Common Core Alignment by books/

Vowel Stories

Beginning Writing

Read & Rhyme

Fractured Fairy Tales

Ray Jay and Grumpy

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Vowel Stories for Beginning Readers

Vowel Stories for Beginning Readers are aligned to the following Common Core State Standards:

 

Reading: Foundational Skills> Phonological Awareness>Phonological Awareness> Kindergarten

CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.

• CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.

• CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.

• CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/,

or /x/.)

• CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to

make new words

 

Reading: Foundational Skills> Phonics and Word Recognition> Kindergarten

CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

• CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by

producing the primary sound or many of the most frequent sounds for each consonant.

• CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for

the five major vowels.

• CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,

are, do, does).

• CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the

letters that differ.

 

Reading: Foundational Skills> Phonics and Word Recognition>Grade 1

CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

• CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

• CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.

 

Reading: Foundational Skills> Phonological Awareness>Phonological Awareness>Grade 1

CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.

• CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including

consonant blends.

• CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in

spoken single-syllable words.

 

 

Beginning Writing: Letters and Numbers App

Beginning Writing: Letters and Numbers is  aligned to the following Common Core State Standards:

 

Reading: Foundational Skills>Phonics and Word Recognition>Grade Kindergarten

CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.

• CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.

 

Language >Conventions of Standard English >Kindergarten

CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.

 

Language >Conventions of Standard English >Grade 1

CCSS.ELA-Literacy.L.1.1a Print all upper- and lowercase letters.

 

Mathematics>Counting & Cardinality>Know number names and the count sequence >Grade K

CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral

0-20 (with 0 representing a count of no objects).

 

 

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Witty Bitty Bunch

Witty Bitty Bunch products are aligned to the following Common Core State Standards:

Reading: Foundational Skills> Phonological Awareness>Phonological Awareness> Kindergarten

CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.

 

Reading: Foundational Skills> Phonics and Word Recognition> Kindergarten

CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

• CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five

major vowels.

• CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Language: Vocabulary Acquisition and Use> Kindergarten

CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word

meanings.

CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the

categories represent.

CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to

their opposites (antonyms).

CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are

colorful).

 

Reading: Foundational Skills> Phonological Awareness>Phonological Awareness> Grade 1

CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.

 

Reading: Foundational Skills> Phonics and Word Recognition> Grade 1

CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

• CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

• CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.

• CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.

• CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of

syllables in a printed word.

• CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.

 

Language: Vocabulary Acquisition and Use> Grade 1

CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and

nuances in word meanings.

• CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories

represent.

• CCSS.ELA-Literacy.L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a

tiger is a large cat with stripes).

• CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are

cozy).

• CCSS.ELA-Literacy.L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare,

glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the

meanings.

 

 

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Remixed Fairy Tales

The Remix Series of products are aligned to the following Common Core State Standards:

Reading: Integration of Knowledge and Ideas>Grade 1

CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

 

Reading: Key Ideas and Details>Grade 2

CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their

central message, lesson, or moral.

 

Reading: Literature>Craft and Structure>Grade 2

CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)

supply rhythm and meaning in a story, poem, or song.

 

Reading: Integration of Knowledge and Ideas>Grade 2

CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by

different authors or from different cultures.

 

Reading: Integration of Knowledge and Ideas>Grade 3

CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same

author about the same or similar characters (e.g., in books from a series)

 

Reading: Key Ideas and Details>Grade 4

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific

details in the text (e.g., a character’s thoughts, words, or actions).

 

Reading: Literature>Craft and Structure>Grade 2

CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated,

including the difference between first- and third-person narrations.

 

 

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Ray Jay and the Grumpy Tree

Ray Jay and the Grumpy Tree of products are aligned to the following Common Core State Standards:

 

Reading: Integration of Knowledge and Ideas>Kindergarten

CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and

the story in which they appear (e.g., what moment in a story an illustration depicts).

(RL.K.8 not applicable to literature)

CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and

experiences of characters in familiar stories.

 

Reading: Craft and Structure>Kindergarten

CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and

define the role of each in telling the story.

 

Reading: Informational Text> Key Ideas and Details>Kindergarten

CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a

text.

CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a

text.

CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals,

events, ideas, or pieces of information in a text.

 

 

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