Educational policies in the United States often adhere to society's ideal scenario for the perfect college and career ready student, but the realities of and differences in classroom instruction are often not considered. Whether or not policies will effectively improve student performance is unknown until implementation. The Common Core State Standards were designed to create equitable learning opportunities for all students, readying them to enter America's workforce and higher education institutions. This study investigates the first year of implementation of the English Language Arts Common Core State Standards and highlights the literacy learning opportunities presented to students in two primary classrooms. The current study pairs a cultural historical activity framework with Gutierrez's script analysis to illustrate how two teachers' instructional scripts altered students' meaning-making opportunities when using the same literacy curriculum standards.