College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions from the text.
2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3.Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6.Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9.Analyze how two or more texts address a number of similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10.Read and comprehend complex literary and informational texts independently and proficiently.

Reading Standards for Literature

COMMON CORESTATE STANDARDS / TREASURECHEST
TEACHER’S EDITION PAGES
Key Ideas and Details
1.Ask and answer questions about key details in atext. / Unit 1: 15, 19,81, 85 Unit 2: 141, 159, 203, 225 Unit 3: 259, 263, 281, 325 Unit 4: 373, 377, 381, 385, 395, 399, 403, 407, 447 Unit 6: 639, 651
2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. / Unit 1: 22, 44, 88 Unit 2: 144, 166, 210 Unit 3: 266, 288, 332 Unit 4: 388, 410, 454 Unit 6: 632, 654, 676, 698, 719
3.Describe characters, settings, and major events in a story, using key details. / Unit 1: 7, 11, 15, 19 Unit 2: 129, 133, 137, 141, 173, 177, 181, 185 Unit 3: 295, 299, 303, 307 Unit 4: 395, 399, 403, 407 Unit 6: 705, 709, 713, 717
Craft and Structure
4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. / Unit 1: 6, 18, 72, 80, 81 Unit 2: 203, 219, 225 Unit 3: 250, 254, 255, 268, 319 Unit 4 395 Unit 6 621, 628, 694
5.Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. / Unit 1: 11, 33, 55, 77, 99 Unit 2: 133, 155, 177, 199, 221 Unit 3: 255, 277, 299, 321, 327, 343 Unit 4: 399, 421, 443, 465 Unit 5: 499, 521, 543, 565, 587 Unit 6: 617,621, 623, 625, 629, 643, 665, 687, 709
6.Identify who is telling the story at various pointsin a text. / Unit 1: 73, 81 Unit 2: 199 Unit 3: 325
Integration of Knowledge and Ideas
7.Use illustrations and details in a story to describe its characters, setting, or events. / Unit 1: 7, 11, 29, 73, 85 Unit 2: 195, 197, 199, 207, 209, 221, 232 Unit 3: 253, 255, 263, 266, 273, 277, 283, 288, 317, 321, 325, 329, 332 Unit 4: 373, 377, 385, 388, 395, 403, 407, 410, 443, 451, 454 Unit 6 621, 632, 643, 654, 698, 707, 709, 711, 720
8.(Not applicable to literature) / (Not applicable to literature)
9.Compare and contrast the adventures and experiences of characters in stories. / Unit 3: 255, 280, 281 Unit 4: 377, 407 Unit 6 691
Range and Level of Text Complexity
10.With prompting and support, read prose and poetry of appropriate complexity for grade 1. / Unit 1: 4-25, 26-47, 70-91 Unit 2: 148-169, 192-213, 214-235 Unit 3:
248-269, 270-291, 314-335 Unit 4: 370-391, 392-413, 436-457 Unit 6: 614-635, 636-657, 680-701, 702-723

Reading Standards for Informational Text

COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
Key Ideas and Details
1.Ask and answer questions about key details in a text. / Unit 1: 59, 63, 103, 107 Unit 2: 181, 185, 225 Unit 3: 303, 347 Unit 4: 417, 421, 425, 429, 433, 469 Unit 5: 539, 543, 547, 551, 591 Unit 6: 673, 713
2.Identify the main topic and retell key details of a text. / Unit 1: 66, 110 Unit 2: 188, 232 Unit 3: 310, 354 Unit 4: 432, 476
Unit 5: 510, 532, 554, 575, 598 Unit 6: 677
3.Describe the connection between two individuals, events, ideas, or pieces of information in a text. / Unit 1: 62 Unit3: 339, 343, 347, 351 Unit 5:543, 546, 547, 551
Craft and Structure
4.Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. / Unit 1: 51, 62, 99 Unit 2: 181, 189 Unit 3: 295, 303, 307, 311, 342, 355 Unit 4: 425, 433, 469, 477 Unit 5: 501, 511, 517, 521, 533, 547, 555, 565, 572, 577, 599 Unit 6: 661, 669, 672, 677
5.Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in
a text. / Unit 1:107, 114 Unit 2: 141, 177, 179, 181 Unit 3: 339 Unit 4: 429, 469 Unit 5: 499, 503, 550, 551, 573, 583 Unit 6: 665
6.Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. / Unit 1:59, 101, 107 Unit 2: 155, 173 Unit 3: 295, 299, 347 Unit 4: 469 Unit 5: 547 Unit 6: 661, 673
Integration of Knowledge and Ideas
7.Use the illustrations and details in a text to describe its key ideas. / Unit 1:55, 59, 68, 99, 107, 110 Unit 2: 133, 137, 144, 155, 166, 176, 181, 188 Unit 3: 295, 299, 306, 310, 339, 343, 354 Unit 4:421, 432, 476 Unit 5: 499, 510, 525, 532, 547, 554, 576, 591, 598 Unit 6: 661, 676
8.Identify the reasons an author gives to support points in a text. / Unit 1:95, 98, 99, 101 Unit 2: 161
9.Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). / Unit 1: xx Unit 2: 122, 129 Unit 3: 244 Unit 4: 366 Unit 5: 488 Unit 6: 610
Range and Level of Text Complexity
10.With prompting and support, read informational texts appropriately complex for grade 1. / Unit 1: 48-69, 92-113 Unit 2: 126-147, 170-191 Unit 3: 292-313,
336-357 Unit 4: 414-435, 458-479 Unit 5: 492-513, 514-535, 536-557, 558-579, 580-601 Unit 6: 658-679

Reading Standards: Foundational Skills

COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
Print Concepts
1.Demonstrate understanding of the organization and basic features of print. / Unit 1: 9, 31, 43, 97, 108 Unit 2: 219 Unit 3: 319 Unit 4: 397, 419
Unit 5: 519 Unit 6: 641
a.Recognize the distinguishing features of a sentence (e.g., first word,capitalization, ending punctuation). / Unit 1: 15, 20, 37, 42, 64, 77, 81, 86, 103, 108 Unit 2: 133, 137, 142, 155, 159, 164, 177, 181, 186, 199, 203, 208, 221, 225, 230 Unit 3: 255, 259, 264, 277, 281, 286, 299, 303, 308, 321, 325, 330, 343, 347, 352
Unit 4: 377, 381, 386, 397, 399, 403, 408, 421, 425, 430, 443, 437, 452, 465, 469, 474 Unit 5: 499, 503, 508, 525, 530, 543, 547, 552, 565, 569, 574, 587, 591, 596 Unit 6: 621, 625, 630, 643, 647, 652, 665, 669, 674, 687, 691, 696, 709, 713, 718
Phonological Awareness
2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes). / Unit 1: 78, 100 Unit 2: 152, 156, 182, 218 Unit 3: 252, 282, 296, 300, 318, 326, 340 Unit 4: 374, 396, 400, 404, 444, 448 Unit 5: 518, 588 Unit 6: 618, 626, 666, 688
a. Distinguish long from short vowel sounds in spoken single-syllable words. / Unit 1: 8, 12, 14, 30, 34, 38, 52, 56, 60 Unit 2: 130, 134, 138, 152, 156, 160, 196, 200, 204 Unit 3: 252, 256, 374, 378, 300, 318, 322 Unit 4: 396, 400, 404, 418, 422, 426, 440, 444, 464
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. / Unit 1: 78, 100 Unit 2: 182, 218 Unit 3: 282, 300, 318, 326, 340 Unit 4: 400, 448 Unit 5: 588 Unit 6: 666, 688
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. / Unit 1: 12 Unit 2: 134, 138, 196 Unit 3: 322 Unit 6: 566, 622
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). / Unit 1: 78, 100 Unit 2: 182, 218 Unit 3: 282, 300, 318, 326, 340 Unit 4: 400, 448 Unit 5: 588 Unit 6: 666, 688
Phonics and Word Recognition
3.Know and apply grade-level phonics and word analysis skills in decoding words. / Unit 1: 8, 12, 16, 30, 34, 38, 52, 56, 60, 74, 78, 82, 96, 100, 104 Unit 2: 130, 134, 138, 152, 156, 160, 174, 178, 182, 196, 200, 204, 218, 222, 226 Unit 3:252, 256, 260, 274, 278, 282, 296, 300, 304, 318, 322, 326, 340, 344, 348 Unit 4: 374, 378, 382, 396, 400, 404, 418, 422, 426, 440, 444, 448, 462, 466, 470 Unit 5: 496, 500, 504, 518, 522, 526, 540, 544, 548, 562, 566, 570, 584, 588, 592 Unit 6: 618, 622, 626, 640, 644, 648, 662, 666, 670, 684, 692, 706, 710, 714
COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
a. Know the spelling-sound correspondences for common consonant digraphs. / Unit 2: 218, 222, 226 Unit 3: 252, 256, 296, 300 Unit 6: 640, 644
b. Decode regularly spelled one-syllable words. / Unit 1: 9, 13,20, 25, 31, 35, 42, 47, 53, 57, 64, 79, 86, 91, 97, 101, 108, 113 Unit 2: 131, 135, 142, 147, 153, 157, 164, 169, 175, 179, 186, 191, 197, 201, 208, 213, 219, 223, 225, 230, 235 Unit 3: 253, 257, 264, 269, 275, 279, 286, 291, 297, 301, 308, 313, 319, 323, 330, 335, 341, 345, 352 Unit 4: 375, 379, 386, 391, 397, 401, 408, 413, 419, 423, 430, 435, 441, 452, 474 Unit 5: 497, 501, 508, 513, 519, 523, 530, 541, 545, 552, 557, 563, 574, 596 Unit 6: 619, 623, 630, 635, 641, 645, 652, 657, 663, 667, 674, 696, 707, 711, 718, 723
c. Know final -e and common vowel team conventions for representing long vowel sounds. / Unit 3: 252, 256, 300, 318, 322
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. / Unit 6: 662, 666
e. Decode two-syllable words following basic patterns by breaking the words into syllables. / Unit 4: 398,399 Unit 6: 662, 666
f. Read words with inflectional endings. / Unit 3: 260, 304, 348 Unit 4: 382, 426, 448, 470 Unit 5: 504, 526
g. Recognize and read grade-appropriate irregularly spelled words. / Unit 3: 326
Fluency
4.Read with sufficient accuracy and fluency to support comprehension. / Unit 1: 17, 53, 61, 83, 97, 101 Unit 2: 131, 139, 157, 161, 179, 183, 201, 205, 223, 227 Unit 3: 253, 257, 261, 297, 301, 305, 319, 323, 327, 341, 345 Unit 4: 375, 379, 383, 397, 401, 405, 419, 423, 427, 441, 445, 449, 463, 467, 471 Unit 5: 497, 501, 505, 519, 523, 527, 541, 545, 549, 563, 567, 571, 585, 589, 593 Unit 6: 619, 623, 627, 641, 645, 649, 663, 667, 671, 685, 693, 707, 711, 715
a. Read on-level text with purpose and understanding. / Unit 1: 4-25, 26-47, 48-69, 70-91, 92-113 Unit 2: 126-147, 148-169,
170-191, 192-213, 214-235 Unit 3: 248-269, 270-291, 292-313, 314-335, 336-357 Unit 4: 370-391, 392-413, 414-435, 436-457, 458-479 Unit 5: 492-513, 514-535, 536-557, 558-579, 580-601 Unit 6: 614-635, 636-657, 658-679, 680-701, 702-723
COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. / Unit 1: 97, 101 Unit 2: 153, 157, 161, 175, 179, 183, 219, 223, 227
Unit 3: 275, 279, 283 Unit 4: 397, 401, 405, 441, 445, 449 Unit 5: 497, 501, 505 Unit 6: 663, 685, 693
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Unit 1: 31, 35, 97, 101, 105 Unit 2: 131, 135, 139, 197, 201, 205 Unit 4: 419, 423, 427 Unit 5: 519, 523, 527, 541, 545, 549, 585, 589, 593
Unit 6: 619, 623, 627, 641, 645, 649, 685, 689, 693, 707, 711, 715
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes*
1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3.Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7.Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate information while avoiding plagiarism.
9.Draw evidence from literacy or informational texts to support analysis, reflection, and research.
Range of Writing
10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing Standards

COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
Text Types and Purposes
1.Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. / Unit 3: 277, 347 Unit 4: 447
2.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. / Unit 1: 66, 110 Unit 2: 133, 144, 155, 166, 188 Unit 3: 303, 310, 354
Unit 4: 432,476 Unit 5: 499, 503, 510, 532, 554, 565, 576, 598, 602
Unit 6: 665, 676, 724
3.Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. / Unit 1: 22, 44, 62, 88 Unit 2: 210, 232, 236 Unit 3: 264, 266, 288 Unit 4: 388, 410, 454 Unit 6: 632, 654, 698, 720
Production and Distribution of Writing
4.(Begins in grade 3) / (Begins in grade 3)
5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. / Unit 1: 22, 44, 66, 88, 110 Unit 2: 144, 155, 166, 188, 210, 232 Unit 3: 288, 310, 329, 332, 354 Unit 4: 388, 410, 432, 454, 476 Unit 5: 510, 532, 554, 576, 598 Unit 6: 632, 654, 676, 698, 720
6.With guidance and support from adults, use avariety of digital tools to produce and publishwriting, including in collaboration with peers. / Unit 5: 524 Unit 6: 682
Research to Build Knowledge
7.Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). / Unit 2: 133, 155, 237 Unit 5: 499, 565 Unit 6: 665
8.With guidance and support from adults,recall information from experiences or gatherinformation from provided sources to answer aquestion. / Unit 1: 59 Unit 2: 133, 236, 237 Unit 4: 386, 408, 481 Unit 5: 510, 602 Unit 6: 724, 725
9.(Begins in grade 4) / (Begins in grade 4)
Range of Writing
10.(Begins in grade 3) / (Begins in grade 3)
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2.Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4.Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6.Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speakingand Listening Standards

COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
Comprehension and Collaboration
1.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. / Unit 1: 6, 10, 14, 18, 24, 28, 32, 36, 40, 46, 50, 54, 58, 62, 68, 72, 76, 80, 84, 90, 94, 98, 102, 106, 112 Unit 2: 128, 132, 136, 140, 146, 150, 154, 158, 162, 168, 172, 176, 180, 184, 190, 194, 198, 202, 206, 212, 216, 220, 224, 228, 234 Unit 3: 250, 254, 258, 262, 268, 272, 276, 280, 284, 290, 294, 298, 302, 306, 312, 316, 320, 324, 328, 334, 338, 342, 346, 350, 356 Unit 4: 372, 376, 380, 384, 390, 394, 398, 402, 406, 412, 416, 420, 424, 428, 434, 438, 442, 446, 450, 456, 460, 464, 468, 472, 478 Unit 5: 494, 498, 502, 506, 512, 516, 520, 524, 528, 534, 538, 542, 546, 550, 556, 560, 564, 568, 572, 578, 582, 586, 590, 594, 600 Unit 6: 616, 620, 624, 628, 634, 638, 642, 646, 650, 656, 660, 664, 668, 672, 678, 682, 686, 690, 700, 704, 708, 712, 716, 722
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). / Unit 1: 15, 19, 23, 37, 45, 59,67, 81, 89, 103, 111 Unit 2: 137, 145, 159, 167, 181, 189, 203, 207, 211, 225, 233 Unit 3: 259, 267, 281, 289, 303, 311, 325, 347, 355 Unit 4: 381, 389, 403, 411, 425, 433, 447, 451, 455, 469, 477 Unit 5: 503, 511, 525, 533, 547, 555, 569, 577, 591, 599
Unit 6: 625, 633, 647, 655, 669, 673, 677, 691, 695, 699, 713, 721
COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. / Unit 1: 76, 106 Unit 2: 180, 202, 224, 233 Unit 3: 280, 324 Unit 4: 380, 403, 411, 424, 451 Unit 5: 506, 511, 533, 555, 577, 599 Unit 6: 633, 668, 712
c. Ask questions to clear up any confusion about the topics and texts under discussion. / Unit 1: 15, 23, 37, 45, 59, 67, 81, 103, 111 Unit 2: 159, 181, 189, 203, 211, 233 Unit 3: 259, 267, 281, 289, 311, 325, 347, 355 Unit 4: 381, 389, 403, 411, 433, 455, 477 Unit 5: 503, 511, 533, 555, 577, 599
Unit 6: 625, 633, 655, 713, 721
2.Ask and answer questions about key details in a text read aloud or information presented orally or through other media. / Unit 1: 15, 23, 37, 45, 67, 89, 103, 111 Unit 2: 145, 167, 189, 211
Unit 3: 259, 289, 311, 347, 355 Unit 4: 381, 389, 411, 433, 455, 477 Unit 5: 511, 533, 547, 555, 577, 599 Unit 6: 633, 655, 669, 721
3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. / Unit 1: 59 Unit 2: 137, 159, 181, 203, 225 Unit 3: 281, 289, 303, 325
Unit 4: 389, 403, 424, 447, 469 Unit 5: 503, 569, 591 Unit 6: 647, 669, 713
Presentation of Knowledge and Ideas
4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. / Unit 1: 23, 45, 59, 67, 81, 89, 103, 111 Unit 2: 137, 145, 159, 167, 181, 189, 203, 211, 225, 233 Unit 3: 259, 267, 289, 303, 311, 325, 347, 355 Unit 4: 381, 389, 403, 411, 424, 433, 447, 455, 469, 477 Unit 5: 503, 511, 525, 528, 533, 555, 569, 577, 591, 599 Unit 6: 625, 633, 647, 655, 669, 713, 721
5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. / Unit 1: 19, 23, 45, 67, 89, 111 Unit 2: 145, 167, 189, 207, 211, 233
Unit 3: 259, 267, 289, 311, 351, 355 Unit 4: 389, 411, 424, 433, 455, 477 Unit 5: 511, 533, 547, 555, 577, 599 Unit 6: 633, 655, 721
6.Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) / Unit 1: 11, 15, 20, 33, 37, 42, 55, 64, 69, 77, 81, 86, 99, 103, 108 Unit 2: 133, 137, 142, 155, 159, 164, 177, 181, 186, 199, 203, 208, 221, 225, 230 Unit 3: 255, 259, 264, 277, 281, 286, 299, 303, 308, 321, 325, 330
Unit 4: 343, 347, 352, 377, 381, 386, 399, 403, 408, 421, 425, 430, 443, 447, 452, 465, 469, 474 Unit 5: 499, 503, 508, 521, 525, 530, 543, 547, 552, 565, 569, 574, 587, 591, 596 Unit 6: 621, 625, 630, 643, 652, 665, 669, 674, 687, 691, 696, 709, 713, 718
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3.Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading and listening.
Vocabulary Acquisition and Use
4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6.Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language Standards

COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
Conventions in Writing and Speaking
1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. / Unit 1: 17, 20, 39, 42, 61, 64, 83, 86, 105, 108 Unit 2: 139, 142, 161, 164, 183, 186, 205, 208, 227, 230 Unit 3: 261, 264, 283, 286, 305, 308, 327, 330, 349, 352 Unit 4: 383, 386, 405, 408, 427, 430, 449,452, 471, 474 Unit 5:505, 509, 527, 530, 549, 552, 571, 574, 593, 596 Unit 6: 627, 630, 649, 652, 671, 674, 693, 696, 714, 718
a. Print all upper- and lowercase letters. / Letter Cards are available, allowing students to manipulate upper- and lowercase letters
Unit 1: 20, 64
b. Use common, proper, and possessive nouns.\ / Unit 2: 139, 142, 183, 186, 161, 164, 205, 208 Unit 6:626, 648
COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; Wehop). / Unit 3: 283, 286,305, 308 Unit 4: 453
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their,anyone, everything). / Unit 2: 219 Unit 3: 286, 305 Unit 6: 649, 652, 653, 671, 674, 693, 696
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home;Today I walk home; Tomorrow I will
walkhome). / Unit 3: 261, 264, 283, 286, 305, 308, 327, 330 Unit 4: 383, 386, 387, 405, 408, 427, 430, 449, 452, 453
f. Use frequently occurring adjectives. / Unit 2: 123 Unit 4: 463 Unit 5: 505, 508, 509, 527, 530, 571, 574
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). / Unit 3: 287 Unit4: 387 Unit 5: 583 Unit 6: 631
h. Use determiners (e.g., articles, demonstratives). / Unit 3: 275
i. Use frequently occurring prepositions (e.g., during, beyond, toward). / Unit 3: 245, 319 Unit 5: 489, 593, 596, 597
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. / Unit 1: 11, 15, 20, 33, 37, 42, 55, 64, 69, 77, 8, 86, 99, 103, 108, 109
Unit 2: 133, 137, 142, 155, 159, 164, 177, 181, 186, 199, 203, 208, 221, 225, 230 Unit 3:255, 259, 264, 277, 281, 286, 299, 303, 308, 321, 325, 330, 343, 347, 352 Unit 4: 377, 381, 386, 399, 403, 408, 432, 425, 430, 443, 447, 452, 465, 469, 474 Unit 5: 499, 503, 508, 521, 525, 530, 543, 547, 552, 565, 569, 574, 587, 591, 596 Unit 6: 621, 625, 630, 643, 647, 652, 665, 669, 674, 687, 691, 696, 709, 713, 718
2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. / Unit 1: 103, 108 Unit 2: 181, 203, 208, 225 Unit 3: 281, 303, 325, 347 Unit 4: 403, 425, 447, 469 Unit 5: 503, 525, 547, 569, 591 Unit 6: 625, 647, 691, 713
a. Capitalize dates and names of people. / Unit 1: 108 Unit 2: 208,230, 231, 242 Unit 3: 281 Unit 5: 497
b. Use end punctuation for sentences. / Unit 1: 59, 64, 86, 103, 108 Unit 2: 181, 203, 225 Unit 3: 303, 325, 347 Unit 4: 403, 425, 447, 469 Unit 5: 503, 525, 547, 569 Unit 6: 625, 647
c. Use commas in dates and to separate single words in a series. / Unit 2: 136, 139 Unit 3: 287, 346 Unit 6: 661, 665
COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. / Unit 1: 9, 13,20, 25, 31, 35, 42, 47, 53, 57, 64, 79, 86, 91, 97, 101, 108, 113 Unit 2: 131, 135, 142, 147, 153, 157, 164, 165, 169, 175, 179, 186, 191, 197, 201, 208, 213, 219, 223, 225, 230, 235 Unit 3: 253, 257, 264, 269, 275, 279, 286, 291, 297, 301, 308, 313, 319, 323, 330, 335, 341, 345, 352 Unit 4: 375, 379, 386, 391, 397, 401, 408, 413, 419, 423, 430, 435, 441, 452, 474 Unit 5: 497, 501, 508, 513, 519, 523, 530, 541, 545, 552, 557, 563, 574, 596 Unit 6: 619, 623, 630, 635, 641, 645, 652, 657, 663, 667, 674, 696, 707, 711, 718, 723
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. / Unit 1; 34, 74, 96 Unit 2: 174, 200, 226 Unit 3: 304, 344 Unit 4: 382, 422, 470 Unit 5: 504, 526, 548, 570, 584 Unit 6; 644, 692, 710
3.(Begins in grade 2) / (Begins in grade 2)
Vocabulary Acquisition and Use
4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. / Unit 1: 18, 32 Unit 3: 299, 317, 339 Unit 4: 376, 377, 385, 398, 421, 464, 465, 473, 495, 499 Unit 5: 499, 543, 587, 607 Unit 6: 621, 642, 643, 709
a. Use sentence-level context as a clue to the meaning of a word or phrase. / Unit 1: 14, 32, 36, 54, 58, 76, 80, 98, 102 Unit 2: 136, 154, 158, 176, 198, 202, 220, 224 Unit 3: 254, 258, 276, 280, 298, 302, 320, 342, 346 Unit 4: 380,402, 421, 424, 442, 446, 465 Unit 5: 498, 502, 520, 524, 542,546, 564, 568, 586, 590 Unit 6: 620, 624, 642, 646, 664, 668, 686, 690
b. Use frequently occurring affixes as a clue to the meaning of a word. / Unit 4: 442, 443 Unit 5: 520, 521, 592 Unit 6: 620, 654, 655, 686, 687
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). / Unit 3: 260, 304, 348 Unit 4: 382, 426, 443, 448, 470 Unit 5: 499, 504, 520, 521, 526
5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. / Unit 1: 30 Unit 3: 317
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. / Unit 1: 13,31, 34, 57, 75, 97 Unit 2: 131, 153, 205 Unit 3: 253, 275, 297, 319, 341 Unit 4: 376,383, 449, 463, 467, 471 Unit 5: 489, 523, 527, 545, 549, 563, 567, 571, 574, 575, 585, 589, 593 Unit 6: 619, 623, 627, 641, 649, 663, 685, 689, 693, 707, 711, 715
COMMON CORE STATE STANDARDS / TREASURE CHEST
TEACHER’S EDITION PAGES
b. 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). / Unit 1: 51, 54, 58, 90 Unit 2: 129 Unit 3: 312, 331 Unit 4: 456, 465
Unit 5: 494, 583, 586, 594 Unit 6: 690, 691, 697, 724
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). / Unit 1: 90 Unit 2: 162, 176, 195, 228 Unit 3: 254, 343, 350 Unit 4: 390, 394, 402, 441 Unit 5: 494, 556
d. 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. / Unit 4: 439 Unit 5: 531, 564
6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). / Unit 1:30 Unit 3: 350, 417 Unit 4: 387, 441, 468, 475 Unit 5: 509, 525, 553

CommonCoreState Standards1Treasure Chest