This study was initiated because of the PISA survey which shows that Swedish students have a declining reading proficiency but also because of the increased workload in the transition between grade 3 and 4. The aim of this study was to enlighten whether the content of teaching materials covers the core content of the curriculum for the Swedish subject in grade 3 and 4. The study used qualitative and quantitative textual analysis, curriculum theory, grounded theory and the sociocultural perspective. The study investigate how the teaching materials are structured, to what extent the students get to practice the specific skills in the textbooks based on the core content of the curriculum for reading and writing in the Swedish subject for grade 3 and 4 and if the teaching materials ensure that students have sufficient knowledge to meet the knowledge requirements when transitioning to grade 4. The findings revealed that there were similarities and differences in the structure between the analysed textbooks. The conclusion is that the analysed teaching materials are suitable for use, provided that the teacher takes the students’ knowledge into account when selecting teaching materials.