Common Core Alignment and HeidiSongs

Singable Songs for Letters & Sounds CD & DVD LINK

Singable Songs for Letters and SoundsReading Standards: Foundational Skills
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary or many of the most frequent sound for each consonant.
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. e. Decode two-syllable words following basic spelling-sound correspondences.


Letters & Sounds Songbook, Flashcards & Bingo Worksheets LINK
Alphabet Pattern Blocks – LINK
Alphabet Action Book – LINK

Letters & Sounds Worksheets, Alphabet Pattern Blocks, Alphabet Pattern Blocks

Reading Standards: Foundational Skills K
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary or many of the most frequent sound for each consonant.
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
e. Decode two-syllable words following basic spelling-sound correspondences.


Little Songs for Language Arts CD & DVD LINK
Parts of a Story Song – LINK

Reading Standards: Foundational Skills K
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary or many of the most frequent sound for each consonant.
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
e. Decode two-syllable words following basic spelling-sound correspondences.

* Letters and Words Song, Sentence Song LINK
Reading Standards: Foundational Skills K:
Print Concepts*
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.

* The Rhyme Song LINK
Reading Standards: Foundational Skills K:
Phonological Awareness*
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.

* The Syllable Counting Song LINK
Reading Standards: Foundational Skills K:
Phonological Awareness*
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Count, pronounce, blend, and segment syllables in spoken words.

* How Do You Sound It Out? Song LINK
Reading Standards: Foundational Skills K:
Phonological Awareness*
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. 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/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable
words to make new words.

Reading Standards: Foundational Skills Grade 1:
Phonological Awareness
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).


Printable Projects/Singable Books Printable CD LINK

Little Songs for Printable Projects CDReading Standards: Foundational Skills K:
Fluency K
4. Read emergent-reader texts with purpose and understanding.

K. Reading Standards for Literature K: Craft and Structure
1. With prompting and support, ask and answer questions about key details in a text.
2. With prompting and support, retell familiar stories, including key details.
5. Recognize common types of texts (e.g., storybooks, poems).

Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.

K. Reading Standards for Literature Grade 1: Craft and Structure
2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
3. Describe characters, settings, and major events in a story, using key details. (Parts of a Story Song)

Craft and Structure for Literature Grade 1
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.

Reading Standards for Informational Text K
(* Farm Song, Look Out Fishies Song, Zoo Animal Song, Season Song)
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure (Informational Text) K
5. Identify the front cover, back cover, and title page of a book.
6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Integration of Knowledge and Ideas K (Informational Text)
7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Range of Reading and Level of Text Complexity K (Informational Text)
10. Actively engage in group reading activities with purpose and understanding.

Reading Standards for Informational Text Grade 1
(* Farm Song, Look Out Fishies Song, Zoo Animal Song, Season Song)
Key Ideas and Details (Grade 1)
1. Ask and answer questions about key details in a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure (Grade 1) (Informational Text)
6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Knowledge and Ideas (Grade 1) (Informational Text)
7. Use the illustrations and details in a text to describe its key ideas.

Range of Reading and Level of Text Complexity (Grade 1) (Informational Text)
10. With prompting and support, read informational texts appropriately complex for grade 1.

* The Rhyme Song Book LINK
Reading Standards: Foundational Skills K:
Phonological Awareness*
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.

* The Addition Doubles Song Book LINK
Math Standards: Operations and Algebraic Thinking K.OA
Understand addition as putting together and adding to, and under-
stand subtraction as taking apart and taking from.*
1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

* The Christmas Countdown Song Book LINK
Math Standards: Counting and Cardinality K.CC
Know number names and the count sequence.*
1. Count to 100 by ones and by tens.
2. Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
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).

* The Shape Song Book LINK
Math Standards: Geometry K.G
Identify and describe shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres).*
1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
2. Correctly name shapes regardless of their orientations or overall size.
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

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  1. Our school system has adopted Reading Street. Have you ever considered creating a sight word package that accommodates specific reading programs?

  2. Do you still have the Sing and Spell Journeys DVD’s? I LOVE them, but I lost my #3 DVD. I don’t see them on your website anymore.

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