Say, In Unit 1, Week 1, Big Idea, students “say hello to your partner. A Reflection piece is included. Teachers can edit and copy existing assignments and monitor student submissions. In Unit 3, Week 4, students hear the informational text “Let’s Look at Video Games!” (no author), which has a Lexile of 770 and across all areas of qualitative analysis, is considered somewhat complex. Texts are connected by a grade-level appropriate topic. Students review the Shared Writing and identify correct singular and plural nouns. In Unit 5, Week 2, students respond to the prompt, “Why couldn’t Kitten drink the milk in the sky? on the board and models decoding them for students. Task Considerations: The text provides teachers with an opportunity to teach informational text in a fun and playful way. That means to tell how they are alike and how they are different. Thanks to Julie Burchfield and her first grade team from Jefferson County, Alabama, for requesting that I create packets for this new series! Examples include, but are not limited to: The instructional materials reviewed for Grade 1 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. The text has ten challenging words that are important for students to know. Grade 1 materials provide routines and opportunities for students to collaborate and discuss with peers. Multiple assessment opportunities are provided over the course of the year in core materials for students to demonstrate progress toward mastery and independence of foundational skills. The focus of the Benchmark Assessments is on key areas of English Language Arts: comprehension of literature and informational text, phonics and decoding skills, and recognition of high-frequency words. The font, size, margins, and spacing are consistent and readable. The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject. Materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The materials reviewed for Grade 1 partially meet the criteria that materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. In Unit 2, Week 3, students answer the question, “Where do animals live together?” Texts read during this week around the topic include the Literature Big Book. Record what you’ve read at the end of each Independent Reading session. The materials reviewed for Grade 1 meet the criteria that materials can be easily customized for local use. For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.