authority figures in the home, school, and community.

Interactive Student
(A) Name That President

(1.12) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people.

(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good;
(B) identify historic figures such as Clara Barton, Nathan Hale, and Eleanor Roosevelt who have exemplified good citizenship; and
(C) identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness.

Interactive Student

Interactive Teacher

(1.13) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. 

(A) explain selected national and state patriotic symbols such as the U.S. and Texas flags, the Liberty Bell, and the Alamo;
(B) recite and explain the meaning of the Pledge of Allegiance and the Pledge to the Texas Flag;
(C) use voting as a way of making choices and decisions; and
(D) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.

Interactive Student

Interactive Teacher

(1.14) Culture. The student understands how families meet basic human needs.

(A) describe ways that families meet basic human needs; and
(B) describe similarities and differences in ways families meet basic human needs.

Interactive Student

Interactive Teacher

(1.15) Culture. The student understands the importance of family beliefs, customs, language, and traditions. 

(A) describe various beliefs, customs, and traditions of families and explain their importance; and
(B) retell stories from selected folktales and legends such as Aesop's fables.

Interactive Student

Interactive Teacher

(1.16) Science, technology, and society. The student understands how technology has affected daily life, past and present. 

(A) describe how household tools and appliances have changed the ways families live;
(B) describe how technology has changed communication, transportation, and recreation; and
(C) describe how technology has changed the way people work.

Interactive Student

Interactive Teacher

(1.17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

(A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;
(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer images, literature, and artifacts;
(C) sequence and categorize information; and
(D) identify main ideas from oral, visual, and print sources.

Interactive Student

Interactive Teacher

(1.18) Social studies skills. The student communicates in written, oral, and visual forms.

(A) express ideas orally based on knowledge and experiences; and
(B) create visual and written material including pictures, maps, timelines, and graphs.

Interactive Student

Interactive Teacher

(1.19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. 

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Interactive Student

Interactive Teacher