The instructional materials reviewed for Grade 1 partially meet the expectations for anchor texts (including read aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests. Texts are grouped into thematic units with a main text as the anchor text. There are six texts in each theme along with a paired selection.

Examples of texts that are content-rich and accompanied by quality illustrations and photographs include, but are not limited to:

• Unit 1, Week 1 Sam, Come Back! by Susan Stevens Crummel, is written by an award-winning author. The simple but bright illustrations are engaging to students.
• Unit 3, Week 2, Ruby in Her Own Time by Jonathan Emmett is written by an award winning author. The text tells a story to which students will relate about a young duck who does things in her own time.
• Unit 4, Week 3, A Trip to Washington, D.C., by Elizabeth Fitzgerald Howard, is written by an award-winning author. The text includes colorful photographs and contains historical information about the nation's capitol. The text is written in a first person voice that is engaging to Grade 1 students.
• Unit 5, Week 6, The Stone Garden by Chieri Uegaki, is written by an award-winning author. The text’s characters represent different cultures and tell a story of a community working together.

Examples of texts that lack rich and engaging language and could not be examined multiple times for multiple purposes include, but are not limited to:

• In Unit 2, Week 1, the read-aloud text is “Jimmy’s Lesson”. The language of this text is not rich or engaging. This text is simple and would not hold Grade 1 students’ attention.
• In Unit 5, Week 2, students read the text Mole and the Baby Bird by Marjorie Newman. This text lacks rich and engaging language.It is written in short dialogue sentences which may be less engaging for Grade 1 students.

The instructional materials reviewed for Grade 1 partially meet the expectations for reflecting the distribution of text types and genres required by the standards. Unit main selections and paired selections include a mix of informational text and literary texts with a variety of genres, but do not meet the requirement for text distribution.

The main reading selections are grouped into six units with a total of 30 texts (22 literary and 8 informational). Each unit contains a science or social studies goal. Overall, the units lack balance between literary and informational texts, though three of the units do include a balance of literary and informational text as required by the standards. The other units are predominately literature. For example, Units 1 and 5 contain no informational text, and Unit 3 contains six texts, with only one out of six being an informational text and the balance literary texts. Benchmark readers are also included with the program and are all literature based. The leveled readers are spread across multiple genres but are not balanced (69% literary and 31% informational texts). The standards require first grade students to read prose and poetry, but materials only provide six paired selections in poetry and no main selections featuring poetry.

Therefore, even with the inclusion of the paired readings, benchmark readers, and leveled texts, students will be engaging with literary texts the majority of the time.

Additionally, the units lack variety in their genre types. For example, in Unit 1 all six main texts are realistic fiction.

Examples of text types and genres represented include but are not limited to:

• Unit 1:
  • Sam, Come Back! (Realistic Fiction)
  • Pig in a Wig (Animal Fantasy)
  • The Big Blue Ox (Animal Fantasy)
  • A Fox and a Kit (Literary Informational)
  • Get the Egg! (Realistic Fiction)
  • Animal Park (Literary Informational)
• Unit 3:
  • A Place to Play (Realistic Fiction)
  • Ruby in Her Own Time (Animal Fantasy)
  • The Class Pet (Expository Text)
  • Frog and Toad Together (Animal Fantasy)
  • I’m a Caterpillar (Literary Informational)
  • Where Are My Animal Friends? (Drama)
• Unit 5:
  • Tippy-Toe Chick, Go! (Animal Fantasy)
  • Mole and the Baby Bird (Animal Fantasy)
  • Dot & Jabber (Informational Fiction)
  • Simple Machines (Expository Text)
  • Alexander Graham Bell (Biography)
  • The Stone Garden (Realistic Fiction)

The materials reviewed for Grade 1 partially meet the expectations for text complexity, according to quantitative and qualitative analysis and relationship to their associated student task(s). The materials include quantitative, qualitative, and reader and task information for each main selection on a “Text Based Comprehension” page.

Appropriate rigor is evident in most main texts. However, there are texts with Lexile levels that are not placed appropriately for the timing in the unit and school year. There is also variation in meeting the qualitative measures to fully meet the expectations of text complexity in first grade. To fully comprehend some texts and complete the associated tasks, students may need background knowledge.

Some representative examples of texts that are at the appropriate level of complexity include, but are not limited to:

Unit R, Week 5: Get the Egg (Realistic Fiction)

• Quantitative: Lexile 210L
• Qualitative: This text has a very simple and predictable sentence structure, (e.g., “Yes, Brad. It is in its nest.”) This text is placed at the beginning of the year and the conventional language, sight words, and opportunity to practice phonics puts this text at the right qualitative measure for first grade students.
• Reader and Task: Context clues and illustrations are used for students to understand unfamiliar vocabulary. The illustrations scaffold the text and provide students with support. This story is appropriately placed.

Unit 5, Week 4: Simple Machines (Expository Text)

• Quantitative: Lexile 500
• Qualitative: The organization of this text is more complex because it is written as an expository text and includes text features. For example, there are pictures of simple machines with an arrow labeling the machine (axle). The graphics are key because they provide a visual for the complex vocabulary. Vocabulary includes lever, axle, pulley, wedge, plane and inclined. Students may need additional supports to comprehend some of the complex words and topics in this selection.
• Reader and Task: Students will need to learn about the structure of expository text and using text features to support comprehension. Background knowledge of simple machines would be helpful. This story is appropriately placed.

Some texts have qualitative or quantitative features that do not fully support students' growing literacy skills according to the demands of the standards for Grade 2. Examples include, but are not limited to:

Unit 5, Week 3: Dot and Jabber and the Great Acorn Mystery (Expository Text)

• Quantitative: Lexile 290 (according to Lexile.com) listed in Reading Street as 660L
• Qualitative: The organization of this text is chronological. The illustrations support the story and understanding of the text. Language features are moderately complex as the language is mostly familiar with some figurative language. Some of the sentences are more complex and feature multiple voices. Multiple levels of meaning also occur as the the characters solve the mystery but factual content about trees is presented.
• Reader and Task: Basic knowledge of detectives and trees would be helpful but the concepts presented are not very complex.

The instructional materials reviewed for Grade 1 partially meet the expectation that anchor texts and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level.

The main selections have a "Text Based Comprehension" page that covers quantitative, qualitative, and reader and task measures and a general recommended placement statement, though no rationale for the recommendations is provided. However, quantitative measures of text complexity are not provided for Unit R and the main texts Who Works Here? and The Strongest One.

Quantitative metrics are provided for each anchor text in three categories: Lexile level, average sentence length, and Word Frequency. Qualitative measures are provided for each anchor text in four categories: levels of meaning, structure, language of conventionality and clarity, and theme and knowledge demands. Metrics provided for qualitative measures are in narrative form only and do not state the complexity level. A general explanation is provided: “This text is appropriate for placement at this level due to both quantitative and qualitative elements of the selection.” An explicit rationale explaining complexity and placement of specific texts within the sequence of instruction is not provided. For anchor texts falling within the Grade 2-3 text complexity band, no text-specific explanations are provided, such as the one provided for The Stone Garden. The Lexile provided is 560 which puts it in the middle of the Grade 2-3 band and the Teacher Edition states, “This text is appropriate for placement at this level due to both quantitative and qualitative elements of the selection.”

There is no reference to research-based or evidence-based best practices for increasing students’ reading skills through appropriate sequencing of text complexity. An explicit rationale explaining why main selections are paired with the selected pair passaged is not provided. For example, in Unit 4, the theme of the unit is Treasures. Students read Peter’s Chair and a Sleuth paired passage called, Help Yourself and Others. There is no explanation for why these two passages are paired together and how, Help Yourself and Others fits into the Treasures theme. Another example is, in Unit 5, the theme of the unit is, Great Ideas. Students read Dot and Jabber and the Great Acorn Mystery and a Sleuth paired passage called A Monster or a Fake. There is no explanation as to why these two passages are paired together and how A Monster or a Fake fits into the Great Idea theme.

The paired texts (Sleuth) and the teacher read-aloud selections do not include a breakdown of quantitative, qualitative, and reader and task measures as well as a rationale for the paired texts and the teacher read-aloud.

The instructional materials reviewed for Grade 1 partially meet the expectations that support materials for the core texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Materials provide some opportunities for reading to achieve grade level reading proficiency, however teacher materials often lack explicit directions for implementation.

Students read the main selection, paired selection, Sleuth, and leveled readers with teacher guidance. Examples teacher direction from the main selection include:

• Model: First, have students track the print as you read.
• Guide Practice: Then have students read along with you.
• Corrective feedback: Have the class read aloud without you. Monitor progress and provide feedback.

Students have opportunities to reread texts, which exposes students to more opportunities to learn new vocabulary in context as well as practice fluency. For example, in Unit 2, Week 5, Life in the Forest, the Teacher Edition directs the teacher to Model: First have children track the print while the teacher reads. Then have children read along with the teacher. For optimal fluency, children should reread three to four times. Leveled readers also called Concept Based Reading are an optional resource. Titles are listed on the Preview Your Week and Small Group Time pages of the Teacher’s Edition. In small group time in Unit 2 Week 1, on-level and strategic students read two decodable readers, reread the main selections and read Sleuth for two days. Advanced readers read an advanced selection, reread the main selection for two days, and read Sleuth for two days.

There are many opportunities for teachers to read-aloud while students listen from the Read-Aloud Anthology. For example, Unit 2, Day 5: “This week we have read and listened to stories about how plants and animals are important to each other. Today you will listen to a story about communities.”

The Independent Stations provide students opportunities to Listen (match sounds and pictures), Word Work (build and write words), Let’s Write (Write Sentences) and Words to Know (Practice high frequency Words). While these provide students opportunity to practice independently, a range and volume of reading to achieve grade level reading is not provided. Opportunity for students to read independently is provided in the Small Group Time with the paired decodable texts. More challenging text is suggested through the use of the leveled readers (supplemental resource) as a part of the independent reading station for advanced readers.

The Trade Book Library is available for teacher and student use online, however, the teacher materials lack explicit directions for teachers in implementing this resource.

It is not explicitly stated whether students should be reading texts independently, with partners, orally, or silently. For example, directions for reading a main selection state, “Read for understanding Deepen understanding by reading the selection multiple times. First Read: If students need support, then use the Access Text notes to help them clarify understanding. Second Read: Use the Close Reading notes to help students draw knowledge from the text.” These directions are unclear on who is doing the reading during these multiple reads.

The instructional materials reviewed for Grade 1 partially meet the expectations that most questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). Some questions, tasks, and assignments are text-based and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the text. Students answer questions about key details in text, retell familiar stories, identify the main topic and retell key details, identify story parts, describe connections, ask and answer questions about unknown words, discuss relationships between illustrations and texts, compare and contrast characters, and compare same topic texts. Text-based questions include open-ended questions, recall questions, wh- questions (who, what, when, where, why), inference questions, completion questions, distancing questions, sequence questions, compare and contrast questions. While most questions, task, and assignments are text-based, there are few directions and supports in place to ensure that students will engage with the text.

The following are examples of text-based questions from the main selections that allow for inferences:

• Unit 1, Pig in a Wig, “Look back at page 57. How does Pig feel? Write about it. Use evidence from the story.”
• Unit 2, Who Works Here?, “Look at the picture on page 90. What is the police officer doing? What are other ways the people in the picture are being safe?”
• Unit 3, A Place to Play, “What is the first thing that happens on pages 28-29? What happens next?”
• Unit 4, Cinderella, “What do we know about the woman who visits Cindy from looking at the picture? What do we know about her from the text?”

Unit 5, The Little Engine That Could, “Why do you think the clown is excited?” “How do you think the author feels about trying to help others?”

Weekly Sleuth passages contain text-based questions and tasks such as:

• Unit 1, A Caring Father, “What details can help you learn about how father penguins care for their eggs?”
• Unit 3, A Happy Ending, “How are baby swans different from grown-up swans?”
• Unit 4, Face to Face, “How did planners choose the four Presidents for Mount Rushmore?”

Some Weekly Sleuth passages contain non text-based questions and tasks such as:

• Unit 2, Every Day, “What questions would you ask your mom or dad about the schedule your family follows every day and every week?”
• Unit 3, A New School Home, “What are the best ways to make a room feel like homeIn Unit 4, Help Yourself and Others, “What would you ask a person who collects used toys and clothes to give to others?”

The following main selection questions are not text-based and can be answered without reading the text:

• In Unit 1, Get the Egg! “In Get the Egg!, Brad and Kim have an adventure. Find and read one part of the story that reminds you of something exciting that has happened to you.”
• In Unit 1, Animal Park, “The author says that this is a big, big park. Why do you think the park is so big?”
• In Unit 3, I’m a Caterpillar, “What other animals have you read about that change?”
• In Unit 5, Mole and the Baby Bird, “Have you ever taken care of an animal? Did you do what Mole did?”
• In Unit 6, The Stone Garden, “Pretend you have a garden. What would you plant in it? Why?”

Students are provided with opportunities to engage and draw on evidence and inferences from the text in a variety of writing tasks. For example, in Unit 3, I am a Caterpillar, “Why aren’t the butterflies in this selection afraid of birds? Look back at page 170 and take notes. Then use your notes to write about why they aren’t afraid of birds.”Unit 4, A Southern Ranch, “Look back at pages 136-137. How do ranch hands keep the herd together? Write about it.”

The instructional materials reviewed for Grade 1 partially meet the expectation that materials include a mix of on-demand and process writing grade-appropriate writing (e.g., grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate. While the materials provide some mixture of on-demand and process writing, there are few opportunities for students to revise and edit with explicit instruction. Incorporating digital resources to support writing is minimal. Teachers would need additional supplemental materials to meet the grade level standards.

Each week, students participate in process writing. The prompt sometimes connects to the theme, setting, or genre of the main selection, but a direct reference to the text is rarely made. A typical weekly routine in the materials includes: Day 1, “Read Like a Writer”, Day 2, “Writer’s Craft”, Day 3, “Let’s Write It!”, Day 4, “Mini-Lesson”, and Day 5, “Revising and Presenting”.

Frequently, the Writing to Sources materials are recommended for use to guide students in writing text-based responses within various forms and modes.

In the Independent Stations, students can participate in "Let's Write!" On Day 3, students can Look Back and Write, which is most frequently a narrative piece on a theme related to the main selection. In some units, students can write in, "Let's Write It!" For example, students can write a friendly letter in Unit 2, Week 1, Day 3. In the Teacher’s Edition it says, “Think about things your family does together. Write a letter to persuade someone in your family to do something with you. “ During the Quick Write, students write a piece of their own choice based on the writing skill of the week. For example, in Unit 3, Week 4, Day 1 the Quick Write for Fluency prompts, “Read the question aloud, and have students list two details in response. ‘What are two things we did this morning?’”.

On-demand writing prompts in “Write to Sources” incorporate reading and writing using text evidence. For example, in Unit 4, Week 6 of Writing to Sources, “Reread pages 212-216 of Henry and Mudge and Mrs. Hopper’s House. Write a short paragraph that tells about the different costumes that Henry and Mudge try on. Use evidence from the text and illustrations as you write” There are no directions for modeling, drafting, review, revision or presentation of these pieces.

The Teacher's Edition does not provide clear directions to support instruction in reading for relevant facts and then turning the facts into complete sentences. For example, (Unit 3, Week 2, Day 3,) the Teacher's Edition states: “Read aloud the Key Features of Comments About a Story and the paragraph explaining comments about a story. Read aloud the Writing Prompt and discuss the Writer’s Checklist.”

Research and Inquiry tasks that include writing are only present for half the school year. For example, in Unit 1, Week 6, Day 5, the Research and Inquiry materials instruct students to write notes about the animals they have observed in their neighborhood. In Unit 5, Week 2, Day 5, students will write and present an oral report about the topic they have researched that week.

There is evidence of minimal teacher directions for the use of a digital resource by students to type writing pieces. Students hand write most final drafts with their revisions and proofreading corrections. For example, in Unit 4, Week 1, Day 5, the Teacher's Edition states: “Have the students use a computer or write a final draft of their friendly letters, with their revisions and proofreading corrections. Help as appropriate.” First grade students will need explicit directions from the teacher as to how to use a word processing program.

There are some opportunities to revise or edit, however, students engage primarily in self-editing and have some opportunities to peer edit or revise during daily writing or prior to the presentation on Day 5. In cases where students do engage in peer conferencing or peer revision, the materials lack explicit directions. For example, Unit 2, Week 1, Day 5, the directions state, “Choose an option for students to present their advertisements. They might trade with partners, or they might post them on a bulletin board.” There is no additional information to guide the teacher as to what students are to do when trading with partners that might involve feedback, editing, and revision.

The instructional materials reviewed for Grade 1 partially meet the requirement for materials to provide opportunities for students to address different genres/modes of writing that reflect the distribution by the standards. Materials provide experiences in writing across different genres, but a balanced distribution is lacking in the core materials.

Each week consists of a writing component for Days 1-5 and practice in a mode of writing. Each day offers practice in process and distribution on a writing prompt assigned on Day 2. The focus changes each week. Opportunities to practice opinion style writing are minimal. Few of the writing prompts are opinion which does not reflect a balance across the three genres. The distribution of the writing tasks are:

• Some prompts are informative/explanatory, such as in Unit 3, Week 5, Day 1, “This week you will write captions to go with the pictures you draw. Captions are usually below pictures. They tell about the pictures they are with. Many captions are sentences. Prompt: Think of changes in nature. Plants and animals grow. Seasons change. Draw two pictures to show one way a plant of animal changes. Write captions about your pictures.”
• Only a few prompts are opinion, such as Unit 5, Week 4, Day 1, “This week you will write an advertisement. An advertisement, or ad, is written to make readers want to buy or use a product. You might see an advertisement in a newspaper or magazine. Prompt: Think about kinds of machines and why people use them. Write an advertisement to get people to use one kind of machine.”
• About half of the prompts are narrative, such as Unit 2, Week 4, Day 1, “This week you will write a personal narrative. A personal narrative is a kind of story. It tells about an event in your life. Prompt: Think about a time you watched some animals. Write a narrative about it.

• Some prompts are a combination of genres such as Unit 2, Week 1, Day 1, “This week you will write a friendly letter. A friendly letter begins with a greeting, such as Dear Josh, and ends with a closing, such as Your friend. A friendly letter often tells how the writer feels or gives the writer’s opinion. Prompt: Think about things your family does together. Write a letter to persuade someone in your family to do something with you.”

“Writing to Sources”, a Common Core Teacher Resource, contains writing prompts for students to write to the CCSS using text evidence. This supplemental resource provides a balance of writing, but is not included in the Teacher Edition’s weekly planning. Each unit has a focus:

• Unit R Focus: Narrative
• Unit 1 Focus: Argument
• Unit 2 Focus: Informative/Explanatory
• Unit 3 Focus: Narrative
• Unit 4 Focus: Argument
• Unit 5 Focus: Informative/Explanatory

Each week’s main reading selection has two writing options in “Writing to Sources.” The materials do not provide instructional guidance for "Writing to Sources" or address the amount of time that should be spent on each writing task. Teachers can have students “Write like a Reporter” or write to “Connect Texts,” which are suggested in the Teacher Edition, but as with "Writing to Sources," few directions are provided for implementation of the supplemental resources. Examples of writing prompts in the “Writing to Sources” materials include:

• Argument Prompt: Writing to Sources, page 114, “Look at the story A Place to Play. Reread what Benny says on page 33. Do you agree that the place in the story is a good place for everyone? Write a short paragraph that tells your opinion. Write reasons that support your opinion. Use evidence from the text.”

• Narrative Prompt: Writing to Sources, page 6, “Reread Sam. Then look at page 21. Where is Tam? Write about things you see.”

• Informative/Explanatory Prompt: Writing to Sources, page 46, “Review Cinderella. Write a short descriptive paragraph about Cinderella. Tell about her and her feelings. Write a factual report based on the information in this selection.”

Opportunities for assessment are provided in the “Writing to Sources” materials along with rubrics accompanying the weekly process-writing task. After Week 6, a Unit Writing Task is provided. However, there are not explicit instructions or a rubric to assess student writing. For example, in Unit 5, the Writing to Sources Writing Task on pages 214-218 states, “Tell about the different machines and inventions in the selections. What do they do? How can machines and inventions make our lives better? Give examples from the texts that show how machines and inventions can help people. Write a paragraph telling which of the machines or inventions you like best. State an opinion and support it with reasons. Use examples from the two selections to defend your choice.” There are no detailed directions or supports for teachers and a rubric is not provided.

The instructional materials reviewed for Grade 1 partially meet the expectations that materials include frequent opportunities for evidence-based writing to support recall of information, opinions with reasons, and clear information appropriate for the grade level. Teacher resources on how to implement or teach evidence-based writing are not evident in the core materials. Additional instructional supports are needed for teachers to guide students’ understanding of developing ideas and recalling evidence from texts and/or other sources.

Students have few opportunities to practice writing using recall and evidence from text. The directions to the teacher are minimal. Although writing prompts allow students to recall from experience, many writing opportunities do not provide students the opportunity to recall information from sources. Examples include:

• Unit 1, Week 5: Get the Egg, students are provided the prompt, “Think about animals in neighborhoods. Write a realistic story about two friends seeing an animal.”
• Unit 2, Week 3: Who Works Here?, students are provided the prompt, “Think about the kinds of jobs people do. Now think about what teachers do. Write an explanation of a teacher’s job.”
• Unit 3, Week 6, Where are My Animal Friends, students are provided the prompt, “Think about Raccoon and Squirrel in Where Are My Animal Friends? What would they say if they could call Goose on a phone? Write a play scene showing what they would say.”
• Unit 6, Week 1, Tippy Toe Chick, students are provided the prompt, “Think of a problem that needs a solution. Now write an animal fantasy that tells how the animals solve the problem.”

Students have few opportunities to recall information from texts in order to develop opinions based on textual information. Throughout the year, students refine their reasoning about their feelings and do not need information from a provided resources to answer the prompt. For example:

• Unit 2,Week 1, students write a friendly letter. “A friendly letter often tells how the writer feels or give the writer’s opinion. Think about things your family does together. Write a letter to persuade someone in your family to do something with you.”
• Unit 4, Week 5, students write a thank-you note in order to express their feelings to someone for sharing something.

The Writing to Sources workbook allows students to complete writing tasks in response to multiple texts and to cite text-based sources. Students are able to practice and apply writing using evidence. For example, in Unit 3, Week 1, the Writing to Sources prompt is, “Look at the story A Place to Play. Reread what Benny says on page 33. Do you agree that the place in the story is a good place for everyone? Write a short paragraph that tells your opinion. Write reasons that support your opinion. Use evidence from the text.” However, there is not time allotted in the regular teacher day/materials to include the Writing to Sources writing tasks.

The instructional materials reviewed for Grade 1 partially meet expectations that materials include explicit instruction of the grammar and conventions/language standards for the grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.

Grammar and Conventions lessons aligned to the standards include the following:

• Unit R: Nouns, Verbs
• Unit 1: Types of Sentences
• Unit 2: Proper Nouns, Singular and Plural Nouns
• Unit 3: Action Verbs
• Unit 4: Adjectives (Week 2: Colors and Shapes, Week 3: Size, Week 4: What Kind, Week 5: How many and Articles, Week 6: Adjectives that compare)
• Unit 5: Pronouns, Adverbs, Prepositions

Some standards covered fall outside of the Grade 1 level. Examples include:

• Unit 2, Week 4, the entire week’s conventions lessons focus on proper nouns. Capitalize holidays, product names, and geographic names is taught in Grade 2 (L.2.2a)
• Unit 2, Week 2, the entire week’s conventions lessons focus on nouns. Day 1 explicitly teaches what a noun is and provides guided practice. (L.K.1.b)

• In Unit 3, Week 6 there is a lesson on contractions. Contractions are taught in Grade 2 (L.2.2.c).
• Unit 4, Week 2, the entire week’s convention lessons focus on Adjectives for Colors and Shapes. Sorting common objects into categories (shapes, foods, etc.) to gain a sense of the concepts the categories represent is a standard in Kindergarten. (L.K.5.a)

Grammar and convention standards for the grade level are not applied in increasingly sophisticated contexts. For example, the L.1.1. grammar and usage standards for Grade 1 require students to ‘use’ the parts of speech. Many of the materials do not provide opportunities for students to apply grammar within context. Also, L.1.1.g (use frequently occurring conjunctions) and L.1.1.h (use determiners) standards are not taught in the grade 1 materials.

Each unit has a daily direct instruction lesson on “Conventions.” Each week focuses on specific grammar skills and conventions. Each day, explicit instruction takes place, and students practice the skill with worksheets from Grammar Transparencies, Reader’s and Writer’s Notebook, and Let’s Practice It! The skills for the week are shown in the Skills Overview for the unit. Some standards are taught only briefly or late in the year as indicated below. Teachers will need to create additional materials to be able to teach the full intent of the standard. For example, grammar instruction worksheets often have words and sentences that connect to the week’s main reading selection, but the application is primarily out of context.