DC Educational Standards

Main Criteria: Washington DC Academic Standards
Secondary Criteria: ReadyRosie
Subjects: Health and PE, Language Arts, Mathematics, Science
Grades: K, 1, 2, 3
Correlation Options: Show Correlated

Washington DC Academic Standards
Health and PE
Grade: K - Adopted: 2016
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.1.Health Promotion
EXPECTATION K-2.1.1.1.Identify basic emotions and positive and negative ways of dealing with emotions in a variety of situations.

ReadyRosie
Clap and Count
Emotion Meter Scale
Family Poem
Feelings Charades
Freeze Dance
Red Light Purple Light Challenge
School Routine Practice
What Do I Like?
EXPECTATION K-2.1.1.2.Explain the impact of different emotions on self and others.

ReadyRosie
Emotion Meter Scale
Feelings Charades
School Routine Practice
EXPECTATION K-2.1.1.3.Describe what respect is and why it is important.

ReadyRosie
Favorite People Place Cards
Routine Strategy: Routine Chart
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.3.Accessing Information
EXPECTATION K-2.1.3.6.Identify trusted persons and how to get help if something is bothering you.

ReadyRosie
All About My Family
Family Poem
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.4.Communication
EXPECTATION K-2.1.4.7.Demonstrate how to express personal needs and wants appropriately.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
School Routine Practice
What Do I Like?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.7.Healthy Behaviors
EXPECTATION K-2.1.7.8.Describe positive and negative ways of acting on emotions.

ReadyRosie
Clap and Count
Emotion Meter Scale
Family Poem
Feelings Charades
Freeze Dance
Red Light Purple Light Challenge
School Routine Practice
What Do I Like?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.8.Advocacy
EXPECTATION K-2.1.8.9.Encourage others to appreciate their differences.

ReadyRosie
Favorite People Place Cards
Story of Your Name
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.1.Health Promotion
EXPECTATION K-2.2.1.2.Identify how rules promote safety and that following rules can prevent injuries.

ReadyRosie
How do I get my child to______?
School Routine Practice
EXPECTATION K-2.2.1.4.Explain the importance of respecting personal boundaries, space, and property.

ReadyRosie
Clap and Count
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.4.Communication
EXPECTATION K-2.2.4.11.Identify and demonstrate how to communicate to others the importance of respecting personal boundaries, space, and property.

ReadyRosie
Clap and Count
EXPECTATION K-2.2.4.12.Demonstrate healthy ways to respond to disagreements or conflicts with others.

ReadyRosie
How can I stop my kids from fighting?
Problem Solving Tool: Rock, Paper, Scissors
Survey Says
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.6.Goal Setting
EXPECTATION K-2.2.6.15.Take steps to achieve a personal goal to avoid or reduce injury.

ReadyRosie
Setting Summer Learning Goals
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.7.Healthy Behaviors
EXPECTATION K-2.2.7.16.Demonstrate how to ask for help and express needs in a productive manner.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
School Routine Practice
What Do I Like?
EXPECTATION K-2.2.7.17.Identify a trusted person to talk to about being bullied, teased, or abused in any way.

ReadyRosie
All About My Family
Family Poem
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.3.1.Health Promotion
EXPECTATION K-2.3.1.6.Identify different kinds of family structures.

ReadyRosie
School Routine Practice
Sharing Chores and Your Day
Story of Your Name
Write a Favorite Family Recipe
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.3.2.Analyzing Influences
EXPECTATION K-2.3.2.8.Differentiate between healthy and unhealthy relationships.

ReadyRosie
Family Poem
Make a Card
Sharing Chores and Your Day
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.1.Health Promotion
EXPECTATION K-2.4.1.2.Identify behaviors that promote health and prevent illness (e.g., proper hygiene, proper nutrition, adequate sleep, vaccinations, and exercise).

ReadyRosie
Brushing Your Teeth
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.2.Analyzing Influences
EXPECTATION K-2.4.2.5.Identify ways that schools, family, and friends can influence positive health practices.

ReadyRosie
All About My Family
Family Poem
Super Kindness
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.3.Accessing Information
EXPECTATION K-2.4.3.6.Identify individuals who provide health information and promote healthy behavior in schools and the community.

ReadyRosie
Super Kindness
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.7.Healthy Behaviors
EXPECTATION K-2.4.7.7.Demonstrate dental and personal hygiene practices (e.g., hand-washing; proper technique of brushing and flossing; and covering coughs).

ReadyRosie
Brushing Your Teeth
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.6.Category 6: Alcohol, Tobacco, and Other Drugs
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.6.2.Analyzing Influences
EXPECTATION K-2.6.2.3.Identify trusted adults who can provide accurate information and guidance regarding medicines and common household products.

ReadyRosie
All About My Family
Family Poem
Grade: K - Adopted: 2017
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.K.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E1.Personal responsibility
EXPECTATION S4.E1.K.Follows directions in group settings. (S4.E1.K)

ReadyRosie
Conversation Starters
Fishing for Tens
How do I get my child to______?
Red Light, Green Light
Routine Strategy: Transition Timer
Sink or Swim
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.K.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E4.Working with others
EXPECTATION S4.E4.K.Shares equipment and space with others. (S4.E4.K)

ReadyRosie
Clap and Count
Super Kindness
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.K.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E5.Rules & etiquette
EXPECTATION S4.E5.K.Recognizes the established protocol for class activities. (S4.E5.K)

ReadyRosie
Conversation Starters
Fishing for Tens
How do I get my child to______?
Red Light, Green Light
Routine Strategy: Transition Timer
Sink or Swim
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.K.Physical Education
STANDARD / ESSENTIAL SKILL S5.Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
STUDENT EXPECTATION / ESSENTIAL SKILL S5.E3.Self-expression & enjoyment
EXPECTATION S5.E3.Ka.Identifies physical activities that are enjoyable. (S5.E3.Ka)

ReadyRosie
Emotion Meter Scale
EXPECTATION S5.E3.Kb.Discusses the enjoyment of playing with friends. (S5.E3.Kb)

ReadyRosie
Emotion Meter Scale

Washington DC Academic Standards
Health and PE
Grade: 1 - Adopted: 2016
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.1.Health Promotion
EXPECTATION K-2.1.1.1.Identify basic emotions and positive and negative ways of dealing with emotions in a variety of situations.

ReadyRosie
Clap and Count
Emotion Meter Scale
Family Poem
Feelings Charades
Freeze Dance
I Love My Family Because...
Inside Outside Traits
Red Light Purple Light Challenge
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
EXPECTATION K-2.1.1.2.Explain the impact of different emotions on self and others.

ReadyRosie
Emotion Meter Scale
Feelings Charades
I Love My Family Because...
School Routine Practice
What Do I See When I Hear...?
EXPECTATION K-2.1.1.3.Describe what respect is and why it is important.

ReadyRosie
Routine Strategy: Routine Chart
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.3.Accessing Information
EXPECTATION K-2.1.3.6.Identify trusted persons and how to get help if something is bothering you.

ReadyRosie
All About My Family
Family Poem
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.4.Communication
EXPECTATION K-2.1.4.7.Demonstrate how to express personal needs and wants appropriately.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.7.Healthy Behaviors
EXPECTATION K-2.1.7.8.Describe positive and negative ways of acting on emotions.

ReadyRosie
Clap and Count
Emotion Meter Scale
Family Poem
Feelings Charades
Freeze Dance
I Love My Family Because...
Inside Outside Traits
Red Light Purple Light Challenge
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.8.Advocacy
EXPECTATION K-2.1.8.9.Encourage others to appreciate their differences.

ReadyRosie
Inside Outside Traits
Story of Your Name
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.1.Health Promotion
EXPECTATION K-2.2.1.2.Identify how rules promote safety and that following rules can prevent injuries.

ReadyRosie
How do I get my child to______?
School Routine Practice
EXPECTATION K-2.2.1.4.Explain the importance of respecting personal boundaries, space, and property.

ReadyRosie
Clap and Count
Making Playdough Together
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.4.Communication
EXPECTATION K-2.2.4.11.Identify and demonstrate how to communicate to others the importance of respecting personal boundaries, space, and property.

ReadyRosie
Clap and Count
Making Playdough Together
EXPECTATION K-2.2.4.12.Demonstrate healthy ways to respond to disagreements or conflicts with others.

ReadyRosie
How can I stop my kids from fighting?
Problem Solving Tool: Rock, Paper, Scissors
Survey Says
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.6.Goal Setting
EXPECTATION K-2.2.6.15.Take steps to achieve a personal goal to avoid or reduce injury.

ReadyRosie
Setting Summer Learning Goals
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.7.Healthy Behaviors
EXPECTATION K-2.2.7.16.Demonstrate how to ask for help and express needs in a productive manner.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
EXPECTATION K-2.2.7.17.Identify a trusted person to talk to about being bullied, teased, or abused in any way.

ReadyRosie
All About My Family
Family Poem
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.3.1.Health Promotion
EXPECTATION K-2.3.1.6.Identify different kinds of family structures.

ReadyRosie
I Love My Family Because...
School Routine Practice
Sharing Chores and Your Day
Story of Your Name
Write a Favorite Family Recipe
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.3.2.Analyzing Influences
EXPECTATION K-2.3.2.8.Differentiate between healthy and unhealthy relationships.

ReadyRosie
Family Poem
I Love My Family Because...
Make a Card
Sharing Chores and Your Day
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.1.Health Promotion
EXPECTATION K-2.4.1.2.Identify behaviors that promote health and prevent illness (e.g., proper hygiene, proper nutrition, adequate sleep, vaccinations, and exercise).

ReadyRosie
Brushing Your Teeth
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.2.Analyzing Influences
EXPECTATION K-2.4.2.5.Identify ways that schools, family, and friends can influence positive health practices.

ReadyRosie
All About My Family
Family Poem
I Love My Family Because...
Super Kindness
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.3.Accessing Information
EXPECTATION K-2.4.3.6.Identify individuals who provide health information and promote healthy behavior in schools and the community.

ReadyRosie
Super Kindness
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.7.Healthy Behaviors
EXPECTATION K-2.4.7.7.Demonstrate dental and personal hygiene practices (e.g., hand-washing; proper technique of brushing and flossing; and covering coughs).

ReadyRosie
Brushing Your Teeth
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.6.Category 6: Alcohol, Tobacco, and Other Drugs
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.6.2.Analyzing Influences
EXPECTATION K-2.6.2.3.Identify trusted adults who can provide accurate information and guidance regarding medicines and common household products.

ReadyRosie
All About My Family
Family Poem
Grade: 1 - Adopted: 2017
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.1.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E2.Personal responsibility
EXPECTATION S4.E2.1.Follows the rules and parameters of the learning environment. (S4.E2.1)

ReadyRosie
Conversation Starters
Fishing for Tens
How do I get my child to______?
Red Light, Green Light
Routine Strategy: Transition Timer
Sink or Swim
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.1.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E4.Working with others
EXPECTATION S4.E4.1.Works independently with others in a variety of class environments. (S4.E4.1)

ReadyRosie
Clap and Count
Folding a Blanket
Super Kindness
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.1.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E5.Rules & etiquette
EXPECTATION S4.E5.1.Exhibits the established protocols for class activities. (S4.E5.1)

ReadyRosie
Conversation Starters
Fishing for Tens
How do I get my child to______?
Red Light, Green Light
Routine Strategy: Transition Timer
Sink or Swim
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.1.Physical Education
STANDARD / ESSENTIAL SKILL S5.Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
STUDENT EXPECTATION / ESSENTIAL SKILL S5.E3.Self-expression & enjoyment
EXPECTATION S5.E3.1a.Describes positive feelings that result from participating in physical activities. (S5.E3.1a)

ReadyRosie
Emotion Meter Scale
EXPECTATION S5.E3.1b.Discusses personal reasons for enjoying physical activities. (S5.E3.1b)

ReadyRosie
Emotion Meter Scale

Washington DC Academic Standards
Health and PE
Grade: 2 - Adopted: 2016
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.1.Health Promotion
EXPECTATION K-2.1.1.1.Identify basic emotions and positive and negative ways of dealing with emotions in a variety of situations.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
Freeze Dance
I Love My Family Because...
Inside Outside Traits
Red Light Purple Light Challenge
This Is Important
What Do I See When I Hear...?
What I Like About Me
Who Are Your Heroes?
EXPECTATION K-2.1.1.2.Explain the impact of different emotions on self and others.

ReadyRosie
Emotion Meter Scale
Feelings Charades
I Love My Family Because...
What Do I See When I Hear...?
EXPECTATION K-2.1.1.3.Describe what respect is and why it is important.

ReadyRosie
Routine Strategy: Routine Chart
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.3.Accessing Information
EXPECTATION K-2.1.3.6.Identify trusted persons and how to get help if something is bothering you.

ReadyRosie
Family Poem
This Is Important
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.4.Communication
EXPECTATION K-2.1.4.7.Demonstrate how to express personal needs and wants appropriately.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
This Is Important
What Do I See When I Hear...?
What I Like About Me
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.7.Healthy Behaviors
EXPECTATION K-2.1.7.8.Describe positive and negative ways of acting on emotions.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
Freeze Dance
I Love My Family Because...
Inside Outside Traits
Red Light Purple Light Challenge
This Is Important
What Do I See When I Hear...?
What I Like About Me
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.1.8.Advocacy
EXPECTATION K-2.1.8.9.Encourage others to appreciate their differences.

ReadyRosie
Inside Outside Traits
Story of Your Name
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.1.Health Promotion
EXPECTATION K-2.2.1.2.Identify how rules promote safety and that following rules can prevent injuries.

ReadyRosie
How do I get my child to______?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.4.Communication
EXPECTATION K-2.2.4.12.Demonstrate healthy ways to respond to disagreements or conflicts with others.

ReadyRosie
How can I stop my kids from fighting?
Problem Solving Tool: Rock, Paper, Scissors
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.6.Goal Setting
EXPECTATION K-2.2.6.15.Take steps to achieve a personal goal to avoid or reduce injury.

ReadyRosie
Setting Summer Learning Goals
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.2.7.Healthy Behaviors
EXPECTATION K-2.2.7.16.Demonstrate how to ask for help and express needs in a productive manner.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
This Is Important
What Do I See When I Hear...?
What I Like About Me
Who Are Your Heroes?
EXPECTATION K-2.2.7.17.Identify a trusted person to talk to about being bullied, teased, or abused in any way.

ReadyRosie
Family Poem
This Is Important
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.3.1.Health Promotion
EXPECTATION K-2.3.1.6.Identify different kinds of family structures.

ReadyRosie
I Love My Family Because...
Sharing Chores and Your Day
Story of Your Name
Write a Favorite Family Recipe
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.3.2.Analyzing Influences
EXPECTATION K-2.3.2.8.Differentiate between healthy and unhealthy relationships.

ReadyRosie
Family Poem
I Love My Family Because...
Sharing Chores and Your Day
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.1.Health Promotion
EXPECTATION K-2.4.1.2.Identify behaviors that promote health and prevent illness (e.g., proper hygiene, proper nutrition, adequate sleep, vaccinations, and exercise).

ReadyRosie
Brushing Your Teeth
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.2.Analyzing Influences
EXPECTATION K-2.4.2.5.Identify ways that schools, family, and friends can influence positive health practices.

ReadyRosie
Family Poem
I Love My Family Because...
Super Kindness
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.3.Accessing Information
EXPECTATION K-2.4.3.6.Identify individuals who provide health information and promote healthy behavior in schools and the community.

ReadyRosie
Super Kindness
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.4.7.Healthy Behaviors
EXPECTATION K-2.4.7.7.Demonstrate dental and personal hygiene practices (e.g., hand-washing; proper technique of brushing and flossing; and covering coughs).

ReadyRosie
Brushing Your Teeth
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.K-2.Health
STANDARD / ESSENTIAL SKILL K-2.6.Category 6: Alcohol, Tobacco, and Other Drugs
STUDENT EXPECTATION / ESSENTIAL SKILL K-2.6.2.Analyzing Influences
EXPECTATION K-2.6.2.3.Identify trusted adults who can provide accurate information and guidance regarding medicines and common household products.

ReadyRosie
Family Poem
This Is Important
Who Are Your Heroes?
Grade: 2 - Adopted: 2017
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.2.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E1.Personal responsibility
EXPECTATION S4.E1.2.Practices skills with minimal teacher prompting (S4.E1.2)

ReadyRosie
Books on the Go
Emotion Meter Scale
Is my child overscheduled?
Routine Strategy: Transition Timer
Simon Says
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.2.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E2.Personal responsibility
EXPECTATION S4.E2.2.Accepts responsibility for class protocols with behavior and performance actions. (S4.E2.2)

ReadyRosie
Conversation Starters
How do I get my child to______?
Routine Strategy: Transition Timer
Subtraction War
This Is Important
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.2.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E4.Working with others
EXPECTATION S4.E4.2.Works independently with others in partner environments. (S4.E4.2)

ReadyRosie
Fair Share
Super Kindness
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.2.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E5.Rules & etiquette
EXPECTATION S4.E5.2.Recognizes the role of rules and etiquette in teacher-designed physical activities. (S4.E5.2)

ReadyRosie
Conversation Starters
How do I get my child to______?
Routine Strategy: Transition Timer
Subtraction War
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.2.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E6.Safety
EXPECTATION S4.E6.2a.Works independently and safely in physical education. (S4.E6.2a)

ReadyRosie
Books on the Go
Routine Strategy: Transition Timer

Washington DC Academic Standards
Health and PE
Grade: 3 - Adopted: 2016
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.1.1.Health Promotion
EXPECTATION 3-5.1.1.1.Explain what it means to be emotionally and mentally healthy (e.g., positive self-esteem and self-respect).

ReadyRosie
Story of Your Name
EXPECTATION 3-5.1.1.2.Define stress (both good and bad); explain steps to manage stress; and ways to deal with stressful situations.

ReadyRosie
Red Light Purple Light Challenge
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.1.2.Analyzing Influences
EXPECTATION 3-5.1.2.6.Examine and classify personal stressors (e.g., at home, in school, and with peers) and describe how each contributes to your mental, emotional, and physical health.

ReadyRosie
I Love My Family Because...
EXPECTATION 3-5.1.2.7.Analyze ways that peers, families, and media influence feelings, behavior, and wellbeing.

ReadyRosie
I Love My Family Because...
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.1.3.Accessing Information
EXPECTATION 3-5.1.3.9.Identify trusted persons at home school, and in the community who can help with mental and emotional health concerns.

ReadyRosie
Family Poem
I Love My Family Because...
Super Kindness
This Is Important
Who Are Your Heroes?
EXPECTATION 3-5.1.3.10.Identify resources for mental and emotional health information and evaluate when to utilize them.

ReadyRosie
Fair Share
Super Kindness
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.1.4.Communication
EXPECTATION 3-5.1.4.11.Demonstrate the ability to use listening skills to support others and understand their feelings.

ReadyRosie
Conversation Starters
Feelings Charades
I Love My Family Because...
Kitchen Conversations
Routine Strategy: Routine Chart
Routine Strategy: Transition Timer
Sharing Chores and Your Day
EXPECTATION 3-5.1.4.12.Use appropriate communication skills to express emotions and appreciation for self and others.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
This Is Important
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.1.5.Decision-Making
EXPECTATION 3-5.1.5.13.Demonstrate the ability to apply a decision making process to cope with fear, stress, anger, and trauma.

ReadyRosie
Emotion Meter Scale
Freeze Dance
Red Light Purple Light Challenge
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.1.6.Goal Setting
EXPECTATION 3-5.1.6.14.Develop a plan to implement positive stress management strategies.

ReadyRosie
Red Light Purple Light Challenge
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.1.7.Healthy Behaviors
EXPECTATION 3-5.1.7.15.Demonstrate self-esteem and self-respect by identifying personal strengths and assets.

ReadyRosie
Inside Outside Traits
Routine Strategy: Chore Chart
Story of Your Name
Write a Favorite Family Recipe
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.1.Category 1: Mental and Emotional Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.1.8.Advocacy
EXPECTATION 3-5.1.8.16.Describe how to persuade others to take action when someone else is being teased, harassed, or bullied.

ReadyRosie
How can I stop my kids from fighting?
Problem Solving Tool: Rock, Paper, Scissors
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.2.1.Health Promotion
EXPECTATION 3-5.2.1.1.Explore the basic dynamics of personal relationships (e.g., conflict, forgiveness, trust, jealousy, and support).

ReadyRosie
Family Poem
I Love My Family Because...
Routine Strategy: Routine Chart
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.2.2.Analyzing Influences
EXPECTATION 3-5.2.2.5.Describe the consequences of unresolved conflicts (in personal relationships and within communities) and influences thereof.

ReadyRosie
Feelings Charades
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.2.3.Accessing Information
EXPECTATION 3-5.2.3.7.Identify resources for those experiencing abuse, including identifying trusted adults to tell about abuse.

ReadyRosie
Family Poem
This Is Important
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.2.4.Communication
EXPECTATION 3-5.2.4.8.Demonstrate effective verbal and nonverbal communication skills to resolve conflict (e.g., using body language and tone of voice to say "no,” and using "I" messages to express feelings).

ReadyRosie
How can I stop my kids from fighting?
Problem Solving Tool: Rock, Paper, Scissors
Sharing Chores and Your Day
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.2.6.Goal Setting
EXPECTATION 3-5.2.6.10.Identify resources that help achieve a personal goal to reduce injuries and prevent violence.

ReadyRosie
Setting Summer Learning Goals
EXPECTATION 3-5.2.6.11.Develop a plan to become a positive influence on the community (e.g., volunteering or helping a friend).

ReadyRosie
Routine Strategy: Chore Chart
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.2.Category 2: Safety Skills
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.2.7.Healthy Behaviors
EXPECTATION 3-5.2.7.14.Describe the characteristics of positive relationships (e.g., support and encouragement) and negative relationships (e.g., neglect and emotional/physical/verb al abuse).

ReadyRosie
Family Poem
I Love My Family Because...
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.3.2.Analyzing Influences
EXPECTATION 3-5.3.2.8.Identify ways family, friends, peers, the media and others can impact emotional, social, and physical health, including sexual health.

ReadyRosie
I Love My Family Because...
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.3.3.Accessing Information
EXPECTATION 3-5.3.3.11.Demonstrate ways to locate school and community organizations that provide health services to individuals and families (e.g., HMO, clinics, and substance abuse treatment centers).

ReadyRosie
I Love My Family Because...
Super Kindness
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.3.4.Communication
EXPECTATION 3-5.3.4.14.Demonstrate the use of refusal and assertiveness skills when responding to peer-pressure, disagreements, and conflicts (particularly in instances of uncomfortable touching).

ReadyRosie
How can I stop my kids from fighting?
Problem Solving Tool: Rock, Paper, Scissors
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.3.7.Healthy Behaviors
EXPECTATION 3-5.3.7.15.Describe healthy behaviors during puberty, including maintaining personal hygiene and personal safety.

ReadyRosie
Brushing Your Teeth
EXPECTATION 3-5.3.7.16.Demonstrate healthy ways to cope with change that may occur in families (e.g. pregnancy, birth, marriage, divorce, adoption, foster care, relocation, and death).

ReadyRosie
Emotion Meter Scale
Freeze Dance
Red Light Purple Light Challenge
Sharing Chores and Your Day
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.3.Category 3: Human Body and Personal Health
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.3.8.Advocacy
EXPECTATION 3-5.3.8.17.Demonstrate ways students can work together to promote dignity and respect for all people in their school and community.

ReadyRosie
Routine Strategy: Chore Chart
EXPECTATION 3-5.3.8.18.Describe how to seek advice and help from a trusted person about personal health issues.

ReadyRosie
Fair Share
Family Poem
Super Kindness
This Is Important
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.4.1.Health Promotion
EXPECTATION 3-5.4.1.3.Identify personal health strategies that reduce illness, including receiving vaccinations.

ReadyRosie
Brushing Your Teeth
EXPECTATION 3-5.4.1.4.Explain the importance of oral health, causes of dental/gum decay, disease and strategies to prevent these conditions.

ReadyRosie
Brushing Your Teeth
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.4.2.Analyzing Influences
EXPECTATION 3-5.4.2.5.Describe the influence of culture, family, friends, technology, and media influences on health practices.

ReadyRosie
I Love My Family Because...
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.4.5.Decision-Making
EXPECTATION 3-5.4.5.11.Apply a decision- making model to determine when a person may need to go to the doctor, hospital, or clinic.

ReadyRosie
Fair Share
Super Kindness
CONTENT STANDARD / STRAND / DISCIPLINE DC.H.3-5.Health
STANDARD / ESSENTIAL SKILL 3-5.4.Category 4: Disease Prevention
STUDENT EXPECTATION / ESSENTIAL SKILL 3-5.4.7.Healthy Behaviors
EXPECTATION 3-5.4.7.14.Demonstrate effective brushing and flossing techniques.

ReadyRosie
Brushing Your Teeth
Grade: 3 - Adopted: 2017
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.3.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E1.Personal responsibility
EXPECTATION S4.E1.3.Exhibits personal responsibility in teacher-directed activities. (S4.E1.3)

ReadyRosie
Emotion Meter Scale
Is my child overscheduled?
Routine Strategy: Transition Timer
Simon Says
This Is Important
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.3.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E2.Personal responsibility
EXPECTATION S4.E2.3.Works independently for extended periods of time. (S4.E2.3)

ReadyRosie
Books on the Go
Routine Strategy: Transition Timer
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.3.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E4.Working with others
EXPECTATION S4.E4.3a.Works cooperatively with others. (S4.E4.3a)

ReadyRosie
Fair Share
Super Kindness
EXPECTATION S4.E4.3b.Praises others for their success in movement performance. (S4.E4.3b)

ReadyRosie
Conversation Starters
I Love My Family Because...
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.3.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E5.Rules & etiquette
EXPECTATION S4.E5.3.Recognizes the role of rules and etiquette in physical activity with peers. (S4.E5.3)

ReadyRosie
Conversation Starters
How do I get my child to______?
Routine Strategy: Transition Timer
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.3.Physical Education
STANDARD / ESSENTIAL SKILL S4.Exhibits responsible personal and social behavior that respects self and others.
STUDENT EXPECTATION / ESSENTIAL SKILL S4.E6.Safety
EXPECTATION S4.E6.3.Works independently and safely in physical activity settings. (S4.E6.3)

ReadyRosie
Books on the Go
Routine Strategy: Transition Timer
CONTENT STANDARD / STRAND / DISCIPLINE DC.PE.3.Physical Education
STANDARD / ESSENTIAL SKILL S5.Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
STUDENT EXPECTATION / ESSENTIAL SKILL S5.E3.Self-expression & enjoyment
EXPECTATION S5.E3.3.Reflects on the reasons for enjoying selected physical activities. (S5.E3.3)

ReadyRosie
Emotion Meter Scale

Washington DC Academic Standards
Language Arts
Grade: K - Adopted: 2010
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Key Ideas and Details
STUDENT EXPECTATION / ESSENTIAL SKILL K.RL.1.With prompting and support, ask and answer questions about key details in a text.

ReadyRosie
Isn't That Bold?
Making Connections
Read a Little, Think a Little
Reading and Making Connections
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL K.RL.2.With prompting and support, retell familiar stories, including key details.

ReadyRosie
Retelling the Story
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL K.RL.3.With prompting and support, identify characters, settings, and major events in a story.

ReadyRosie
Feelings Charades
Making Connections
Reading Strategy: Reading and Making Connections
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Craft and Structure
STUDENT EXPECTATION / ESSENTIAL SKILL K.RL.4.Ask and answer questions about unknown words in a text.

ReadyRosie
Feelings Charades
Nursery Rhymes
Reading Rhymes
Storytelling with a Picture Book
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL K.RL.5.Recognize common types of texts (e.g., storybooks, poems).

ReadyRosie
What Do I Like?
STUDENT EXPECTATION / ESSENTIAL SKILL K.RL.6.With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

ReadyRosie
Isn't That Bold?
Storytelling with a Picture Book
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Integration of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL K.RL.7.With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

ReadyRosie
Isn't That Bold?
Reading Strategies: Look at the Picture
Retelling the Story
Wordless Picture Books
STUDENT EXPECTATION / ESSENTIAL SKILL K.RL.9.With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

ReadyRosie
Storytelling with a Picture Book
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Range of Reading and Level of Text Complexity
STUDENT EXPECTATION / ESSENTIAL SKILL K.RL.10.Actively engage in group reading activities with purpose and understanding.

ReadyRosie
I Read to You, You Read to Me
Making Connections
Pattern Books
Storytelling with a Picture Book
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Key Ideas and Details
STUDENT EXPECTATION / ESSENTIAL SKILL K.RI.1.With prompting and support, ask and answer questions about key details in a text.

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
STUDENT EXPECTATION / ESSENTIAL SKILL K.RI.2.With prompting and support, identify the main topic and retell key details of a text.

ReadyRosie
Book Cover Conversations
Is It Real?
What's Cool About Nonfiction?
Who Am I?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Craft and Structure
STUDENT EXPECTATION / ESSENTIAL SKILL K.RI.4.With prompting and support, ask and answer questions about unknown words in a text.

ReadyRosie
Share Your Knowledge
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Integration of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL K.RI.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).

ReadyRosie
Books I Like
How Far Does It Fly?
STUDENT EXPECTATION / ESSENTIAL SKILL K.RI.8.With prompting and support, identify the reasons an author gives to support points in a text.

ReadyRosie
Book Cover Conversations
Is It Real?
What's Cool About Nonfiction?
Who Am I?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Range of Reading and Level of Text Complexity
STUDENT EXPECTATION / ESSENTIAL SKILL K.RI.10.Actively engage in group reading activities with purpose and understanding.

ReadyRosie
I Read to You, You Read to Me
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Print Concepts
STUDENT EXPECTATION / ESSENTIAL SKILL K.RF.1.Demonstrate understanding of the organization and basic features of print.
EXPECTATION K.RF.1.a.Follow words from left to right, top to bottom, and page by page.

ReadyRosie
Environmental Print
Reading Strategy: Using Your Reading Finger
EXPECTATION K.RF.1.c.Understand that words are separated by spaces in print.

ReadyRosie
Reading Strategy: Using Your Reading Finger
EXPECTATION K.RF.1.d.Recognize and name all upper- and lowercase letters of the alphabet.

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Phonological Awareness
STUDENT EXPECTATION / ESSENTIAL SKILL K.RF.2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
EXPECTATION K.RF.2.a.Recognize and produce rhyming words.

ReadyRosie
Name Rhymes
Nursery Rhymes
Reading Rhymes
Silly Song Singing
Stinkle, Stinkle, Stittle Star
EXPECTATION K.RF.2.c.Blend and segment onsets and rimes of single-syllable spoken words.

ReadyRosie
Reading Strategy: Chunk the Word
EXPECTATION K.RF.2.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/.)

ReadyRosie
Family Alliteration Name Game
Stinkle, Stinkle, Stittle Star
Super Hero Names
EXPECTATION K.RF.2.e.Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

ReadyRosie
Name Rhymes
Silly Song Singing
Stinkle, Stinkle, Stittle Star
Super Hero Names
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Phonics and Word Recognition
STUDENT EXPECTATION / ESSENTIAL SKILL K.RF.3.Know and apply grade-level phonics and word analysis skills in decoding words.
EXPECTATION K.RF.3.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.

ReadyRosie
All About My Family
Alphabet Dice Game
I Found This
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
Reading Strategies: Look at the Picture
Super Hero Names
You Know It!
EXPECTATION K.RF.3.b.Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

ReadyRosie
All About My Family
I Found This
Letters on My Back
Race to the Letter Sound
EXPECTATION K.RF.3.c.Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

ReadyRosie
Fishing for Words
My Words, Your Words
Where's That Word?
You Know It!
EXPECTATION K.RF.3.d.Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

ReadyRosie
Reading Strategies: Look at the Picture
Reading Strategy: Chunk the Word
Word Man
You Know It!
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Fluency
STUDENT EXPECTATION / ESSENTIAL SKILL K.RF.4.Read emergent-reader texts with purpose and understanding.

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Daily Reading Routines
Making Connections
My Library List
Pattern Books
Read a Little, Think a Little
Reading Strategies: Look at the Picture
Reading Strategy: Choral Reading
Reading Strategy: Echo Reading
Reading Strategy: Give the Word
Reading Strategy: Model Expressive Reading
Reading and Making Connections
Seeing the Story
What Do I Like?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.W.Writing Standards
STANDARD / ESSENTIAL SKILL Text Types and Purposes
STUDENT EXPECTATION / ESSENTIAL SKILL K.W.1.Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

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Captioning Your Childhood
My First Journal
Tips for helping your child love reading
STUDENT EXPECTATION / ESSENTIAL SKILL K.W.2.Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

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All About Me
All About My Family
Captioning Your Childhood
Family Adventure List
Here Are the Facts
I Found This
I Know All About
Make a Card
Make an Invitation
My Family Journal
Nature Journaling
Write About a Family Tradition
Write a Favorite Family Recipe
STUDENT EXPECTATION / ESSENTIAL SKILL K.W.3.Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

ReadyRosie
A Memorable Story
Captioning Your Childhood
Labeling Your Story
My Family Journal
My First Journal
Sharing Chores and Your Day
Storytelling Together
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Me a Story
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.W.Writing Standards
STANDARD / ESSENTIAL SKILL Production and Distribution of Writing
STUDENT EXPECTATION / ESSENTIAL SKILL K.W.5.With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

ReadyRosie
All About Me
Captioning Your Childhood
I Know All About
Labeling Your Story
Make a Card
Nature Journaling
Write Me a Story
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.W.Writing Standards
STANDARD / ESSENTIAL SKILL Research to Build and Present Knowledge
STUDENT EXPECTATION / ESSENTIAL SKILL K.W.7.Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

ReadyRosie
Color Poem
Create a Crazy Character
Family Adventure List
I Want to Know About
Make a Card
Nature Journaling
Write Me a Story
STUDENT EXPECTATION / ESSENTIAL SKILL K.W.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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I Found This
I Want to Know About
Let's Explore
Nature Journaling
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Comprehension and Collaboration
STUDENT EXPECTATION / ESSENTIAL SKILL K.SL.1.Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
EXPECTATION K.SL.1.a.Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

ReadyRosie
A Memorable Story
Conversation Starters
Conversations in the Car
Guess Who
I Know All About
Sharing Chores and Your Day
Simon Says
Story of Your Name
Storytelling Together
When I Grow Up
Where Would You Go?
Who's Coming to Dinner?
EXPECTATION K.SL.1.b.Continue a conversation through multiple exchanges.

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A Memorable Story
Conversation Starters
Conversations in the Car
Guess Who
I Know All About
Sharing Chores and Your Day
Simon Says
Story of Your Name
Storytelling Together
When I Grow Up
Where Would You Go?
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Comprehension and Collaboration
STUDENT EXPECTATION / ESSENTIAL SKILL K.SL.2.Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

ReadyRosie
20 Questions Draw
A Memorable Story
Family Movie Night
I Read to You, You Read to Me
I Went to the Zoo and Saw
Making Connections
Pattern Books
Seeing the Story
Storytelling with a Picture Book
STUDENT EXPECTATION / ESSENTIAL SKILL K.SL.3.Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
I Spy
Library Visit
Storytelling Together
Who Am I?
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Presentation of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL K.SL.4.Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

ReadyRosie
20 Questions Draw
A Memorable Story
Color Poem
Conversation Starters
Here Are the Facts
I Know All About
I Spy
Sharing Chores and Your Day
Where Would You Go?
Who's Coming to Dinner?
STUDENT EXPECTATION / ESSENTIAL SKILL K.SL.5.Add drawings or other visual displays to descriptions as desired to provide additional detail.

ReadyRosie
20 Questions Draw
A Memorable Story
Color Poem
Conversation Starters
Here Are the Facts
I Know All About
I Spy
Sharing Chores and Your Day
Where Would You Go?
Who's Coming to Dinner?
STUDENT EXPECTATION / ESSENTIAL SKILL K.SL.6.Speak audibly and express thoughts, feelings, and ideas clearly.

ReadyRosie
Conversation Starters
Here Are the Facts
I Know All About
Sharing Chores and Your Day
Simon Says
Where Would You Go?
Who Am I?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.L.Language Standards
STANDARD / ESSENTIAL SKILL Conventions of Standard English
STUDENT EXPECTATION / ESSENTIAL SKILL K.L.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
EXPECTATION K.L.1.a.Print many upper- and lowercase letters.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION K.L.1.b.Use frequently occurring nouns and verbs.

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All About My Family
EXPECTATION K.L.1.d.Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
I Spy
Library Visit
Storytelling Together
Who Am I?
Who's Coming to Dinner?
EXPECTATION K.L.1.f.Produce and expand complete sentences in shared language activities.

ReadyRosie
Captioning Your Childhood
Make a Card
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.L.Language Standards
STANDARD / ESSENTIAL SKILL Conventions of Standard English
STUDENT EXPECTATION / ESSENTIAL SKILL K.L.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
EXPECTATION K.L.2.a.Capitalize the first word in a sentence and the pronoun I.

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Make an Invitation
EXPECTATION K.L.2.b.Recognize and name end punctuation.

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Isn't That Bold?
EXPECTATION K.L.2.c.Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION K.L.2.d.Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

ReadyRosie
All About My Family
I Found This
Make a Card
Make a List
Make an Invitation
Word Man
Write a Letter
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL K.L.5.With guidance and support from adults, explore word relationships and nuances in word meanings.
EXPECTATION K.L.5.a.Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

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Guess the Group
EXPECTATION K.L.5.b.Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

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Speedy Synonyms
EXPECTATION K.L.5.d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

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Nursery Rhymes
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL K.L.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

ReadyRosie
Family Sensory Walk
Feelings Charades
How can I help my child learn new words?
Nursery Rhymes
Reading Rhymes
Share Your Knowledge
Storytelling with a Picture Book
What Makes a Good Storyteller

Washington DC Academic Standards
Language Arts
Grade: 1 - Adopted: 2010
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Key Ideas and Details
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RL.1.Ask and answer questions about key details in a text.

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Chapter Books
Funny Pictures
Preview & Predict
Read a Little, Think a Little
Reading and Making Connections
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RL.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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Chapter Books
Funny Pictures
Retelling the Fable
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RL.3.Describe characters, settings, and major events in a story, using key details.

ReadyRosie
Chapter Books
Character Connection
Feelings Charades
Funny Pictures
Inside Outside Traits
Reading Strategy: Reading and Making Connections
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Craft and Structure
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RL.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

ReadyRosie
Let's Look Closer
Poetry Routine
Read a Little, Think a Little
Seeing the Story
What Do I Like?
What Do I See When I Hear...?
What Was That For?
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RL.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.

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Chapter Books
What Do I Like?
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RL.6.Identify who is telling the story at various points in a text.

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Reading Strategy: Reading and Making Connections
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Integration of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RL.7.Use illustrations and details in a story to describe its characters, setting, or events.

ReadyRosie
Chapter Books
Character Connection
Favorite Illustrators
Feelings Charades
Funny Pictures
Inside Outside Traits
Reading Strategies: Look at the Picture
Reading Strategy: Reading and Making Connections
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RL.9.Compare and contrast the adventures and experiences of characters in stories.

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Storytelling with a Picture Book
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Range of Reading and Level of Text Complexity
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RL.10.With prompting and support, read prose and poetry of appropriate complexity for grade

ReadyRosie
Poetry Routine
Reading Strategy: Model Expressive Reading
What Do I Like?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Key Ideas and Details
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RI.1.Ask and answer questions about key details in a text.

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How To
What Do You Want to Know?
What's Cool About Nonfiction?
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RI.2.Identify the main topic and retell key details of a text.

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How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Craft and Structure
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RI.4.Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

ReadyRosie
Share Your Knowledge
Wondering About Words
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RI.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.

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Getting Into Information
How To
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RI.6.Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

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How Far Does It Fly?
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Integration of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RI.7.Use the illustrations and details in a text to describe its key ideas.

ReadyRosie
How Far Does It Fly?
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RI.8.Identify the reasons an author gives to support points in a text.

ReadyRosie
How To
Is It Real?
What's Cool About Nonfiction?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Range of Reading and Level of Text Complexity
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RI.10.With prompting and support, read informational texts appropriately complex for grade

ReadyRosie
Books on the Go
Daily Reading Routines
Five Finger Rule
Reading Strategies: Punctuation Expression
Reading Strategy: Echo Reading
Reading Strategy: Give the Word
What Do I Like?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Print Concepts
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RF.1.Demonstrate understanding of the organization and basic features of print.
EXPECTATION 1.RF.1.a.Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

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Reading Strategies: Punctuation Expression
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Phonological Awareness
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RF.2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
EXPECTATION 1.RF.2.a.Distinguish long from short vowel sounds in spoken single-syllable words.

ReadyRosie
All About My Family
I Found This
Letters on My Back
Race to the Letter Sound
EXPECTATION 1.RF.2.b.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

ReadyRosie
Looking for Chunks
Reading Strategy: Chunk the Word
Word Man
EXPECTATION 1.RF.2.c.Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Phonics and Word Recognition
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RF.3.Know and apply grade-level phonics and word analysis skills in decoding words.
EXPECTATION 1.RF.3.a.Know the spelling-sound correspondences for common consonant digraphs.

ReadyRosie
Looking for Chunks
Reading Strategy: Chunk the Word
Word Man
EXPECTATION 1.RF.3.b.Decode regularly spelled one-syllable words.

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Looking for Chunks
Reading Strategies: Look at the Picture
Reading Strategy: Chunk the Word
Word Man
You Know It!
EXPECTATION 1.RF.3.c.Know final -e and common vowel team conventions for representing long vowel sounds.

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Change One Letter
EXPECTATION 1.RF.3.d.Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

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Rhyming Hand Game
EXPECTATION 1.RF.3.e.Decode two-syllable words following basic patterns by breaking the words into syllables.

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Little Words Inside Bigger Words
Looking for Chunks
Reading Strategy: Cover the Suffix
Rhyming Hand Game
EXPECTATION 1.RF.3.g.Recognize and read grade-appropriate irregularly spelled words.

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Change One Letter
Fishing for Words
Magical Creature Writing
Make a Card
My Words, Your Words
Race You To the Top
Reading Strategy: Give the Word
Thinking About Word Chunks
Where's That Word?
Word Challenge
Word Man
Write a Letter
You Know It!
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Fluency
STUDENT EXPECTATION / ESSENTIAL SKILL 1.RF.4.Read with sufficient accuracy and fluency to support comprehension.
EXPECTATION 1.RF.4.a.Read on-level text with purpose and understanding.

ReadyRosie
Books on the Go
Building a Fort
Chapter Books
Daily Reading Routines
Five Finger Rule
I Read to You, You Read to Me
My Library List
Preview & Predict
Read Like You Talk
Read a Little, Think a Little
Reading Strategies: Look at the Picture
Reading Strategies: Punctuation Expression
Reading Strategy: Choral Reading
Reading Strategy: Echo Reading
Reading Strategy: Give the Word
Reading Strategy: Model Expressive Reading
Reading and Making Connections
Seeing the Story
What Do I Like?
EXPECTATION 1.RF.4.b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

ReadyRosie
Building a Fort
Reading Strategies: Punctuation Expression
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
EXPECTATION 1.RF.4.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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Reading Rhymes
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
What Does It Mean?
Wondering About Words
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.W.Writing Standards
STANDARD / ESSENTIAL SKILL Text Types and Purposes
STUDENT EXPECTATION / ESSENTIAL SKILL 1.W.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.

ReadyRosie
Captioning Your Childhood
My First Journal
STUDENT EXPECTATION / ESSENTIAL SKILL 1.W.2.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

ReadyRosie
All About My Family
Captioning Your Childhood
Family Adventure List
I Found This
I Love My Family Because...
I'd Really Like
I'm An Expert
Make a Card
Make an Invitation
Nature Journaling
Tell Me How
Write About a Family Tradition
Write a Favorite Family Recipe
STUDENT EXPECTATION / ESSENTIAL SKILL 1.W.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.

ReadyRosie
Captioning Your Childhood
Funny Pictures
Labeling Your Story
Magical Creature Writing
My First Journal
Remember The Story
Sharing Chores and Your Day
Story Train
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Around
Write a Favorite Family Recipe
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.W.Writing Standards
STANDARD / ESSENTIAL SKILL Production and Distribution of Writing
STUDENT EXPECTATION / ESSENTIAL SKILL 1.W.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.

ReadyRosie
All About My Family
Bake Sale/Lemonade Stand
Captioning Your Childhood
Color Poem
Create a Crazy Character
Family Adventure List
Funny Pictures
I'd Really Like
Labeling Your Story
Magical Creature Writing
Make a Card
Make a List
Math Journal Walk
Nature Journaling
Story Train
Tell Me How
Write About a Family Tradition
Write a Favorite Family Recipe
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.W.Writing Standards
STANDARD / ESSENTIAL SKILL Research to Build and Present Knowledge
STUDENT EXPECTATION / ESSENTIAL SKILL 1.W.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).

ReadyRosie
Bake Sale/Lemonade Stand
Color Poem
Create a Crazy Character
Family Adventure List
I Want to Know About
I'd Really Like
Make a Card
Nature Journaling
STUDENT EXPECTATION / ESSENTIAL SKILL 1.W.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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I Found This
I Want to Know About
Let's Explore
Nature Journaling
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Comprehension and Collaboration
STUDENT EXPECTATION / ESSENTIAL SKILL 1.SL.1.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
EXPECTATION 1.SL.1.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).

ReadyRosie
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.SL.1.b.Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

ReadyRosie
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.SL.1.c.Ask questions to clear up any confusion about the topics and texts under discussion.

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
Library Visit
What I Like About Me
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Comprehension and Collaboration
STUDENT EXPECTATION / ESSENTIAL SKILL 1.SL.2.Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

ReadyRosie
20 Questions Draw
Family Movie Night
I Read to You, You Read to Me
I Went to the Zoo and Saw
Seeing the Story
Storytelling with a Picture Book
STUDENT EXPECTATION / ESSENTIAL SKILL 1.SL.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
I Love My Family Because...
Library Visit
What I Like About Me
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Presentation of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL 1.SL.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

ReadyRosie
20 Questions Draw
Color Poem
Conversation Starters
Describe It
Funny Pictures
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STUDENT EXPECTATION / ESSENTIAL SKILL 1.SL.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

ReadyRosie
20 Questions Draw
Create a Crazy Character
Funny Pictures
STUDENT EXPECTATION / ESSENTIAL SKILL 1.SL.6.Produce complete sentences when appropriate to task and situation.

ReadyRosie
Guess Who
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.L.Language Standards
STANDARD / ESSENTIAL SKILL Conventions of Standard English
STUDENT EXPECTATION / ESSENTIAL SKILL 1.L.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
EXPECTATION 1.L.1.a.Print all upper- and lowercase letters.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION 1.L.1.b.Use common, proper, and possessive nouns.

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All About My Family
Noun Charades
Picture Talk
EXPECTATION 1.L.1.c.Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

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Captioning Your Childhood
Noun Charades
Picture Talk
EXPECTATION 1.L.1.d.Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

ReadyRosie
Picture Talk
EXPECTATION 1.L.1.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 walk home).

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Magical Creature Writing
Picture Talk
EXPECTATION 1.L.1.f.Use frequently occurring adjectives.

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Make a Card
Picture Talk
EXPECTATION 1.L.1.i.Use frequently occurring prepositions (e.g., during, beyond, toward).

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Picture Talk
EXPECTATION 1.L.1.j.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

ReadyRosie
Captioning Your Childhood
Magical Creature Writing
Make a Card
Picture Talk
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.L.Language Standards
STANDARD / ESSENTIAL SKILL Conventions of Standard English
STUDENT EXPECTATION / ESSENTIAL SKILL 1.L.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
EXPECTATION 1.L.2.a.Capitalize dates and names of people.

ReadyRosie
Make a Card
Make an Invitation
Write a Letter
EXPECTATION 1.L.2.b.Use end punctuation for sentences.

ReadyRosie
Magical Creature Writing
Write a Letter
EXPECTATION 1.L.2.d.Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

ReadyRosie
All About My Family
Change One Letter
I Found This
Magical Creature Writing
Make a Card
Make a List
Make an Invitation
Race You To the Top
Thinking About Word Chunks
Word Challenge
Word Man
Write a Letter
EXPECTATION 1.L.2.e.Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

ReadyRosie
All About My Family
Change One Letter
I Found This
Magical Creature Writing
Make a Card
Make a List
Make an Invitation
Thinking About Word Chunks
Word Challenge
Word Man
Write a Letter
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL 1.L.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.
EXPECTATION 1.L.4.a.Use sentence-level context as a clue to the meaning of a word or phrase.

ReadyRosie
Reading Rhymes
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
What Does It Mean?
Wondering About Words
EXPECTATION 1.L.4.b.Use frequently occurring affixes as a clue to the meaning of a word.

ReadyRosie
Reading Strategy: Cover the Suffix
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL 1.L.5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
EXPECTATION 1.L.5.a.Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

ReadyRosie
Noun Charades
Words to Chew On
EXPECTATION 1.L.5.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).

ReadyRosie
Noun Charades
Words to Chew On
EXPECTATION 1.L.5.c.Identify real-life connections between words and their use (e.g., note places at home that are cozy).

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Million Dollar Words
EXPECTATION 1.L.5.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.

ReadyRosie
Million Dollar Words
Nursery Rhymes
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL 1.L.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., because).

ReadyRosie
Family Sensory Walk
Feelings Charades
How can I help my child learn new words?
Nursery Rhymes
Reading Rhymes

Washington DC Academic Standards
Language Arts
Grade: 2 - Adopted: 2010
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Key Ideas and Details
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RL.1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ReadyRosie
20 Questions
Can You See It?
Chapter Books
Pow Wow Crunch
Read a Little, Think a Little
Reading is Thinking
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RL.3.Describe how characters in a story respond to major events and challenges.

ReadyRosie
Can You See It?
Chapter Books
Character Chat
Character Comparison
Feelings Charades
Funny Pictures
Inside Outside Traits
Reading Strategy: Reading and Making Connections
Story Train
Summarizing the Story
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Craft and Structure
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RL.4.Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

ReadyRosie
Car Tongue Twisters
Color Poem Free Verse
Family Rap
My Turn, Your Turn Poetry
Poetry
Song Lyrics
Tongue Twister Time
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RL.5.Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

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Summarizing the Story
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RL.6.Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

ReadyRosie
Reading Strategy: Reading and Making Connections
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Integration of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RL.7.Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ReadyRosie
Can You See It?
Chapter Books
Character Chat
Character Comparison
Favorite Illustrators
Feelings Charades
Funny Pictures
Inside Outside Traits
Pow Wow Crunch
Reading Strategy: Reading and Making Connections
Story Train
Summarizing the Story
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RL.9.Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

ReadyRosie
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Range of Reading and Level of Text Complexity
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RL.10.By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ReadyRosie
Books on the Go
Can You See It?
Chapter Books
Color Poem Free Verse
Daily Reading Routines
Five Finger Rule
My Turn, Your Turn
My Turn, Your Turn Poetry
Poetry
Pow Wow Crunch
Read a Little, Think a Little
Reading Dialogue
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
Reading Strategy: Model Expressive Reading
Reading Strategy: Reading and Making Connections
Song Lyrics
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Key Ideas and Details
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RI.1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ReadyRosie
How To
I Want to Know About
Reading Recipes
That's So Cool
What Do You Wonder?
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RI.2.Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

ReadyRosie
How To
That's So Cool
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RI.3.Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

ReadyRosie
How Far Does It Fly?
How To
I Want to Know About
I Went to the Zoo and Saw
Reading Recipes
That's So Cool
What Do You Wonder?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Craft and Structure
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RI.4.Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

ReadyRosie
Share Your Knowledge
Wondering About Words
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RI.5.Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

ReadyRosie
Comprehension Clues
Finding Information
How To
Let's Explore
Reading Recipes
What's Up with That?
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RI.6.Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

ReadyRosie
Random, Bizarre Facts
Reading Recipes
That's So Cool
What Do You Wonder?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Integration of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RI.7.Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

ReadyRosie
How Far Does It Fly?
That's So Cool
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RI.8.Describe how reasons support specific points the author makes in a text.

ReadyRosie
How To
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Range of Reading and Level of Text Complexity
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RI.10.By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ReadyRosie
Books on the Go
Daily Reading Routines
Five Finger Rule
How Far Does It Fly?
How To
I Want to Know About
I Went to the Zoo and Saw
Random, Bizarre Facts
Reading Recipes
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
That's So Cool
What Do You Wonder?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Phonics and Word Recognition
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RF.3.Know and apply grade-level phonics and word analysis skills in decoding words.
EXPECTATION 2.RF.3.b.Know spelling-sound correspondences for additional common vowel teams.

ReadyRosie
Shopping for Syllables
Thinking About Word Chunks
EXPECTATION 2.RF.3.c.Decode regularly spelled two-syllable words with long vowels.

ReadyRosie
Little Words Inside Bigger Words
Reading Strategy: Cover the Suffix
Rhyming Hand Game
EXPECTATION 2.RF.3.d.Decode words with common prefixes and suffixes.

ReadyRosie
Reading Strategy: Cover the Suffix
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION 2.RF.3.e.Identify words with inconsistent but common spelling-sound correspondences.

ReadyRosie
Reading Strategy: Give the Word
Thinking About Word Chunks
EXPECTATION 2.RF.3.f.Recognize and read grade-appropriate irregularly spelled words.

ReadyRosie
My Words, Your Words
Race You To the Top
Reading Strategy: Give the Word
Thinking About Word Chunks
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Fluency
STUDENT EXPECTATION / ESSENTIAL SKILL 2.RF.4.Read with sufficient accuracy and fluency to support comprehension.
EXPECTATION 2.RF.4.a.Read on-level text with purpose and understanding.

ReadyRosie
Books on the Go
Building a Fort
Can You See It?
Chapter Books
Daily Reading Routines
Five Finger Rule
I Read to You, You Read to Me
My Library List
My Turn, Your Turn
Pow Wow Crunch
Read a Little, Think a Little
Reading Dialogue
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
Reading Strategy: Model Expressive Reading
That's So Cool
What Do You Wonder?
EXPECTATION 2.RF.4.b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

ReadyRosie
Building a Fort
Reading Dialogue
Reading Strategies: Punctuation Expression
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
EXPECTATION 2.RF.4.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ReadyRosie
Reading Strategies: Slow Down, Reread
Wondering About Words
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.W.Writing Standards
STANDARD / ESSENTIAL SKILL Text Types and Purposes
STUDENT EXPECTATION / ESSENTIAL SKILL 2.W.1.Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

ReadyRosie
This Is Important
Who Are Your Heroes?
STUDENT EXPECTATION / ESSENTIAL SKILL 2.W.2.Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

ReadyRosie
Color Poem Free Verse
Create a Song
I'd Really Like
Make a Neighborhood Map
Nature Journaling
Tell Me How
This Is Important
Write About a Family Tradition
Write a Favorite Family Recipe
STUDENT EXPECTATION / ESSENTIAL SKILL 2.W.3.Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

ReadyRosie
Family Journaling
Funny Pictures
Magical Creature Writing
Make a Neighborhood Map
My Family Comic Strip
Sharing Chores and Your Day
Sketching the Story
Story Train
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Around
Writing Telephone Game
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.W.Writing Standards
STANDARD / ESSENTIAL SKILL Production and Distribution of Writing
STUDENT EXPECTATION / ESSENTIAL SKILL 2.W.5.With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

ReadyRosie
Color Poem Free Verse
Create a Song
Family Journaling
I'd Really Like
Magical Creature Writing
Make a Neighborhood Map
Nature Journaling
Please Can I?
Take a Stand
Tell Me How
This Is Important
Who Are Your Heroes?
Write About a Family Tradition
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.W.Writing Standards
STANDARD / ESSENTIAL SKILL Research to Build and Present Knowledge
STUDENT EXPECTATION / ESSENTIAL SKILL 2.W.7.Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

ReadyRosie
Color Poem
Family Adventure List
I Want to Know About
I'd Really Like
Make a Neighborhood Map
Nature Journaling
This Is Important
STUDENT EXPECTATION / ESSENTIAL SKILL 2.W.8.Recall information from experiences or gather information from provided sources to answer a question.

ReadyRosie
Family Interview
I Want to Know About
Let's Explore
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Comprehension and Collaboration
STUDENT EXPECTATION / ESSENTIAL SKILL 2.SL.1.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
EXPECTATION 2.SL.1.a.Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

ReadyRosie
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.SL.1.b.Build on others' talk in conversations by linking their comments to the remarks of others.

ReadyRosie
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.SL.1.c.Ask for clarification and further explanation as needed about the topics and texts under discussion.

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Conversations in the Car
Family Interview
Freeze Dance
Guess Who
I Love My Family Because...
I Read to You, You Read to Me
Interview an Expert
Kitchen Conversations
Library Visit
My Turn, Your Turn
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
This Is Important
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Comprehension and Collaboration
STUDENT EXPECTATION / ESSENTIAL SKILL 2.SL.2.Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

ReadyRosie
20 Questions Draw
Family Movie Night
I Read to You, You Read to Me
I Went to the Zoo and Saw
My Turn, Your Turn
Random, Bizarre Facts
STUDENT EXPECTATION / ESSENTIAL SKILL 2.SL.3.Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
I Love My Family Because...
Interview an Expert
Library Visit
This Is Important
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Presentation of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL 2.SL.4.Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

ReadyRosie
20 Questions
20 Questions Draw
Create a Song
Family Interview
Sharing Chores and Your Day
What I Like About Me
Who's Coming to Dinner?
STUDENT EXPECTATION / ESSENTIAL SKILL 2.SL.6.Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

ReadyRosie
20 Questions
Family Interview
Guess Who
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.L.Language Standards
STANDARD / ESSENTIAL SKILL Conventions of Standard English
STUDENT EXPECTATION / ESSENTIAL SKILL 2.L.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
EXPECTATION 2.L.1.a.Use collective nouns (e.g., group).

ReadyRosie
20 Questions
Noun Charades
EXPECTATION 2.L.1.b.Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

ReadyRosie
Noun Charades
EXPECTATION 2.L.1.d.Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

ReadyRosie
Family Journaling
EXPECTATION 2.L.1.e.Use adjectives and adverbs, and choose between them depending on what is to be modified.

ReadyRosie
Acrostic Poem
Picture Talk
EXPECTATION 2.L.1.f.Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

ReadyRosie
20 Questions
Guess Who
Hidden Messages
Magical Creature Writing
Simon Says
What I Like About Me
Who's Coming to Dinner?
Writing Telephone Game
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.L.Language Standards
STANDARD / ESSENTIAL SKILL Conventions of Standard English
STUDENT EXPECTATION / ESSENTIAL SKILL 2.L.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
EXPECTATION 2.L.2.a.Capitalize holidays, product names, and geographic names.

ReadyRosie
Writing Telephone Game
EXPECTATION 2.L.2.b.Use commas in greetings and closings of letters.

ReadyRosie
Hidden Messages
Write a Thank You Note
Write to the Tooth Fairy
EXPECTATION 2.L.2.d.Generalize learned spelling patterns when writing words (e.g., cage-->badge; boy-->boil).

ReadyRosie
Change One Letter
Magical Creature Writing
Race You To the Top
Spelling Pattern Game
Thinking About Word Chunks
Word Challenge
Write a Letter
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.L.Language Standards
STANDARD / ESSENTIAL SKILL Knowledge of Language
STUDENT EXPECTATION / ESSENTIAL SKILL 2.L.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.
EXPECTATION 2.L.3.a.Compare formal and informal uses of English.

ReadyRosie
Share Your Knowledge
Sharing Chores and Your Day
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL 2.L.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
EXPECTATION 2.L.4.a.Use sentence-level context as a clue to the meaning of a word or phrase.

ReadyRosie
Reading Strategies: Slow Down, Reread
Wondering About Words
EXPECTATION 2.L.4.b.Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

ReadyRosie
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION 2.L.4.c.Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

ReadyRosie
Digging Into Roots
EXPECTATION 2.L.4.d.Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

ReadyRosie
Playground Compounds
EXPECTATION 2.L.4.e.Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

ReadyRosie
Comprehension Clues
Finding Information
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL 2.L.5.Demonstrate understanding of word relationships and nuances in word meanings.
EXPECTATION 2.L.5.a.Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

ReadyRosie
Category Competition
Hink Pink
Million Dollar Words
EXPECTATION 2.L.5.b.Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

ReadyRosie
Category Competition
Hink Pink
Million Dollar Words
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL 2.L.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

ReadyRosie
20 Questions Draw
Color Poem
Color Poem Free Verse
Conversation Starters
Describe It
Feelings Charades
Funny Pictures
Hink Pink
How can I help my child learn new words?
Sharing Chores and Your Day
What I Like About Me
What Makes a Good Storyteller
Who's Coming to Dinner?

Washington DC Academic Standards
Language Arts
Grade: 3 - Adopted: 2010
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Key Ideas and Details
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RL.1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

ReadyRosie
20 Questions
Chapter Books
It's All In Your Head
Pow Wow Crunch
Read a Little, Think a Little
Talking About Books
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RL.2.Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

ReadyRosie
Chapter Books
Sequence and Summarize
Story Train
Talking About Books
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RL.3.Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

ReadyRosie
Chapter Books
Character Chat
Feelings Charades
Inside Outside Traits
Reading Strategy: Reading and Making Connections
Story Train
Talking About Books
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Craft and Structure
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RL.4.Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

ReadyRosie
Hinky Pinky and Hinketty Pinketty
Let's Look Closer
Talking About Books
What Makes a Good Storyteller
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RL.5.Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

ReadyRosie
Favorite Genres
My Turn, Your Turn Poetry
Poetry
Poetry Routine
Pow Wow Crunch
Song Lyrics
Talking About Books
Tips for helping your child love reading
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RL.6.Distinguish their own point of view from that of the narrator or those of the characters.

ReadyRosie
Reading Strategy: Reading and Making Connections
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Integration of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RL.7.Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

ReadyRosie
Pow Wow Crunch
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RL.9.Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

ReadyRosie
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RL.Reading Standards for Literature
STANDARD / ESSENTIAL SKILL Range of Reading and Level of Text Complexity
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RL.10.By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

ReadyRosie
Books on the Go
Chapter Books
Daily Reading Routines
Favorite Genres
Five Finger Rule
It's All In Your Head
My Turn, Your Turn
My Turn, Your Turn Poetry
Poetry
Poetry Routine
Pow Wow Crunch
Read a Little, Think a Little
Reading Dialogue
Reading Strategy: Model Expressive Reading
Reading Strategy: Reading and Making Connections
Song Lyrics
What Makes a Good Storyteller
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Key Ideas and Details
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RI.1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

ReadyRosie
Reading Recipes
That's So Cool
What Will You Learn?
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RI.2.Determine the main idea of a text; recount the key details and explain how they support the main idea.

ReadyRosie
That's So Cool
What Will You Learn?
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RI.3.Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

ReadyRosie
Double the Recipe
How Far Does It Fly?
I Want to Know About
Reading Recipes
That's So Cool
What Will You Learn?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Craft and Structure
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RI.4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

ReadyRosie
Share Your Knowledge
Wondering About Words
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RI.5.Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

ReadyRosie
Comprehension Clues
Reading Recipes
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Integration of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RI.7.Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

ReadyRosie
How Far Does It Fly?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RI.Reading Standards for Informational Text
STANDARD / ESSENTIAL SKILL Range of Reading and Level of Text Complexity
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RI.10.By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

ReadyRosie
Books on the Go
Daily Reading Routines
Double the Recipe
Favorite Genres
Five Finger Rule
How Far Does It Fly?
I Want to Know About
Random, Bizarre Facts
Reading Recipes
That's So Cool
What Will You Learn?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Phonics and Word Recognition
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RF.3.Know and apply grade-level phonics and word analysis skills in decoding words.
EXPECTATION 3.RF.3.a.Identify and know the meaning of the most common prefixes and derivational suffixes.

ReadyRosie
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION 3.RF.3.b.Decode words with common Latin suffixes.

ReadyRosie
Shopping for Syllables
Understanding Big Words
EXPECTATION 3.RF.3.d.Read grade-appropriate irregularly spelled words.

ReadyRosie
Change One Letter
Magical Creature Writing
Race You To the Top
Thinking About Word Chunks
Word Challenge
Write a Letter
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.RF.Reading Standards: Foundational Skills
STANDARD / ESSENTIAL SKILL Fluency
STUDENT EXPECTATION / ESSENTIAL SKILL 3.RF.4.Read with sufficient accuracy and fluency to support comprehension.
EXPECTATION 3.RF.4.a.Read on-level text with purpose and understanding.

ReadyRosie
Books on the Go
Building a Fort
Chapter Books
Daily Reading Routines
Favorite Genres
Five Finger Rule
It's All In Your Head
My Library List
My Turn, Your Turn
Pow Wow Crunch
Read a Little, Think a Little
Reading Dialogue
Reading Strategy: Model Expressive Reading
That's So Cool
What Will You Learn?
EXPECTATION 3.RF.4.b.Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

ReadyRosie
Favorite Genres
My Turn, Your Turn Poetry
Poetry
Poetry Routine
Pow Wow Crunch
Reading Strategy: Model Expressive Reading
Song Lyrics
EXPECTATION 3.RF.4.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ReadyRosie
Wondering About Words
Word Detective
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.W.Writing Standards
STANDARD / ESSENTIAL SKILL Text Types and Purposes
STUDENT EXPECTATION / ESSENTIAL SKILL 3.W.1.Write opinion pieces on topics or texts, supporting a point of view with reasons.
EXPECTATION 3.W.1.a.Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

ReadyRosie
This Is Important
Who Are Your Heroes?
EXPECTATION 3.W.1.c.Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

ReadyRosie
This Is Important
EXPECTATION 3.W.1.d.Provide a concluding statement or section.

ReadyRosie
This Is Important
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.W.Writing Standards
STANDARD / ESSENTIAL SKILL Text Types and Purposes
STUDENT EXPECTATION / ESSENTIAL SKILL 3.W.2.Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
EXPECTATION 3.W.2.a.Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

ReadyRosie
Create a Song
Family Adventure List
Make a Neighborhood Map
Nature Journaling
This Is Important
Write About a Family Tradition
EXPECTATION 3.W.2.b.Develop the topic with facts, definitions, and details.

ReadyRosie
Create a Song
Make a Neighborhood Map
Nature Journaling
This Is Important
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 3.W.2.c.Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

ReadyRosie
Create a Song
EXPECTATION 3.W.2.d.Provide a concluding statement or section.

ReadyRosie
Write About a Family Tradition
Write a Favorite Family Recipe
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.W.Writing Standards
STANDARD / ESSENTIAL SKILL Text Types and Purposes
STUDENT EXPECTATION / ESSENTIAL SKILL 3.W.3.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
EXPECTATION 3.W.3.a.Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

ReadyRosie
A Really Good Story
Family Journaling
Magical Creature Writing
Make a Neighborhood Map
My Family Comic Strip
Sharing Chores and Your Day
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Around
Writing Telephone Game
EXPECTATION 3.W.3.b.Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

ReadyRosie
A Really Good Story
Family Poem
Magical Creature Writing
Write Around
EXPECTATION 3.W.3.c.Use temporal words and phrases to signal event order.

ReadyRosie
Family Journaling
My Family Comic Strip
Sharing Chores and Your Day
Write Around
Writing Telephone Game
EXPECTATION 3.W.3.d.Provide a sense of closure.

ReadyRosie
Family Journaling
Magical Creature Writing
My Family Comic Strip
Story Train
Write Around
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.W.Writing Standards
STANDARD / ESSENTIAL SKILL Production and Distribution of Writing
STUDENT EXPECTATION / ESSENTIAL SKILL 3.W.4.With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

ReadyRosie
Family Adventure List
Family Journaling
I Love My Family Because...
Interview an Expert
Magical Creature Writing
Make a Neighborhood Map
My Family Comic Strip
Nature Journaling
Sharing Chores and Your Day
Story Train
This Is Important
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write About a Family Tradition
Write Around
Write a Favorite Family Recipe
STUDENT EXPECTATION / ESSENTIAL SKILL 3.W.5.With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

ReadyRosie
A Really Good Story
This Is Important
Write a Favorite Family Recipe
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.W.Writing Standards
STANDARD / ESSENTIAL SKILL Research to Build and Present Knowledge
STUDENT EXPECTATION / ESSENTIAL SKILL 3.W.7.Conduct short research projects that build knowledge about a topic.

ReadyRosie
Family Interview
I Want to Know About
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
STUDENT EXPECTATION / ESSENTIAL SKILL 3.W.8.Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

ReadyRosie
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.W.Writing Standards
STANDARD / ESSENTIAL SKILL Range of Writing
STUDENT EXPECTATION / ESSENTIAL SKILL 3.W.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 discipline-specific tasks, purposes, and audiences.

ReadyRosie
Family Adventure List
Family Journaling
Make a Neighborhood Map
Nature Journaling
This Is Important
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Comprehension and Collaboration
STUDENT EXPECTATION / ESSENTIAL SKILL 3.SL.1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
EXPECTATION 3.SL.1.a.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

ReadyRosie
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.SL.1.b.Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

ReadyRosie
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.SL.1.c.Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Conversations in the Car
Family Interview
Freeze Dance
Guess Who
I Love My Family Because...
Interview an Expert
Kitchen Conversations
Library Visit
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
This Is Important
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.SL.1.d.Explain their own ideas and understanding in light of the discussion.

ReadyRosie
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
Who Are Your Heroes?
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Comprehension and Collaboration
STUDENT EXPECTATION / ESSENTIAL SKILL 3.SL.2.Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

ReadyRosie
20 Questions Draw
Family Movie Night
My Turn, Your Turn
Random, Bizarre Facts
STUDENT EXPECTATION / ESSENTIAL SKILL 3.SL.3.Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
I Love My Family Because...
Interview an Expert
Library Visit
Sharing Chores and Your Day
This Is Important
Who Are Your Heroes?
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.SL.Speaking and Listening Standards
STANDARD / ESSENTIAL SKILL Presentation of Knowledge and Ideas
STUDENT EXPECTATION / ESSENTIAL SKILL 3.SL.4.Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

ReadyRosie
20 Questions
20 Questions Draw
Create a Song
Family Interview
Share Your Knowledge
Sharing Chores and Your Day
Who's Coming to Dinner?
STUDENT EXPECTATION / ESSENTIAL SKILL 3.SL.6.Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
Who's Coming to Dinner?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.L.Language Standards
STANDARD / ESSENTIAL SKILL Conventions of Standard English
STUDENT EXPECTATION / ESSENTIAL SKILL 3.L.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
EXPECTATION 3.L.1.a.Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

ReadyRosie
Acrostic Poem
Noun Charades
EXPECTATION 3.L.1.b.Form and use regular and irregular plural nouns.

ReadyRosie
Noun Charades
EXPECTATION 3.L.1.c.Use abstract nouns (e.g., childhood).

ReadyRosie
Noun Charades
EXPECTATION 3.L.1.e.Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

ReadyRosie
Magical Creature Writing
EXPECTATION 3.L.1.g.Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
EXPECTATION 3.L.1.i.Produce simple, compound, and complex sentences.

ReadyRosie
Magical Creature Writing
Writing Telephone Game
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.L.Language Standards
STANDARD / ESSENTIAL SKILL Conventions of Standard English
STUDENT EXPECTATION / ESSENTIAL SKILL 3.L.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
EXPECTATION 3.L.2.c.Use commas and quotation marks in dialogue.

ReadyRosie
Write Around
EXPECTATION 3.L.2.e.Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

ReadyRosie
Change One Letter
Magical Creature Writing
Shopping for Syllables
Spelling Pattern Game
Thinking About Word Chunks
Understanding Big Words
Word Challenge
Write a Letter
EXPECTATION 3.L.2.f.Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

ReadyRosie
Change One Letter
Magical Creature Writing
Spelling Pattern Game
Thinking About Word Chunks
Word Challenge
Write a Letter
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.L.Language Standards
STANDARD / ESSENTIAL SKILL Knowledge of Language
STUDENT EXPECTATION / ESSENTIAL SKILL 3.L.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.
EXPECTATION 3.L.3.a.Choose words and phrases for effect.

ReadyRosie
Acrostic Poem
Create a Song
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
Noun Charades
Sharing Chores and Your Day
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL 3.L.4.Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
EXPECTATION 3.L.4.a.Use sentence-level context as a clue to the meaning of a word or phrase.

ReadyRosie
Wondering About Words
Word Detective
EXPECTATION 3.L.4.b.Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

ReadyRosie
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION 3.L.4.c.Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

ReadyRosie
Digging Into Roots
EXPECTATION 3.L.4.d.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

ReadyRosie
Comprehension Clues
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL 3.L.5.Demonstrate understanding of word relationships and nuances in word meanings.
EXPECTATION 3.L.5.a.Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

ReadyRosie
Hinky Pinky and Hinketty Pinketty
Let's Look Closer
Wondering About Words
Word Detective
EXPECTATION 3.L.5.b.Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
EXPECTATION 3.L.5.c.Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.L.Language Standards
STANDARD / ESSENTIAL SKILL Vocabulary Acquisition and Use
STUDENT EXPECTATION / ESSENTIAL SKILL 3.L.6.Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

ReadyRosie
Category Competition
Create a Song
Feelings Charades
Hinky Pinky and Hinketty Pinketty
How can I help my child learn new words?
Million Dollar Words
Noun Charades
Share Your Knowledge
Sharing Chores and Your Day
What Makes a Good Storyteller
Wondering About Words

Washington DC Academic Standards
Mathematics
Grade: K - Adopted: 2010
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.MP.Mathematical Practices
STANDARD / ESSENTIAL SKILL K.MP.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Car Time Math
Family Math Book
How Many Legs?
STANDARD / ESSENTIAL SKILL K.MP.2.Reason abstractly and quantitatively.

ReadyRosie
How Many Legs?
The Right Size
STANDARD / ESSENTIAL SKILL K.MP.3.Construct viable arguments and critique the reasoning of others.

ReadyRosie
Building a Fort
More or Less
Salty Numbers
Would It Work?
STANDARD / ESSENTIAL SKILL K.MP.4.Model with mathematics.

ReadyRosie
Family Math Book
When Five is Big
Would It Work?
STANDARD / ESSENTIAL SKILL K.MP.7.Look for and make use of structure.

ReadyRosie
Pattern Walk
STANDARD / ESSENTIAL SKILL K.MP.8.Look for and express regularity in repeated reasoning.

ReadyRosie
Pattern Walk
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.CC.Counting and Cardinality
STANDARD / ESSENTIAL SKILL Know number names and the count sequence.
STUDENT EXPECTATION / ESSENTIAL SKILL K.CC.1.Count to 100 by ones and by tens.

ReadyRosie
Add One
Card Sequencing and Counting
My Favorite Things
Number Lookout
Salty Numbers
Ten in a Row
What Am I Counting?
What Comes Next?
STUDENT EXPECTATION / ESSENTIAL SKILL K.CC.2.Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

ReadyRosie
Add One
Card Sequencing and Counting
My Favorite Things
Number Lookout
Salty Numbers
Spill the Beans
Ten in a Row
What Am I Counting?
What Comes Next?
STUDENT EXPECTATION / ESSENTIAL SKILL K.CC.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).

ReadyRosie
Go Fish
My Favorite Things
Numbers on My Back
Sneaky Math Note
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.CC.Counting and Cardinality
STANDARD / ESSENTIAL SKILL Count to tell the number of objects.
STUDENT EXPECTATION / ESSENTIAL SKILL K.CC.4.Understand the relationship between numbers and quantities; connect counting to cardinality.
EXPECTATION K.CC.4.a.When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

ReadyRosie
Car Race
Count with Your Eyes
I See Three
In Ten Seconds
Pairs of Socks
Sneaky Math Note
Spill the Beans
The Biggest Number
What Am I Counting?
What Do I Have?
EXPECTATION K.CC.4.b.Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

ReadyRosie
Car Race
Count with Your Eyes
I See Three
In Ten Seconds
Pairs of Socks
Sneaky Math Note
Spill the Beans
The Biggest Number
What Am I Counting?
What Do I Have?
EXPECTATION K.CC.4.c.Understand that each successive number name refers to a quantity that is one larger.

ReadyRosie
Add One
Card Sequencing and Counting
My Favorite Things
Number Lookout
Salty Numbers
Spill the Beans
Ten in a Row
What Am I Counting?
What Comes Next?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.CC.Counting and Cardinality
STANDARD / ESSENTIAL SKILL Count to tell the number of objects.
STUDENT EXPECTATION / ESSENTIAL SKILL K.CC.5.Count to answer ''how many?'' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

ReadyRosie
Car Race
Count with Your Eyes
I See Three
In Ten Seconds
Sneaky Math Note
Spill the Beans
The Biggest Number
What Do I Have?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.CC.Counting and Cardinality
STANDARD / ESSENTIAL SKILL Compare numbers.
STUDENT EXPECTATION / ESSENTIAL SKILL K.CC.6.Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

ReadyRosie
In Ten Seconds
More or Less
The Biggest Number
STUDENT EXPECTATION / ESSENTIAL SKILL K.CC.7.Compare two numbers between 1 and 10 presented as written numerals.

ReadyRosie
Ten in a Row
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
STUDENT EXPECTATION / ESSENTIAL SKILL K.OA.1.Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

ReadyRosie
Car Race
Family Math Book
Finish My Set
Fishing for Tens
How Many Legs?
Math Journal Walk
Putting Away Dishes
STUDENT EXPECTATION / ESSENTIAL SKILL K.OA.2.Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

ReadyRosie
Bedtime Math Story
Car Race
Car Time Math
Family Math Book
Finish My Set
Fishing for Tens
How Many Legs?
Math Journal Walk
Putting Away Dishes
Restaurant Story Problems
Spill the Beans
STUDENT EXPECTATION / ESSENTIAL SKILL K.OA.3.Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

ReadyRosie
Fishing for Tens
Give Me Five
Make Ten
Sneaky Math Note
What Do I Have?
What's Left?
STUDENT EXPECTATION / ESSENTIAL SKILL K.OA.4.For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

ReadyRosie
Fishing for Tens
Give Me Five
Make Ten
Sneaky Math Note
What Do I Have?
What's Left?
STUDENT EXPECTATION / ESSENTIAL SKILL K.OA.5.Fluently add and subtract within 5.

ReadyRosie
Car Race
Math Fact Memory
Roll the Difference
Spill the Beans
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.NBT.Number and Operations in Base Ten
STANDARD / ESSENTIAL SKILL Work with numbers 11-19 to gain foundations for place value.
STUDENT EXPECTATION / ESSENTIAL SKILL K.NBT.1.Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

ReadyRosie
Fishing for Tens
Give Me Five
Make Ten
Sneaky Math Note
What Do I Have?
What's Left?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Describe and compare measurable attributes.
STUDENT EXPECTATION / ESSENTIAL SKILL K.MD.1.Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

ReadyRosie
Blow Your House Down!
Hunt and Measure
Measurable Me
STUDENT EXPECTATION / ESSENTIAL SKILL K.MD.2.Directly compare two objects with a measurable attribute in common, to see which object has ''more of''/''less of'' the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

ReadyRosie
Blow Your House Down!
Guess and Measure
How Far Does It Fly?
Hunt and Measure
Measurable Me
Measure your Steps
Ramp Car Racing
The Right Size
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Classify objects and count the number of objects in each category.
STUDENT EXPECTATION / ESSENTIAL SKILL K.MD.3.Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

ReadyRosie
Card Sorting
I Spy a Coin
Toy Organization
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.G.Geometry
STANDARD / ESSENTIAL SKILL Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
STUDENT EXPECTATION / ESSENTIAL SKILL K.G.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.

ReadyRosie
Is it a Triangle?
Pattern Walk
Shape Scavenger Hunt
STUDENT EXPECTATION / ESSENTIAL SKILL K.G.2.Correctly name shapes regardless of their orientations or overall size.

ReadyRosie
Canned
Shape Scavenger Hunt
STUDENT EXPECTATION / ESSENTIAL SKILL K.G.3.Identify shapes as two-dimensional (lying in a plane, ''flat'') or three-dimensional (''solid'').

ReadyRosie
Shape Scavenger Hunt
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.K.G.Geometry
STANDARD / ESSENTIAL SKILL Analyze, compare, create, and compose shapes.
STUDENT EXPECTATION / ESSENTIAL SKILL K.G.4.Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/''corners'') and other attributes (e.g., having sides of equal length).

ReadyRosie
Canned
Shape Scavenger Hunt
STUDENT EXPECTATION / ESSENTIAL SKILL K.G.5.Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

ReadyRosie
Is it a Triangle?
STUDENT EXPECTATION / ESSENTIAL SKILL K.G.6.Compose simple shapes to form larger shapes. For example, ''Can you join these two triangles with full sides touching to make a rectangle?''

ReadyRosie
Is it a Triangle?

Washington DC Academic Standards
Mathematics
Grade: 1 - Adopted: 2010
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.MP.Mathematical Practices
STANDARD / ESSENTIAL SKILL 1.MP.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Car Time Math
Family Math Book
STANDARD / ESSENTIAL SKILL 1.MP.3.Construct viable arguments and critique the reasoning of others.

ReadyRosie
Building a Fort
Category Hunt
One of These Is Not Like the Other
Would It Work?
STANDARD / ESSENTIAL SKILL 1.MP.4.Model with mathematics.

ReadyRosie
Family Math Book
When Five is Big
Would It Work?
STANDARD / ESSENTIAL SKILL 1.MP.6.Attend to precision.

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Category Hunt
STANDARD / ESSENTIAL SKILL 1.MP.7.Look for and make use of structure.

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One of These Is Not Like the Other
STANDARD / ESSENTIAL SKILL 1.MP.8.Look for and express regularity in repeated reasoning.

ReadyRosie
Category Hunt
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Represent and solve problems involving addition and subtraction.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.OA.1.Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

ReadyRosie
Bedtime Math Story
Car Time Math
Domino Subtraction
Family Math Book
Fishing for Tens
Input Output
Math Journal Walk
Restaurant Story Problems
Spill the Beans
The Final Price Is...
STUDENT EXPECTATION / ESSENTIAL SKILL 1.OA.2.Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

ReadyRosie
Restaurant Story Problems
Ten Scoops
The Final Price Is...
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Understand and apply properties of operations and the relationship between addition and subtraction.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.OA.3.Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

ReadyRosie
Fishing for Doubles
STUDENT EXPECTATION / ESSENTIAL SKILL 1.OA.4.Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

ReadyRosie
Addition War
Can you Make 21?
Car Race
Dice Knockout
Domino Addition
Domino Subtraction
Fifteen Fact Memory
Fishing for Doubles
Math Fact Memory
Roll the Difference
Spill the Beans
Ten Dimes
Ten Scoops
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Add and subtract within 20.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.OA.5.Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

ReadyRosie
Addition War
Domino Addition
Fifteen Fact Memory
I Can Make You Say 21
Make Ten
Roll the Difference
STUDENT EXPECTATION / ESSENTIAL SKILL 1.OA.6.Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

ReadyRosie
Addition War
Broken Calculator Keys
Can you Make 21?
Car Race
Dice Knockout
Domino Addition
Domino Subtraction
Fifteen Fact Memory
Fishing for Doubles
Math Fact Memory
Roll the Difference
Spill the Beans
Ten Scoops
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Work with addition and subtraction equations.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.OA.8.Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

ReadyRosie
Where Did I Start?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.NBT.Number and Operations in Base Ten
STANDARD / ESSENTIAL SKILL Extend the counting sequence.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.NBT.1.Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

ReadyRosie
I Can Make You Say 21
Sneaky Math Note
Ten in a Row
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.NBT.Number and Operations in Base Ten
STANDARD / ESSENTIAL SKILL Understand place value.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.NBT.2.Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
EXPECTATION 1.NBT.2.a.10 can be thought of as a bundle of ten ones -- called a ''ten.''

ReadyRosie
How Many Fingers?
How Many Tens in 50?
Location Guess My Number
Stacking Pennies
Ten Dimes
EXPECTATION 1.NBT.2.b.The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

ReadyRosie
How Many Fingers?
How Many Tens in 50?
Location Guess My Number
Stacking Pennies
Ten Dimes
EXPECTATION 1.NBT.2.c.The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

ReadyRosie
How Many Fingers?
How Many Tens in 50?
Location Guess My Number
Stacking Pennies
Ten Dimes
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.NBT.Number and Operations in Base Ten
STANDARD / ESSENTIAL SKILL Understand place value.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.NBT.3.Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

ReadyRosie
Greater Than
I'm Thinking of a Number
Location Guess My Number
Ten in a Row
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.NBT.Number and Operations in Base Ten
STANDARD / ESSENTIAL SKILL Use place value understanding and properties of operations to add and subtract.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.NBT.4.Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

ReadyRosie
Broken Calculator Keys
Car Race
Fishing for Tens
Ten Dimes
STUDENT EXPECTATION / ESSENTIAL SKILL 1.NBT.5.Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

ReadyRosie
Ten More
STUDENT EXPECTATION / ESSENTIAL SKILL 1.NBT.6.Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

ReadyRosie
Ten More
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Measure lengths indirectly and by iterating length units.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.MD.1.Order three objects by length; compare the lengths of two objects indirectly by using a third object.

ReadyRosie
How Far Does It Fly?
Hunt and Measure
Measurable Me
Ramp Car Racing
STUDENT EXPECTATION / ESSENTIAL SKILL 1.MD.2.Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

ReadyRosie
Hunt and Measure
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Tell and write time.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.MD.3.Tell and write time in hours and half-hours using analog and digital clocks.

ReadyRosie
Body Clock
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Represent and interpret data.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.MD.4.Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

ReadyRosie
Survey Says
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.1.G.Geometry
STANDARD / ESSENTIAL SKILL Reason with shapes and their attributes.
STUDENT EXPECTATION / ESSENTIAL SKILL 1.G.1.Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.

ReadyRosie
Folding a Blanket
One of These Is Not Like the Other
Paper Airplane Geometry
STUDENT EXPECTATION / ESSENTIAL SKILL 1.G.2.Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

ReadyRosie
Folding a Blanket
Paper Airplane Geometry
STUDENT EXPECTATION / ESSENTIAL SKILL 1.G.3.Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

ReadyRosie
Folding Napkins
Making Playdough Together

Washington DC Academic Standards
Mathematics
Grade: 2 - Adopted: 2010
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.MP.Mathematical Practices
STANDARD / ESSENTIAL SKILL 2.MP.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Can I Stump You?
Family Math Book
STANDARD / ESSENTIAL SKILL 2.MP.3.Construct viable arguments and critique the reasoning of others.

ReadyRosie
Building a Fort
Category Hunt
One of These Is Not Like the Other
STANDARD / ESSENTIAL SKILL 2.MP.4.Model with mathematics.

ReadyRosie
Family Math Book
Is it Reasonable?
When Five is Big
STANDARD / ESSENTIAL SKILL 2.MP.6.Attend to precision.

ReadyRosie
Category Hunt
STANDARD / ESSENTIAL SKILL 2.MP.7.Look for and make use of structure.

ReadyRosie
One of These Is Not Like the Other
STANDARD / ESSENTIAL SKILL 2.MP.8.Look for and express regularity in repeated reasoning.

ReadyRosie
Category Hunt
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Represent and solve problems involving addition and subtraction.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.OA.1.Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

ReadyRosie
Can I Stump You?
Family Math Book
Input Output
Make One Up
Restaurant Story Problems
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Add and subtract within 20.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.OA.2.Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

ReadyRosie
Addition War
Can you Make 21?
Fifteen Fact Memory
Fishing for Doubles
Subtraction War
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Work with equal groups of objects to gain foundations for multiplication.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.OA.3.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

ReadyRosie
Even or Odd?
STUDENT EXPECTATION / ESSENTIAL SKILL 2.OA.4.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

ReadyRosie
An Array of Brownies
I Spy Sums and Products
Table Times
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.NBT.Number and Operations in Base Ten
STANDARD / ESSENTIAL SKILL Understand place value.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.NBT.1.Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
EXPECTATION 2.NBT.1.a.100 can be thought of as a bundle of ten tens -- called a ''hundred.''

ReadyRosie
All About My Number
How Much to 1,000?
Less Than
Location Guess My Number
Place Value Battle
Place Value Dice
EXPECTATION 2.NBT.1.b.The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

ReadyRosie
All About My Number
How Much to 1,000?
Less Than
Place Value Battle
Place Value Dice
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.NBT.Number and Operations in Base Ten
STANDARD / ESSENTIAL SKILL Understand place value.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.NBT.2.Count within 1000; skip-count by 5s, 10s, and 100s.

ReadyRosie
Buzz on 3
Dollars and Dice
One Hundred More
STUDENT EXPECTATION / ESSENTIAL SKILL 2.NBT.3.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

ReadyRosie
All About My Number
Dollars and Dice
Place Value Dice
Sneaky Math Note
Thousand More
STUDENT EXPECTATION / ESSENTIAL SKILL 2.NBT.4.Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and <. symbols to record the results of comparisons.

ReadyRosie
Greater Than
Is it Reasonable?
Less Than
Location Guess My Number
Place Value Battle
The Greater Number
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.NBT.Number and Operations in Base Ten
STANDARD / ESSENTIAL SKILL Use place value understanding and properties of operations to add and subtract.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.NBT.5.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

ReadyRosie
2-Digit Addition War
Addition War
Broken Calculator Keys
Can I Stump You?
Can you Make 21?
Close Call
Coupon Savings
Dollars and Dice
Fishing for Doubles
How Much to 1,000?
Race to Zero
Skunk Addition
Subtraction Switch
The Answer Is
Thousand More
What's the Difference?
STUDENT EXPECTATION / ESSENTIAL SKILL 2.NBT.6.Add up to four two-digit numbers using strategies based on place value and properties of operations.

ReadyRosie
2-Digit Addition War
Addition War
Broken Calculator Keys
Can I Stump You?
Can you Make 21?
Close Call
Coupon Savings
Dollars and Dice
Fishing for Doubles
How Much to 1,000?
Restaurant Story Problems
Skunk Addition
The Answer Is
Thousand More
STUDENT EXPECTATION / ESSENTIAL SKILL 2.NBT.7.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

ReadyRosie
2-Digit Addition War
Addition War
Broken Calculator Keys
Can I Stump You?
Can you Make 21?
Close Call
Coupon Savings
Dollars and Dice
Fishing for Doubles
How Much to 1,000?
Race to Zero
Skunk Addition
Subtraction Switch
The Answer Is
Thousand More
What's the Difference?
STUDENT EXPECTATION / ESSENTIAL SKILL 2.NBT.8.Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

ReadyRosie
Dollars and Dice
STUDENT EXPECTATION / ESSENTIAL SKILL 2.NBT.9.Explain why addition and subtraction strategies work, using place value and the properties of operations.

ReadyRosie
Addition War
Broken Calculator Keys
Can I Stump You?
Can you Make 21?
Dollars and Dice
Fishing for Doubles
How Much to 1,000?
Skunk Addition
Subtraction Switch
The Answer Is
Thousand More
What's the Difference?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Measure and estimate lengths in standard units.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.MD.1.Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

ReadyRosie
Category Hunt
How Far Does It Fly?
Ramp Car Racing
STUDENT EXPECTATION / ESSENTIAL SKILL 2.MD.3.Estimate lengths using units of inches, feet, centimeters, and meters.

ReadyRosie
How Far Does It Fly?
Ramp Car Racing
Three Questions
STUDENT EXPECTATION / ESSENTIAL SKILL 2.MD.4.Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

ReadyRosie
How Far Does It Fly?
Ramp Car Racing
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Work with time and money.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.MD.8.Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and cents symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

ReadyRosie
What's in a Dollar?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Represent and interpret data.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.MD.9.Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

ReadyRosie
Category Hunt
How Far Does It Fly?
Ramp Car Racing
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.2.G.Geometry
STANDARD / ESSENTIAL SKILL Reason with shapes and their attributes.
STUDENT EXPECTATION / ESSENTIAL SKILL 2.G.1.Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

ReadyRosie
Mystery Shape
Paper Airplane Geometry
STUDENT EXPECTATION / ESSENTIAL SKILL 2.G.2.Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

ReadyRosie
An Array of Brownies
STUDENT EXPECTATION / ESSENTIAL SKILL 2.G.3.Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

ReadyRosie
Counting Fractions

Washington DC Academic Standards
Mathematics
Grade: 3 - Adopted: 2010
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.MP.Mathematical Practices
STANDARD / ESSENTIAL SKILL 3.MP.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Can I Stump You?
Family Math Book
STANDARD / ESSENTIAL SKILL 3.MP.2.Reason abstractly and quantitatively.

ReadyRosie
That's Crazy!
STANDARD / ESSENTIAL SKILL 3.MP.3.Construct viable arguments and critique the reasoning of others.

ReadyRosie
Building a Fort
Category Hunt
STANDARD / ESSENTIAL SKILL 3.MP.4.Model with mathematics.

ReadyRosie
Family Math Book
That's Crazy!
When Five is Big
STANDARD / ESSENTIAL SKILL 3.MP.6.Attend to precision.

ReadyRosie
Category Hunt
STANDARD / ESSENTIAL SKILL 3.MP.8.Look for and express regularity in repeated reasoning.

ReadyRosie
Category Hunt
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Represent and solve problems involving multiplication and division.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.OA.1.Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.

ReadyRosie
I Spy Sums and Products
Let's Go to 100
Multiplication War
Price Per Pound
Say it a Different Way
STUDENT EXPECTATION / ESSENTIAL SKILL 3.OA.2.Interpret whole-number quotients of whole numbers, e.g., interpret 56 / 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 / 8.

ReadyRosie
Fair Share
STUDENT EXPECTATION / ESSENTIAL SKILL 3.OA.3.Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

ReadyRosie
Can I Stump You?
Family Math Book
Let's Go to 100
Table Times
STUDENT EXPECTATION / ESSENTIAL SKILL 3.OA.4.Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = _ / 3, 6 x 6 = ?

ReadyRosie
Math Mind Reading
Parts Unknown
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Understand properties of multiplication and the relationship between multiplication and division.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.OA.5.Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.)

ReadyRosie
I Spy Sums and Products
Multiplication War
STUDENT EXPECTATION / ESSENTIAL SKILL 3.OA.6.Understand division as an unknown-factor problem. For example, find 32 / 8 by finding the number that makes 32 when multiplied by 8.

ReadyRosie
Domino Division
Fair Share
I Spy Sums and Products
Let's Go to 100
Math Mind Reading
Product Practice
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Multiply and divide within 100.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.OA.7.Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 / 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

ReadyRosie
Domino Division
Fair Share
I Spy Sums and Products
Let's Go to 100
Math Mind Reading
Multiplication War
Over Under
Product Practice
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.OA.Operations and Algebraic Thinking
STANDARD / ESSENTIAL SKILL Solve problems involving the four operations, and identify and explain patterns in arithmetic.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.OA.8.Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

ReadyRosie
Can I Stump You?
Family Math Book
Input Output
Let's Go to 100
Make One Up
Restaurant Story Problems
Table Times
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.NBT.Number and Operations in Base Ten
STANDARD / ESSENTIAL SKILL Use place value understanding and properties of operations to perform multi-digit arithmetic.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.NBT.1.Use place value understanding to round whole numbers to the nearest 10 or 100.

ReadyRosie
Round Showdown
The Greater Number
STUDENT EXPECTATION / ESSENTIAL SKILL 3.NBT.2.Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

ReadyRosie
2-Digit Addition War
Broken Calculator Keys
Can I Stump You?
Can you Make 21?
Close Call
Coupon Savings
Dollars and Dice
How Much to 1,000?
Race to Zero
Skunk Addition
The Answer Is
Thousand More
What's the Difference?
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.NF.Number and Operations--Fractions
STANDARD / ESSENTIAL SKILL Develop understanding of fractions as numbers.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.NF.1.Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

ReadyRosie
Fractions on a Number Line
Shape Up!
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.NF.Number and Operations--Fractions
STANDARD / ESSENTIAL SKILL Develop understanding of fractions as numbers.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.NF.3.Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
EXPECTATION 3.NF.3.a.Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

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Sharing an Apple
EXPECTATION 3.NF.3.b.Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

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Sharing an Apple
EXPECTATION 3.NF.3.c.Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

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Fractions on a Number Line
Shape Up!
EXPECTATION 3.NF.3.d.Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

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Fractions on a Number Line
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.MD.1.Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

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Now is the Time
STUDENT EXPECTATION / ESSENTIAL SKILL 3.MD.2.Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

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Cooking Estimation
Double the Recipe
Reading Recipes
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Represent and interpret data.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.MD.3.Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step ''how many more'' and ''how many less'' problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

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Graphing Walking Goals
STUDENT EXPECTATION / ESSENTIAL SKILL 3.MD.4.Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-- whole numbers, halves, or quarters.

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How Far Does It Fly?
Ramp Car Racing
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.MD.5.Recognize area as an attribute of plane figures and understand concepts of area measurement.
EXPECTATION 3.MD.5.a.A square with side length 1 unit, called ''a unit square,'' is said to have ''one square unit'' of area, and can be used to measure area.

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Cracker Perimeter & Area
EXPECTATION 3.MD.5.b.A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

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Cracker Perimeter & Area
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.MD.6.Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

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Cracker Perimeter & Area
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.MD.Measurement and Data
STANDARD / ESSENTIAL SKILL Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.MD.7.Relate area to the operations of multiplication and addition.
EXPECTATION 3.MD.7.b.Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

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An Array of Brownies
EXPECTATION 3.MD.7.c.Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

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I Spy Sums and Products
CONTENT STANDARD / STRAND / DISCIPLINE DC.CC.3.G.Geometry
STANDARD / ESSENTIAL SKILL Reason with shapes and their attributes.
STUDENT EXPECTATION / ESSENTIAL SKILL 3.G.2.Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

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Counting Fractions
Shape Up!

Washington DC Academic Standards
Science
Grade: K - Adopted: 2013
CONTENT STANDARD / STRAND / DISCIPLINE DC.K-LS.LIFE SCIENCE
STANDARD / ESSENTIAL SKILL K-LS1.From Molecules to Organisms: Structures and Processes
STUDENT EXPECTATION / ESSENTIAL SKILL Students who demonstrate understanding can:
EXPECTATION K-LS1-1.Use observations to describe patterns of what plants and animals (including humans) need to survive.

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Family Sensory Walk
CONTENT STANDARD / STRAND / DISCIPLINE DC.K-ESS.EARTH AND SPACE SCIENCE
STANDARD / ESSENTIAL SKILL K-ESS3.Earth and Human Activity
STUDENT EXPECTATION / ESSENTIAL SKILL Students who demonstrate understanding can:
EXPECTATION K-ESS3-1.Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

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Family Sensory Walk
CONTENT STANDARD / STRAND / DISCIPLINE DC.K-2-ETS.ENGINEERING DESIGN
STANDARD / ESSENTIAL SKILL K-2-ETS1.Engineering Design
STUDENT EXPECTATION / ESSENTIAL SKILL Students who demonstrate understanding can:
EXPECTATION K-2-ETS1-1.Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

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Ramp Car Racing
EXPECTATION K-2-ETS1-3.Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

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Ramp Car Racing

Washington DC Academic Standards
Science
Grade: 1 - Adopted: 2013
CONTENT STANDARD / STRAND / DISCIPLINE DC.1-LS.LIFE SCIENCE
STANDARD / ESSENTIAL SKILL 1-LS3.Heredity: Inheritance and Variation of Traits
STUDENT EXPECTATION / ESSENTIAL SKILL Students who demonstrate understanding can:
EXPECTATION 1-LS3-1.Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

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Family Sensory Walk
CONTENT STANDARD / STRAND / DISCIPLINE DC.K-2-ETS.ENGINEERING DESIGN
STANDARD / ESSENTIAL SKILL K-2-ETS1.Engineering Design
STUDENT EXPECTATION / ESSENTIAL SKILL Students who demonstrate understanding can:
EXPECTATION K-2-ETS1-1.Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

ReadyRosie
Ramp Car Racing
EXPECTATION K-2-ETS1-3.Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

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Ramp Car Racing

Washington DC Academic Standards
Science
Grade: 2 - Adopted: 2013
CONTENT STANDARD / STRAND / DISCIPLINE DC.K-2-ETS.ENGINEERING DESIGN
STANDARD / ESSENTIAL SKILL K-2-ETS1.Engineering Design
STUDENT EXPECTATION / ESSENTIAL SKILL Students who demonstrate understanding can:
EXPECTATION K-2-ETS1-1.Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

ReadyRosie
Ramp Car Racing
EXPECTATION K-2-ETS1-3.Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

ReadyRosie
Ramp Car Racing

Washington DC Academic Standards
Science
Grade: 3 - Adopted: 2013
CONTENT STANDARD / STRAND / DISCIPLINE DC.3-5-ETS.ENGINEERING DESIGN
STANDARD / ESSENTIAL SKILL 3-5-ETS1.Engineering Design
STUDENT EXPECTATION / ESSENTIAL SKILL Students who demonstrate understanding can:
EXPECTATION 3-5-ETS1-2.Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

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Ramp Car Racing