Iowa Core

Main Criteria: Iowa Core
Secondary Criteria: ReadyRosie
Subjects: Language Arts, Mathematics, Science
Grades: K, 1, 2, 3
Correlation Options: Show Correlated

Iowa Core
Language Arts
Grade: K - Adopted: 2016
STRAND / COURSE IA.RL.K.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Key Ideas and Details
DETAILED DESCRIPTOR RL.K.1.With prompting and support, ask and answer questions about key details in a text. (RL.K.1) (DOK 1)

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
DETAILED DESCRIPTOR RL.K.2.With prompting and support, retell familiar stories, including key details. (RL.K.2) (DOK 1)

ReadyRosie
Retelling the Story
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
DETAILED DESCRIPTOR RL.K.3.With prompting and support, identify characters, settings, and major events in a story. (RL.K.3) (DOK 1)

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
STRAND / COURSE IA.RL.K.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Craft and Structure
DETAILED DESCRIPTOR RL.K.4.Ask and answer questions about unknown words in a text. (RL.K.4) (DOK 1,2)

ReadyRosie
Feelings Charades
Nursery Rhymes
Reading Rhymes
Storytelling with a Picture Book
What Makes a Good Storyteller
DETAILED DESCRIPTOR RL.K.5.Recognize common types of texts (e.g., storybooks, poems). (RL.K.5) (DOK 1)

ReadyRosie
What Do I Like?
DETAILED DESCRIPTOR RL.K.6.With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (RL.K.6) (DOK 1)

ReadyRosie
Isn't That Bold?
Storytelling with a Picture Book
STRAND / COURSE IA.RL.K.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Integration of Knowledge and Ideas
DETAILED DESCRIPTOR RL.K.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). (RL.K.7) (DOK 2)

ReadyRosie
Isn't That Bold?
Reading Strategies: Look at the Picture
Retelling the Story
Wordless Picture Books
DETAILED DESCRIPTOR RL.K.9.With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (RL.K.9) (DOK 2)

ReadyRosie
Storytelling with a Picture Book
What Makes a Good Storyteller
STRAND / COURSE IA.RL.K.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Range of Reading and Level of Text Complexity
DETAILED DESCRIPTOR RL.K.10.Actively engage in group reading activities with purpose and understanding. (RL.K.10) (DOK 1)

ReadyRosie
I Read to You, You Read to Me
Making Connections
Pattern Books
Storytelling with a Picture Book
STRAND / COURSE IA.RI.K.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Key Ideas and Details
DETAILED DESCRIPTOR RI.K.1.With prompting and support, ask and answer questions about key details in a text. (RI.K.1) (DOK 1)

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
DETAILED DESCRIPTOR RI.K.2.With prompting and support, identify the main topic and retell key details of a text. (RI.K.2) (DOK 1)

ReadyRosie
Book Cover Conversations
Is It Real?
What's Cool About Nonfiction?
Who Am I?
STRAND / COURSE IA.RI.K.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Craft and Structure
DETAILED DESCRIPTOR RI.K.4.With prompting and support, ask and answer questions about unknown words in a text. (RI.K.4) (DOK 1)

ReadyRosie
Share Your Knowledge
STRAND / COURSE IA.RI.K.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Integration of Knowledge and Ideas
DETAILED DESCRIPTOR RI.K.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). (RI.K.7) (DOK 2)

ReadyRosie
Books I Like
How Far Does It Fly?
DETAILED DESCRIPTOR RI.K.8.With prompting and support, identify the reasons an author gives to support points in a text. (RI.K.8) (DOK 2)

ReadyRosie
Book Cover Conversations
Is It Real?
What's Cool About Nonfiction?
Who Am I?
STRAND / COURSE IA.RI.K.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Range of Reading and Level of Text Complexity
DETAILED DESCRIPTOR RI.K.10.Actively engage in group reading activities with purpose and understanding. (RI.K.10) (DOK 1,2)

ReadyRosie
I Read to You, You Read to Me
STRAND / COURSE IA.RF.K.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Print Concepts
DETAILED DESCRIPTOR RF.K.1.Demonstrate understanding of the organization and basic features of print.
GRADE LEVEL EXPECTATION RF.K.1.a.Follow words from left to right, top to bottom, and page by page. (RF.K.1) (DOK 1)

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

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

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
STRAND / COURSE IA.RF.K.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Phonological Awareness
DETAILED DESCRIPTOR RF.K.2.Demonstrate understanding of spoken words, syllables, and sounds phonemes).
GRADE LEVEL EXPECTATION RF.K.2.a.Recognize and produce rhyming words. (RF.K.2) (DOK 1)

ReadyRosie
Name Rhymes
Nursery Rhymes
Reading Rhymes
Silly Song Singing
Stinkle, Stinkle, Stittle Star
GRADE LEVEL EXPECTATION RF.K.2.c.Blend and segment onsets and rimes of single-syllable spoken words. (RF.K.2) (DOK 1)

ReadyRosie
Reading Strategy: Chunk the Word
GRADE LEVEL EXPECTATION RF.K.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/) (RF.K.2) (DOK 1)

ReadyRosie
Favorite People Place Cards
GRADE LEVEL EXPECTATION RF.K.2.e.Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (RF.K.2) (DOK 1)

ReadyRosie
Name Rhymes
Silly Song Singing
Stinkle, Stinkle, Stittle Star
Super Hero Names
STRAND / COURSE IA.RF.K.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Phonics and Word Recognition
DETAILED DESCRIPTOR RF.K.3.Know and apply grade-level phonics and word analysis skills in decoding words.
GRADE LEVEL EXPECTATION RF.K.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. (RF.K.3) (DOK 1)

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!
GRADE LEVEL EXPECTATION RF.K.3.b.Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (RF.K.3) (DOK 1)

ReadyRosie
All About My Family
I Found This
Letters on My Back
Race to the Letter Sound
GRADE LEVEL EXPECTATION RF.K.3.c.Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (RF.K.3) (DOK 1)

ReadyRosie
Fishing for Words
My Words, Your Words
Where's That Word?
You Know It!
GRADE LEVEL EXPECTATION RF.K.3.d.Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (RF.K.3) (DOK 1)

ReadyRosie
Reading Strategies: Look at the Picture
Reading Strategy: Chunk the Word
Word Man
You Know It!
STRAND / COURSE IA.RF.K.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Fluency
DETAILED DESCRIPTOR RF.K.4.Read emergent-reader texts with purpose and understanding. (RF.K.4) (DOK 1)

ReadyRosie
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?
STRAND / COURSE IA.W.K.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Text Types and Purposes
DETAILED DESCRIPTOR W.K.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 . . ). (W.K.1) (DOK 1,2)

ReadyRosie
Captioning Your Childhood
My First Journal
Tips for helping your child love reading
DETAILED DESCRIPTOR W.K.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. (W.K.2) (DOK 1)

ReadyRosie
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
DETAILED DESCRIPTOR W.K.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. (W.K.3) (DOK 2,3)

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
STRAND / COURSE IA.W.K.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Production and Distribution of Writing
DETAILED DESCRIPTOR W.K.5.With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (W.K.5) (DOK 2,3)

ReadyRosie
All About Me
Captioning Your Childhood
I Know All About
Labeling Your Story
Make a Card
Nature Journaling
Write Me a Story
STRAND / COURSE IA.W.K.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Research to Build and Present Knowledge
DETAILED DESCRIPTOR W.K.7.Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (W.K.7) (DOK 2)

ReadyRosie
Color Poem
Create a Crazy Character
Family Adventure List
I Want to Know About
Make a Card
Nature Journaling
Write Me a Story
DETAILED DESCRIPTOR W.K.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (W.K.8) (DOK 1,2)

ReadyRosie
I Found This
I Want to Know About
Let's Explore
Nature Journaling
STRAND / COURSE IA.SL.K.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Comprehension and Collaboration
DETAILED DESCRIPTOR SL.K.1.Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
GRADE LEVEL EXPECTATION SL.K.1.a.Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (SL.K.1) (DOK 2)

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?
GRADE LEVEL EXPECTATION SL.K.1.b.Continue a conversation through multiple exchanges. (SL.K.1) (DOK 2)

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?
STRAND / COURSE IA.SL.K.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Comprehension and Collaboration
DETAILED DESCRIPTOR SL.K.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. (SL.K.2) (DOK 2)

ReadyRosie
20 Questions Draw
A Memorable Story
Conversation Starters
Family Movie Night
Freeze Dance
Guess Who
I Read to You, You Read to Me
I Spy
I Went to the Zoo and Saw
Library Visit
Making Connections
Pattern Books
Seeing the Story
Storytelling Together
Storytelling with a Picture Book
Who Am I?
Who's Coming to Dinner?
DETAILED DESCRIPTOR SL.K.3.Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (SL.K.3) (DOK 2)

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
I Spy
Library Visit
Storytelling Together
Who Am I?
Who's Coming to Dinner?
STRAND / COURSE IA.SL.K.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Presentation of Knowledge and Ideas
DETAILED DESCRIPTOR SL.K.4.Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (SL.K.4) (DOK 1)

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?
DETAILED DESCRIPTOR SL.K.5.Add drawings or other visual displays to descriptions as desired to provide additional detail. (SL.K.5) (DOK 2)

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?
DETAILED DESCRIPTOR SL.K.6.Speak audibly and express thoughts, feelings, and ideas clearly when retelling familiar stories or reciting poems, nursery rhymes or lines of a play. (SL.K.6) (DOK 1,2)

ReadyRosie
Retelling the Story
Storytelling with a Picture Book
Tips for helping your child love reading
What Do I Like?
What Makes a Good Storyteller
STRAND / COURSE IA.L.K.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Conventions of Standard English
DETAILED DESCRIPTOR L.K.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
GRADE LEVEL EXPECTATION L.K.1.a.Print many upper- and lowercase letters. (L.K.1) (DOK 1)

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

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

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

ReadyRosie
Captioning Your Childhood
Make a Card
STRAND / COURSE IA.L.K.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Conventions of Standard English
DETAILED DESCRIPTOR L.K.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
GRADE LEVEL EXPECTATION L.K.2.a.Capitalize the first word in a sentence and the pronoun I. (L.K.2) (DOK 1)

ReadyRosie
Make an Invitation
GRADE LEVEL EXPECTATION L.K.2.b.Recognize and name end punctuation. (L.K.2) (DOK 1)

ReadyRosie
Isn't That Bold?
GRADE LEVEL EXPECTATION L.K.2.c.Write a letter or letters for most consonant and short-vowel sounds (phonemes). (L.K.2) (DOK 1)

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
GRADE LEVEL EXPECTATION L.K.2.d.Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (L.K.2) (DOK 1)

ReadyRosie
All About My Family
I Found This
Make a Card
Make a List
Make an Invitation
Word Man
Write a Letter
STRAND / COURSE IA.L.K.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.K.5.With guidance and support from adults, explore word relationships and nuances in word meanings.
GRADE LEVEL EXPECTATION L.K.5.a.Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (L.K.5) (DOK 1,2)

ReadyRosie
Guess the Group
GRADE LEVEL EXPECTATION L.K.5.b.Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (L.K.5) (DOK 1,2)

ReadyRosie
Speedy Synonyms
GRADE LEVEL EXPECTATION L.K.5.d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (L.K.5) (DOK 1,2)

ReadyRosie
Nursery Rhymes
STRAND / COURSE IA.L.K.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.K.6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (L.K.6) (DOK 1,2)

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

Iowa Core
Language Arts
Grade: 1 - Adopted: 2016
STRAND / COURSE IA.RL.1.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Key Ideas and Details
DETAILED DESCRIPTOR RL.1.1.Ask and answer questions about key details in a text. (RL.1.1) (DOK 1,2)

ReadyRosie
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
DETAILED DESCRIPTOR RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. (RL.1.2) (DOK 1,2)

ReadyRosie
Chapter Books
Funny Pictures
Retelling the Fable
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
DETAILED DESCRIPTOR RL.1.3.Describe characters, settings, and major events in a story, using key details. (RL.1.3) (DOK 1)

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
STRAND / COURSE IA.RL.1.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Craft and Structure
DETAILED DESCRIPTOR RL.1.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (RL.1.4) (DOK 1,2)

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?
DETAILED DESCRIPTOR RL.1.5.Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (RL.1.5) (DOK 2,3)

ReadyRosie
Chapter Books
What Do I Like?
DETAILED DESCRIPTOR RL.1.6.Identify who is telling the story at various points in a text. (RL.1.6) (DOK 2)

ReadyRosie
Reading Strategy: Reading and Making Connections
STRAND / COURSE IA.RL.1.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Integration of Knowledge and Ideas
DETAILED DESCRIPTOR RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. (RL.1.7) (DOK 2)

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
DETAILED DESCRIPTOR RL.1.9.Compare and contrast the adventures and experiences of characters in stories. (RL.1.9) (DOK 2)

ReadyRosie
Storytelling with a Picture Book
What Makes a Good Storyteller
STRAND / COURSE IA.RL.1.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Range of Reading and Level of Text Complexity
DETAILED DESCRIPTOR RL.1.10.With prompting and support, read prose and poetry of appropriate complexity for grade 1. (RL.1.10) (DOK 1)

ReadyRosie
Poetry Routine
Reading Strategy: Model Expressive Reading
What Do I Like?
STRAND / COURSE IA.RI.1.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Key Ideas and Details
DETAILED DESCRIPTOR RI.1.1.Ask and answer questions about key details in a text. (RI.1.1) (DOK 1,2)

ReadyRosie
How To
What Do You Want to Know?
What's Cool About Nonfiction?
DETAILED DESCRIPTOR RI.1.2.Identify the main topic and retell key details of a text. (RI.1.2) (DOK 1)

ReadyRosie
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
STRAND / COURSE IA.RI.1.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Craft and Structure
DETAILED DESCRIPTOR RI.1.4.Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (RI.1.4) (DOK 1,2)

ReadyRosie
Share Your Knowledge
Wondering About Words
DETAILED DESCRIPTOR RI.1.5.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. (RI.1.5) (DOK 1)

ReadyRosie
Getting Into Information
How To
DETAILED DESCRIPTOR RI.1.6.Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (RI.K.6) (DOK 2)

ReadyRosie
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
STRAND / COURSE IA.RI.1.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Integration of Knowledge and Ideas
DETAILED DESCRIPTOR RI.1.7.Use the illustrations and details in a text to describe its key ideas. (RI.1.7) (DOK 2)

ReadyRosie
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
DETAILED DESCRIPTOR RI.1.8.Identify the reasons an author gives to support points in a text. (RI.1.8) (DOK 2)

ReadyRosie
How To
Is It Real?
What's Cool About Nonfiction?
STRAND / COURSE IA.RI.1.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Range of Reading and Level of Text Complexity
DETAILED DESCRIPTOR RI.1.10.With prompting and support, read informational texts appropriately complex for grade 1. (RI.1.10) (DOK 1)

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?
STRAND / COURSE IA.RF.1.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Print Concepts
DETAILED DESCRIPTOR RF.1.1.Demonstrate understanding of the organization and basic features of print.
GRADE LEVEL EXPECTATION RF.1.1.a.Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). (RF.1.1) (DOK 1)

ReadyRosie
Reading Strategies: Punctuation Expression
STRAND / COURSE IA.RF.1.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Phonological Awareness
DETAILED DESCRIPTOR RF.1.2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
GRADE LEVEL EXPECTATION RF.1.2.a.Distinguish long from short vowel sounds in spoken single-syllable words. (RF.1.2) (DOK 1)

ReadyRosie
All About My Family
I Found This
Letters on My Back
Race to the Letter Sound
GRADE LEVEL EXPECTATION RF.1.2.b.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (RF.1.2) (DOK 1)

ReadyRosie
Looking for Chunks
Reading Strategy: Chunk the Word
Word Man
GRADE LEVEL EXPECTATION RF.1.2.c.Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (RF.1.2) (DOK 1)

ReadyRosie
Begin with the End
Family Alliteration Name Game
STRAND / COURSE IA.RF.1.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Phonics and Word Recognition
DETAILED DESCRIPTOR RF.1.3.Know and apply grade-level phonics and word analysis skills in decoding words.
GRADE LEVEL EXPECTATION RF.1.3.a.Know the spelling-sound correspondences for common consonant digraphs. (RF.1.3) (DOK 1)

ReadyRosie
Looking for Chunks
Reading Strategy: Chunk the Word
Word Man
GRADE LEVEL EXPECTATION RF.1.3.b.Decode regularly spelled one-syllable words. (RF.1.3) (DOK 1)

ReadyRosie
Looking for Chunks
Reading Strategies: Look at the Picture
Reading Strategy: Chunk the Word
Word Man
You Know It!
GRADE LEVEL EXPECTATION RF.1.3.c.Know final -e and common vowel team conventions for representing long vowel sounds. (RF.1.3) (DOK 1)

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Change One Letter
GRADE LEVEL EXPECTATION RF.1.3.d.Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (RF.1.3) (DOK 1)

ReadyRosie
Rhyming Hand Game
GRADE LEVEL EXPECTATION RF.1.3.e.Decode two-syllable words following basic patterns by breaking the words into syllables. (RF.1.3) (DOK 1)

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Little Words Inside Bigger Words
Looking for Chunks
Reading Strategy: Cover the Suffix
Rhyming Hand Game
GRADE LEVEL EXPECTATION RF.1.3.g.Recognize and read grade-appropriate irregularly spelled words. (RF.1.3) (DOK 1)

ReadyRosie
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!
STRAND / COURSE IA.RF.1.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Fluency
DETAILED DESCRIPTOR RF.1.4.Read with sufficient accuracy and fluency to support comprehension.
GRADE LEVEL EXPECTATION RF.1.4.a.Read on-level text with purpose and understanding. (RF.1.4) (DOK 1)

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?
GRADE LEVEL EXPECTATION RF.1.4.b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. (RF.1.4) (DOK 1)

ReadyRosie
Building a Fort
Reading Strategies: Punctuation Expression
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
GRADE LEVEL EXPECTATION RF.1.4.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.1.4) (DOK 1)

ReadyRosie
Reading Rhymes
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
What Does It Mean?
Wondering About Words
STRAND / COURSE IA.W.1.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Text Types and Purposes
DETAILED DESCRIPTOR W.1.1.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. (W.1.1) (DOK 2)

ReadyRosie
Captioning Your Childhood
My First Journal
DETAILED DESCRIPTOR W.1.2.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (W.1.2) (DOK 2)

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
DETAILED DESCRIPTOR W.1.3.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. (W.1.3) (DOK 2,3)

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
STRAND / COURSE IA.W.1.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Production and Distribution of Writing
DETAILED DESCRIPTOR W.1.5.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. (W.1.5) (DOK 2,3)

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
STRAND / COURSE IA.W.1.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Research to Build and Present Knowledge
DETAILED DESCRIPTOR W.1.7.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). (W.1.7) (DOK 2,3)

ReadyRosie
Bake Sale/Lemonade Stand
Color Poem
Create a Crazy Character
Family Adventure List
I'd Really Like
Make a Card
Nature Journaling
DETAILED DESCRIPTOR W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (W.1.8) (DOK 1,2)

ReadyRosie
I Found This
I Want to Know About
Let's Explore
Nature Journaling
STRAND / COURSE IA.SL.1.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Comprehension and Collaboration
DETAILED DESCRIPTOR SL.1.1.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
GRADE LEVEL EXPECTATION SL.1.1.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). (SL.1.1) (DOK 2,3)

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?
GRADE LEVEL EXPECTATION SL.1.1.b.Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (SL.1.1) (DOK 2,3)

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?
GRADE LEVEL EXPECTATION SL.1.1.c.Ask questions to clear up any confusion about the topics and texts under discussion. (SL.1.1) (DOK 2,3)

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
Library Visit
What I Like About Me
Who's Coming to Dinner?
STRAND / COURSE IA.SL.1.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Comprehension and Collaboration
DETAILED DESCRIPTOR SL.1.2.Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (SL.1.2) (DOK 1,2)

ReadyRosie
20 Questions Draw
Family Movie Night
I Read to You, You Read to Me
Seeing the Story
Storytelling with a Picture Book
DETAILED DESCRIPTOR SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (SL.1.3) (DOK 1,2)

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?
STRAND / COURSE IA.SL.1.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Presentation of Knowledge and Ideas
DETAILED DESCRIPTOR SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (SL.1.4) (DOK 1,2)

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?
DETAILED DESCRIPTOR SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (SL.1.5) (DOK 2,3)

ReadyRosie
20 Questions Draw
Create a Crazy Character
Funny Pictures
DETAILED DESCRIPTOR SL.1.6.Produce complete sentences when appropriate to task and situation when retelling familiar stories or reciting poems, nursery rhymes or lines of a play. (See grade 1 Language standard 1 for specific expectations) (SL.1.6) (DOK 1)

ReadyRosie
Chapter Books
Funny Pictures
Retelling the Fable
Story Train
Storytelling with a Picture Book
Tips for helping your child love reading
What Do I Like?
What Makes a Good Storyteller
STRAND / COURSE IA.L.1.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Conventions of Standard English
DETAILED DESCRIPTOR L.1.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
GRADE LEVEL EXPECTATION L.1.1.a.Print all upper- and lowercase letters. (L.1.1) (DOK 1)

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
GRADE LEVEL EXPECTATION L.1.1.b.Use common, proper, and possessive nouns. (L.1.1) (DOK 1)

ReadyRosie
All About My Family
Noun Charades
Picture Talk
GRADE LEVEL EXPECTATION L.1.1.c.Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (L.1.1) (DOK 1)

ReadyRosie
Captioning Your Childhood
Noun Charades
Picture Talk
GRADE LEVEL EXPECTATION L.1.1.d.Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). (L.1.1) (DOK 1)

ReadyRosie
Picture Talk
GRADE LEVEL EXPECTATION L.1.1.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). (L.1.1) (DOK 1)

ReadyRosie
Magical Creature Writing
Picture Talk
GRADE LEVEL EXPECTATION L.1.1.f.Use frequently occurring adjectives. (L.1.1) (DOK 1)

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Make a Card
Picture Talk
GRADE LEVEL EXPECTATION L.1.1.i.Use frequently occurring prepositions (e.g., during, beyond, toward). (L.1.1) (DOK 1)

ReadyRosie
Picture Talk
GRADE LEVEL EXPECTATION L.1.1.j.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (L.1.1) (DOK 1)

ReadyRosie
Captioning Your Childhood
Magical Creature Writing
Make a Card
Picture Talk
STRAND / COURSE IA.L.1.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Conventions of Standard English
DETAILED DESCRIPTOR L.1.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
GRADE LEVEL EXPECTATION L.1.2.a.Capitalize dates and names of people. (L.1.2) (DOK 1)

ReadyRosie
Make a Card
Make an Invitation
Write a Letter
GRADE LEVEL EXPECTATION L.1.2.b.Use end punctuation for sentences. (L.1.2) (DOK 1)

ReadyRosie
Magical Creature Writing
Write a Letter
GRADE LEVEL EXPECTATION L.1.2.d.Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (L.1.2) (DOK 1)

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
GRADE LEVEL EXPECTATION L.1.2.e.Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (L.1.2) (DOK 1)

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
STRAND / COURSE IA.L.1.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.1.4.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.
GRADE LEVEL EXPECTATION L.1.4.a.Use sentence-level context as a clue to the meaning of a word or phrase. (L.1.4) (DOK 2)

ReadyRosie
Reading Rhymes
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
What Does It Mean?
Wondering About Words
GRADE LEVEL EXPECTATION L.1.4.b.Use frequently occurring affixes as a clue to the meaning of a word. (L.1.4) (DOK 2)

ReadyRosie
Reading Strategy: Cover the Suffix
STRAND / COURSE IA.L.1.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.1.5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
GRADE LEVEL EXPECTATION L.1.5.a.Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (L.1.5) (DOK 2)

ReadyRosie
Noun Charades
Words to Chew On
GRADE LEVEL EXPECTATION L.1.5.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). (L.1.5) (DOK 2)

ReadyRosie
Noun Charades
Words to Chew On
GRADE LEVEL EXPECTATION L.1.5.c.Identify real-life connections between words and their use (e.g., note places at home that are cozy). (L.1.5) (DOK 2)

ReadyRosie
Million Dollar Words
GRADE LEVEL EXPECTATION L.1.5.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. (L.1.5) (DOK 2)

ReadyRosie
Million Dollar Words
Nursery Rhymes
STRAND / COURSE IA.L.1.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.1.6.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). (L.1.6) (DOK 1,2)

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

Iowa Core
Language Arts
Grade: 2 - Adopted: 2016
STRAND / COURSE IA.RL.2.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Key Ideas and Details
DETAILED DESCRIPTOR RL.2.1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RL.2.1) (DOK 1,2)

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
DETAILED DESCRIPTOR RL.2.3.Describe how characters in a story respond to major events and challenges. (RL.2.3) (DOK 2)

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
STRAND / COURSE IA.RL.2.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Craft and Structure
DETAILED DESCRIPTOR RL.2.4.Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (RL.2.4) (DOK 2)

ReadyRosie
Car Tongue Twisters
Color Poem Free Verse
Family Rap
My Turn, Your Turn Poetry
Poetry
Song Lyrics
Tongue Twister Time
DETAILED DESCRIPTOR RL.2.5.Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (RL.2.5) (DOK 2)

ReadyRosie
Summarizing the Story
DETAILED DESCRIPTOR RL.2.6.Acknowledge differences in the points of view (perspective) of characters, including by speaking in a different voice for each character when reading dialogue aloud. (RL.2.6) (DOK 2)

ReadyRosie
Reading Strategy: Reading and Making Connections
STRAND / COURSE IA.RL.2.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Integration of Knowledge and Ideas
DETAILED DESCRIPTOR RL.2.7.Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (RL.2.7) (DOK 2)

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
DETAILED DESCRIPTOR RL.2.9.Compare and contrast two or more versions of the same story (fairy tales) by different authors or from different cultures. (RL.2.9) (DOK 3)

ReadyRosie
What Makes a Good Storyteller
STRAND / COURSE IA.RL.2.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Range of Reading and Level of Text Complexity
DETAILED DESCRIPTOR RL.2.10.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. (RL.2.10) (DOK 2)

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
STRAND / COURSE IA.RI.2.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Key Ideas and Details
DETAILED DESCRIPTOR RI.2.1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RI.2.1) (DOK 1,2)

ReadyRosie
How To
Reading Recipes
That's So Cool
What Do You Wonder?
DETAILED DESCRIPTOR RI.2.2.Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (RI.2.2) (DOK 2)

ReadyRosie
How To
That's So Cool
DETAILED DESCRIPTOR RI.2.3.Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (RI.2.3) (DOK 2)

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?
STRAND / COURSE IA.RI.2.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Craft and Structure
DETAILED DESCRIPTOR RI.2.4.Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (RI.2.4) (DOK 2)

ReadyRosie
Share Your Knowledge
Wondering About Words
DETAILED DESCRIPTOR RI.2.5.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. (RI.2.5) (DOK 1)

ReadyRosie
Comprehension Clues
Finding Information
How To
Let's Explore
Reading Recipes
What's Up with That?
DETAILED DESCRIPTOR RI.2.6.Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (RI.2.6) (DOK 2)

ReadyRosie
Random, Bizarre Facts
Reading Recipes
That's So Cool
What Do You Wonder?
STRAND / COURSE IA.RI.2.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Integration of Knowledge and Ideas
DETAILED DESCRIPTOR RI.2.7.Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (RI.2.7) (DOK 2)

ReadyRosie
How Far Does It Fly?
That's So Cool
DETAILED DESCRIPTOR RI.2.8.Describe how reasons support specific points the author makes in a text. (RI.2.8) (DOK 2)

ReadyRosie
How To
STRAND / COURSE IA.RI.2.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Range of Reading and Level of Text Complexity
DETAILED DESCRIPTOR RI.2.10.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. (RI.2.10) (DOK 2)

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
Reading Recipes
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
That's So Cool
What Do You Wonder?
STRAND / COURSE IA.RF.2.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Phonics and Word Recognition
DETAILED DESCRIPTOR RF.2.3.Know and apply grade-level phonics and word analysis skills in decoding words.
GRADE LEVEL EXPECTATION RF.2.3.b.Know spelling-sound correspondences for additional common vowel teams. (RF.2.3) (DOK 1)

ReadyRosie
Shopping for Syllables
Thinking About Word Chunks
GRADE LEVEL EXPECTATION RF.2.3.c.Decode regularly spelled two-syllable words with long vowels. (RF.2.3) (DOK 1)

ReadyRosie
Little Words Inside Bigger Words
Reading Strategy: Cover the Suffix
Rhyming Hand Game
GRADE LEVEL EXPECTATION RF.2.3.d.Decode words with common prefixes and suffixes. (RF.2.3) (DOK 1)

ReadyRosie
Reading Strategy: Cover the Suffix
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
GRADE LEVEL EXPECTATION RF.2.3.e.Identify words with inconsistent but common spelling-sound correspondences. (RF.2.3) (DOK 1)

ReadyRosie
Reading Strategy: Give the Word
Thinking About Word Chunks
GRADE LEVEL EXPECTATION RF.2.3.f.Recognize and read grade-appropriate irregularly spelled words. (RF.2.3) (DOK 1)

ReadyRosie
My Words, Your Words
Race You To the Top
Reading Strategy: Give the Word
Thinking About Word Chunks
STRAND / COURSE IA.RF.2.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Fluency
DETAILED DESCRIPTOR RF.2.4.Read with sufficient accuracy and fluency to support comprehension
GRADE LEVEL EXPECTATION RF.2.4.a.Read on-level text with purpose and understanding. (RF.2.4) (DOK 1)

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?
GRADE LEVEL EXPECTATION RF.2.4.b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. (RF.2.4) (DOK 1)

ReadyRosie
Building a Fort
Reading Dialogue
Reading Strategies: Punctuation Expression
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
GRADE LEVEL EXPECTATION RF.2.4.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.2.4) (DOK 1)

ReadyRosie
Reading Strategies: Slow Down, Reread
Wondering About Words
STRAND / COURSE IA.W.2.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Text Types and Purposes
DETAILED DESCRIPTOR W.2.1.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. (W.2.1) (DOK 2,3)

ReadyRosie
This Is Important
Who Are Your Heroes?
DETAILED DESCRIPTOR W.2.2.Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (W.2.2) (DOK 2,3)

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
DETAILED DESCRIPTOR W.2.3.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. (W.2.3) (DOK 2,3)

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
STRAND / COURSE IA.W.2.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Production and Distribution of Writing
DETAILED DESCRIPTOR W.2.5.With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (W.2.5) (DOK 2,3)

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
STRAND / COURSE IA.W.2.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Research to Build and Present Knowledge
DETAILED DESCRIPTOR W.2.7.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). (W.2.7) (DOK 2,3)

ReadyRosie
Color Poem
Family Adventure List
I Want to Know About
I'd Really Like
Make a Neighborhood Map
Nature Journaling
This Is Important
DETAILED DESCRIPTOR W.2.8.Recall information from experiences or gather information from provided sources to answer a question. (W.2.8) (DOK 1,2)

ReadyRosie
Family Interview
I Want to Know About
Let's Explore
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
STRAND / COURSE IA.SL.2.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Comprehension and Collaboration
DETAILED DESCRIPTOR SL.2.1.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
GRADE LEVEL EXPECTATION SL.2.1.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). (SL.2.1) (DOK 2,3)

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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?
GRADE LEVEL EXPECTATION SL.2.1.b.Build on others’ talk in conversations by linking their comments to the remarks of others. (SL.2.1) (DOK 2,3)

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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?
GRADE LEVEL EXPECTATION SL.2.1.c.Ask for clarification and further explanation as needed about the topics and texts under discussion. (SL.2.1) (DOK 2,3)

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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?
STRAND / COURSE IA.SL.2.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Comprehension and Collaboration
DETAILED DESCRIPTOR SL.2.2.Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (SL.2.2) (DOK 1,2)

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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
DETAILED DESCRIPTOR SL.2.3.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. (SL.2.3) (DOK 2)

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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?
STRAND / COURSE IA.SL.2.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Presentation of Knowledge and Ideas
DETAILED DESCRIPTOR SL.2.4.Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (SL.2.4) (DOK 1,2)

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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?
DETAILED DESCRIPTOR SL.2.6.Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification when retelling familiar stories or reciting poems, nursery rhymes or lines of a play. (See grade 2 Language standards 1 and 3 specific expectations) (SL.2.6) (DOK 1,2)

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Chapter Books
Funny Pictures
Sequence and Summarize
Story Train
Tips for helping your child love reading
What Makes a Good Storyteller
STRAND / COURSE IA.L.2.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Conventions of Standard English
DETAILED DESCRIPTOR L.2.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
GRADE LEVEL EXPECTATION L.2.1.a.Use collective nouns (e.g., group). (L.2.1) (DOK 1,2)

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20 Questions
Noun Charades
GRADE LEVEL EXPECTATION L.2.1.b.Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). (L.2.1) (DOK 1,2)

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Noun Charades
GRADE LEVEL EXPECTATION L.2.1.d.Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (L.2.1) (DOK 1,2)

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Family Journaling
GRADE LEVEL EXPECTATION L.2.1.e.Use adjectives and adverbs, and choose between them depending on what is to be modified. (L.2.1) (DOK 1,2)

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Acrostic Poem
Picture Talk
GRADE LEVEL EXPECTATION L.2.1.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). (L.2.1) (DOK 1,2)

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20 Questions
Guess Who
Hidden Messages
Magical Creature Writing
Simon Says
What I Like About Me
Who's Coming to Dinner?
Writing Telephone Game
STRAND / COURSE IA.L.2.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Conventions of Standard English
DETAILED DESCRIPTOR L.2.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
GRADE LEVEL EXPECTATION L.2.2.a.Capitalize holidays, product names, and geographic names. (L.2.2) (DOK 1)

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Writing Telephone Game
GRADE LEVEL EXPECTATION L.2.2.b.Use commas in greetings and closings of letters. (L.2.2) (DOK 1)

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Hidden Messages
Write a Thank You Note
Write to the Tooth Fairy
GRADE LEVEL EXPECTATION L.2.2.d.Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). (L.2.2) (DOK 1)

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Change One Letter
Magical Creature Writing
Race You To the Top
Spelling Pattern Game
Thinking About Word Chunks
Word Challenge
Write a Letter
STRAND / COURSE IA.L.2.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Knowledge of Language
DETAILED DESCRIPTOR L.2.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.
GRADE LEVEL EXPECTATION L.2.3.a.Compare formal and informal uses of English. (L.2.3) (DOK 1)

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Share Your Knowledge
Sharing Chores and Your Day
STRAND / COURSE IA.L.2.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.2.4.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.
GRADE LEVEL EXPECTATION L.2.4.a.Use sentence-level context as a clue to the meaning of a word or phrase. (L.2.4) (DOK 2)

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Reading Strategies: Slow Down, Reread
Wondering About Words
GRADE LEVEL EXPECTATION L.2.4.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). (L.2.4) (DOK 2)

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Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
GRADE LEVEL EXPECTATION L.2.4.c.Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (L.2.4) (DOK 2)

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Digging Into Roots
GRADE LEVEL EXPECTATION L.2.4.d.Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (L.2.4) (DOK 2)

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Playground Compounds
GRADE LEVEL EXPECTATION L.2.4.e.Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (L.2.4) (DOK 2)

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Comprehension Clues
Finding Information
STRAND / COURSE IA.L.2.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.2.5.Demonstrate understanding of word relationships and nuances in word meanings.
GRADE LEVEL EXPECTATION L.2.5.a.Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (L.2.5) (DOK 2)

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Category Competition
Hink Pink
Million Dollar Words
GRADE LEVEL EXPECTATION L.2.5.b.Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (L.2.5) (DOK 2)

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Category Competition
Hink Pink
Million Dollar Words
STRAND / COURSE IA.L.2.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.2.6.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). (L.2.6) (DOK 2)

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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?

Iowa Core
Language Arts
Grade: 3 - Adopted: 2016
STRAND / COURSE IA.RL.3.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Key Ideas and Details
DETAILED DESCRIPTOR RL.3.1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RL.3.1) (DOK 1,2,3)

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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
DETAILED DESCRIPTOR RL.3.2.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. (RL.3.2) (DOK 2,3)

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Chapter Books
Sequence and Summarize
Story Train
Talking About Books
What Makes a Good Storyteller
DETAILED DESCRIPTOR RL.3.3.Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (RL.3.3) (DOK 1,2,3)

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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
STRAND / COURSE IA.RL.3.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Craft and Structure
DETAILED DESCRIPTOR RL.3.4.Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (RL.3.4) (DOK 1,2,3)

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Hinky Pinky and Hinketty Pinketty
Let's Look Closer
Talking About Books
What Makes a Good Storyteller
DETAILED DESCRIPTOR RL.3.5.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. (RL.3.5) (DOK 1,2,3)

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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
DETAILED DESCRIPTOR RL.3.6.Distinguish their own point of view (perspective) from that of the narrator or those of the characters. (RL.3.6) (DOK 2,3)

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Reading Strategy: Reading and Making Connections
STRAND / COURSE IA.RL.3.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Integration of Knowledge and Ideas
DETAILED DESCRIPTOR RL.3.7.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). (RL.3.7) (DOK 2,3)

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Pow Wow Crunch
DETAILED DESCRIPTOR RL.3.9.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). (RL.3.9) (DOK 3,4)

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What Makes a Good Storyteller
STRAND / COURSE IA.RL.3.Reading Standards for Literature
ESSENTIAL CONCEPT AND/OR SKILL Range of Reading and Level of Text Complexity
DETAILED DESCRIPTOR RL.3.10.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. (RL.3.10) (DOK 1,2)

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
STRAND / COURSE IA.RI.3.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Key Ideas and Details
DETAILED DESCRIPTOR RI.3.1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RI.3.1) (DOK 1,2,3)

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Reading Recipes
That's So Cool
What Will You Learn?
DETAILED DESCRIPTOR RI.3.2.Determine the main idea of a text; recount the key details and explain how they support the main idea. (RI.3.2) (DOK 1,2,3)

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That's So Cool
What Will You Learn?
DETAILED DESCRIPTOR RI.3.3.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. (RI.3.3) (DOK 2,3)

ReadyRosie
Double the Recipe
How Far Does It Fly?
I Want to Know About
Reading Recipes
That's So Cool
What Will You Learn?
STRAND / COURSE IA.RI.3.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Craft and Structure
DETAILED DESCRIPTOR RI.3.4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (RI.3.4) (DOK 1,2,3)

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Share Your Knowledge
Wondering About Words
DETAILED DESCRIPTOR RI.3.5.Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (RI.3.5) (DOK 1,2)

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Comprehension Clues
Reading Recipes
STRAND / COURSE IA.RI.3.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Integration of Knowledge and Ideas
DETAILED DESCRIPTOR RI.3.7.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). (RI.3.7) (DOK 2,3)

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How Far Does It Fly?
STRAND / COURSE IA.RI.3.Reading Standards for Informational Text
ESSENTIAL CONCEPT AND/OR SKILL Range of Reading and Level of Text Complexity
DETAILED DESCRIPTOR RI.3.10.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. (RI.3.10) (DOK 1,2)

ReadyRosie
Books on the Go
Daily Reading Routines
Double the Recipe
Favorite Genres
Five Finger Rule
I Want to Know About
That's So Cool
What Will You Learn?
STRAND / COURSE IA.RF.3.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Phonics and Word Recognition
DETAILED DESCRIPTOR RF.3.3.Know and apply grade-level phonics and word analysis skills in decoding words.
GRADE LEVEL EXPECTATION RF.3.3.a.Identify and know the meaning of the most common prefixes and derivational suffixes. (RF.3.3) (DOK 1)

ReadyRosie
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
GRADE LEVEL EXPECTATION RF.3.3.b.Decode words with common Latin suffixes. (RF.3.3) (DOK 1)

ReadyRosie
Shopping for Syllables
Understanding Big Words
GRADE LEVEL EXPECTATION RF.3.3.d.Read grade-appropriate irregularly spelled words. (RF.3.3) (DOK 1)

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Change One Letter
Magical Creature Writing
Race You To the Top
Thinking About Word Chunks
Word Challenge
Write a Letter
STRAND / COURSE IA.RF.3.Reading Standards: Foundational Skills
ESSENTIAL CONCEPT AND/OR SKILL Fluency
DETAILED DESCRIPTOR RF.3.4.Read with sufficient accuracy and fluency to support comprehension.
GRADE LEVEL EXPECTATION RF.3.4.a.Read on-level text with purpose and understanding. (RF.3.4) (DOK 1,2)

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?
GRADE LEVEL EXPECTATION RF.3.4.b.Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (RF.3.4) (DOK 1,2)

ReadyRosie
Favorite Genres
My Turn, Your Turn Poetry
Poetry
Poetry Routine
Pow Wow Crunch
Reading Strategy: Model Expressive Reading
Song Lyrics
GRADE LEVEL EXPECTATION RF.3.4.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.3.4) (DOK 1,2)

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Wondering About Words
Word Detective
STRAND / COURSE IA.W.3.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Text Types and Purposes
DETAILED DESCRIPTOR W.3.1.Write opinion pieces on topics or texts, supporting a point of view with reasons.
GRADE LEVEL EXPECTATION W.3.1.a.Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (W.3.1) (DOK 3,4)

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This Is Important
Who Are Your Heroes?
GRADE LEVEL EXPECTATION W.3.1.c.Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (W.3.1) (DOK 3,4)

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This Is Important
GRADE LEVEL EXPECTATION W.3.1.d.Provide a concluding statement or section. (W.3.1) (DOK 3,4)

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This Is Important
Who Are Your Heroes?
STRAND / COURSE IA.W.3.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Text Types and Purposes
DETAILED DESCRIPTOR W.3.2.Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
GRADE LEVEL EXPECTATION W.3.2.a.Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (W.3.2) (DOK 3,4)

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Create a Song
Family Adventure List
Make a Neighborhood Map
Nature Journaling
This Is Important
Write About a Family Tradition
GRADE LEVEL EXPECTATION W.3.2.b.Develop the topic with facts, definitions, and details. (W.3.2) (DOK 3,4)

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Create a Song
Make a Neighborhood Map
Nature Journaling
This Is Important
Write About a Family Tradition
Write a Favorite Family Recipe
GRADE LEVEL EXPECTATION W.3.2.c.Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (W.3.2) (DOK 3,4)

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Create a Song
GRADE LEVEL EXPECTATION W.3.2.d.Provide a concluding statement or section. (W.3.2) (DOK 3,4)

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Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / COURSE IA.W.3.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Text Types and Purposes
DETAILED DESCRIPTOR W.3.3.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
GRADE LEVEL EXPECTATION W.3.3.a.Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (W.3.3) (DOK 3,4)

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
GRADE LEVEL EXPECTATION W.3.3.b.Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (W.3.3) (DOK 3,4)

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A Really Good Story
Family Poem
Magical Creature Writing
Write Around
GRADE LEVEL EXPECTATION W.3.3.c.Use temporal words and phrases to signal event order. (W.3.3) (DOK 3,4)

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Family Journaling
My Family Comic Strip
Sharing Chores and Your Day
Write Around
Writing Telephone Game
GRADE LEVEL EXPECTATION W.3.3.d.Provide a sense of closure. (W.3.3) (DOK 3,4)

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Family Journaling
Magical Creature Writing
My Family Comic Strip
Story Train
Write Around
STRAND / COURSE IA.W.3.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Production and Distribution of Writing
DETAILED DESCRIPTOR W.3.4.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) (W.3.4) (DOK 3,4)

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
DETAILED DESCRIPTOR W.3.5.With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3) (W.3.5) (DOK 1,2,3,4)

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A Really Good Story
This Is Important
Write a Favorite Family Recipe
STRAND / COURSE IA.W.3.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Research to Build and Present Knowledge
DETAILED DESCRIPTOR W.3.7.Conduct short research projects that build knowledge about a topic. (W.3.7) (DOK 1,2,3,4)

ReadyRosie
Family Interview
I Want to Know About
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
DETAILED DESCRIPTOR W.3.8.Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (W.3.8) (DOK 1,2)

ReadyRosie
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
STRAND / COURSE IA.W.3.Writing Standards
ESSENTIAL CONCEPT AND/OR SKILL Range of Writing
DETAILED DESCRIPTOR W.3.10.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. (W.3.10) (DOK 1,2,3,4)

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Family Adventure List
Family Journaling
Make a Neighborhood Map
Nature Journaling
This Is Important
STRAND / COURSE IA.SL.3.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Comprehension and Collaboration
DETAILED DESCRIPTOR SL.3.1.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.
GRADE LEVEL EXPECTATION SL.3.1.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. (SL.3.1) (DOK 1,2,3,4)

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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?
GRADE LEVEL EXPECTATION SL.3.1.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). (SL.3.1) (DOK 1,2,3,4)

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?
GRADE LEVEL EXPECTATION SL.3.1.c.Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (SL.3.1) (DOK 1,2,3,4)

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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?
GRADE LEVEL EXPECTATION SL.3.1.d.Explain their own ideas and understanding in light of the discussion. (SL.3.1) (DOK 1,2,3,4)

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?
STRAND / COURSE IA.SL.3.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Comprehension and Collaboration
DETAILED DESCRIPTOR SL.3.2.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. (SL.3.2) (DOK 1,2)

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20 Questions Draw
Family Movie Night
My Turn, Your Turn
Random, Bizarre Facts
DETAILED DESCRIPTOR SL.3.3.Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (SL.3.3) (DOK 1,2)

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?
STRAND / COURSE IA.SL.3.Speaking and Listening Standards
ESSENTIAL CONCEPT AND/OR SKILL Presentation of Knowledge and Ideas
DETAILED DESCRIPTOR SL.3.4.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. (SL.3.4) (DOK 1,2,3,4)

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20 Questions
20 Questions Draw
Create a Song
Family Interview
Share Your Knowledge
Sharing Chores and Your Day
Who's Coming to Dinner?
DETAILED DESCRIPTOR SL.3.6.Speak in complete sentences when appropriate to task and situation, such as when performing dramatic readings or presentations, in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations) (SL.3.6) (DOK 1,2)

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Tips for helping your child love reading
STRAND / COURSE IA.L.3.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Conventions of Standard English
DETAILED DESCRIPTOR L.3.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
GRADE LEVEL EXPECTATION L.3.1.a.Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (L.3.1) (DOK 1,2)

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Acrostic Poem
Noun Charades
GRADE LEVEL EXPECTATION L.3.1.b.Form and use regular and irregular plural nouns. (L.3.1) (DOK 1,2)

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Noun Charades
GRADE LEVEL EXPECTATION L.3.1.c.Use abstract nouns (e.g., childhood). (L.3.1) (DOK 1,2)

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Noun Charades
GRADE LEVEL EXPECTATION L.3.1.e.Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (L.3.1) (DOK 1,2)

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Magical Creature Writing
GRADE LEVEL EXPECTATION L.3.1.g.Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (L.3.1) (DOK 1,2)

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Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
GRADE LEVEL EXPECTATION L.3.1.i.Produce simple, compound, and complex sentences. (L.3.1) (DOK 1,2)

ReadyRosie
Magical Creature Writing
Writing Telephone Game
STRAND / COURSE IA.L.3.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Conventions of Standard English
DETAILED DESCRIPTOR L.3.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
GRADE LEVEL EXPECTATION L.3.2.c.Use commas and quotation marks in dialogue. (L.3.2) (DOK 1)

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Write Around
GRADE LEVEL EXPECTATION L.3.2.e.Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (L.3.2) (DOK 1)

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
GRADE LEVEL EXPECTATION L.3.2.f.Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (L.3.2) (DOK 1)

ReadyRosie
Change One Letter
Magical Creature Writing
Spelling Pattern Game
Thinking About Word Chunks
Word Challenge
Write a Letter
STRAND / COURSE IA.L.3.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Knowledge of Language
DETAILED DESCRIPTOR L.3.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.
GRADE LEVEL EXPECTATION L.3.3.a.Choose words and phrases for effect. (L.3.3) (DOK 2)

ReadyRosie
Acrostic Poem
Create a Song
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
Noun Charades
Sharing Chores and Your Day
STRAND / COURSE IA.L.3.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.3.4.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.
GRADE LEVEL EXPECTATION L.3.4.a.Use sentence-level context as a clue to the meaning of a word or phrase. (L.3.4) (DOK 1,2,3)

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Wondering About Words
Word Detective
GRADE LEVEL EXPECTATION L.3.4.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). (L.3.4) (DOK 1,2,3)

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Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
GRADE LEVEL EXPECTATION L.3.4.c.Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (L.3.4) (DOK 1,2,3)

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Digging Into Roots
GRADE LEVEL EXPECTATION L.3.4.d.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (L.3.4) (DOK 1,2,3)

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Comprehension Clues
STRAND / COURSE IA.L.3.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.3.5.Demonstrate understanding of word relationships and nuances in word meanings.
GRADE LEVEL EXPECTATION L.3.5.a.Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (L.3.5) (DOK 1,2,3)

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Hinky Pinky and Hinketty Pinketty
Let's Look Closer
Wondering About Words
Word Detective
GRADE LEVEL EXPECTATION L.3.5.b.Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (L.3.5) (DOK 1,2,3)

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Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
GRADE LEVEL EXPECTATION L.3.5.c.Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (L.3.5) (DOK 1,2,3)

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
STRAND / COURSE IA.L.3.Language Standards
ESSENTIAL CONCEPT AND/OR SKILL Vocabulary Acquisition and Use
DETAILED DESCRIPTOR L.3.6.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). (L.3.6) (DOK 1,2)

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

Iowa Core
Mathematics
Grade: K - Adopted: 2012
STRAND / COURSE IA.CC.MP.Mathematical Practices
ESSENTIAL CONCEPT AND/OR SKILL MP.1.Make sense of problems and persevere in solving them.

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Building a Fort
Car Time Math
Family Math Book
How Many Legs?
ESSENTIAL CONCEPT AND/OR SKILL MP.2.Reason abstractly and quantitatively.

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How Many Legs?
The Right Size
ESSENTIAL CONCEPT AND/OR SKILL MP.3.Construct viable arguments and critique the reasoning of others.

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Building a Fort
More or Less
Salty Numbers
Would It Work?
ESSENTIAL CONCEPT AND/OR SKILL MP.4.Model with mathematics.

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

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Pattern Walk
ESSENTIAL CONCEPT AND/OR SKILL MP.8.Look for and express regularity in repeated reasoning.

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Pattern Walk
STRAND / COURSE IA.CC.K.CC.Counting and Cardinality
ESSENTIAL CONCEPT AND/OR SKILL Know number names and the count sequence.
DETAILED DESCRIPTOR K.CC.1.Count to 100 by ones and by tens. (K.CC.1.) (DOK 1)

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?
DETAILED DESCRIPTOR K.CC.2.Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (K.CC.2.) (DOK 1,2)

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?
DETAILED DESCRIPTOR 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). (K.CC.3.) (DOK 1)

ReadyRosie
Go Fish
My Favorite Things
Numbers on My Back
Sneaky Math Note
STRAND / COURSE IA.CC.K.CC.Counting and Cardinality
ESSENTIAL CONCEPT AND/OR SKILL Count to tell the number of object.
DETAILED DESCRIPTOR K.CC.4.Understand the relationship between numbers and quantities; connect counting to cardinality.
GRADE LEVEL 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. (K.CC.4.) (DOK 2)

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?
GRADE LEVEL 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. (K.CC.4.) (DOK 2)

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?
GRADE LEVEL EXPECTATION K.CC.4.c.Understand that each successive number name refers to a quantity that is one larger. (K.CC.4.) (DOK 2)

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?
STRAND / COURSE IA.CC.K.CC.Counting and Cardinality
ESSENTIAL CONCEPT AND/OR SKILL Count to tell the number of object.
DETAILED DESCRIPTOR 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. (K.CC.5.) (DOK 2)

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?
STRAND / COURSE IA.CC.K.CC.Counting and Cardinality
ESSENTIAL CONCEPT AND/OR SKILL Compare numbers.
DETAILED DESCRIPTOR 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. (K.CC.6.) (DOK 2)

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In Ten Seconds
More or Less
The Biggest Number
DETAILED DESCRIPTOR K.CC.7.Compare two numbers between 1 and 10 presented as written numerals. (K.CC.7.) (DOK 1,2)

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Ten in a Row
STRAND / COURSE IA.CC.K.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
DETAILED DESCRIPTOR K.OA.1.Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (K.OA.1.) (DOK 2)

ReadyRosie
Car Race
Family Math Book
Finish My Set
Fishing for Tens
How Many Legs?
Math Journal Walk
Putting Away Dishes
DETAILED DESCRIPTOR 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. (K.OA.2.) (DOK 2)

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
DETAILED DESCRIPTOR 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). (K.OA.3.) (DOK 2,3)

ReadyRosie
Fishing for Tens
Give Me Five
Make Ten
Sneaky Math Note
What Do I Have?
What's Left?
DETAILED DESCRIPTOR 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. (K.OA.4.) (DOK 2)

ReadyRosie
Fishing for Tens
Give Me Five
Make Ten
Sneaky Math Note
What Do I Have?
What's Left?
DETAILED DESCRIPTOR K.OA.5.Fluently add and subtract within 5. (K.OA.5.) (DOK 1)

ReadyRosie
Car Race
Math Fact Memory
Roll the Difference
Spill the Beans
STRAND / COURSE IA.CC.K.NBT.Number and Operations in Base Ten
ESSENTIAL CONCEPT AND/OR SKILL Work with numbers 11–19 to gain foundations for place value.
DETAILED DESCRIPTOR 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 (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. (K.NBT.1) (DOK 2)

ReadyRosie
Fishing for Tens
Give Me Five
Make Ten
Sneaky Math Note
What Do I Have?
What's Left?
STRAND / COURSE IA.CC.K.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Describe and compare measurable attributes.
DETAILED DESCRIPTOR K.MD.1.Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K.MD.1.) (DOK 2)

ReadyRosie
Blow Your House Down!
Hunt and Measure
Measurable Me
DETAILED DESCRIPTOR 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. (K.MD.2.) (DOK 2)

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
STRAND / COURSE IA.CC.K.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Classify objects and count the number of objects in each category.
DETAILED DESCRIPTOR K.MD.3.Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (K.MD.3.) (DOK 1,2)

ReadyRosie
Card Sorting
I Spy a Coin
Toy Organization
STRAND / COURSE IA.CC.K.G.Geometry
ESSENTIAL CONCEPT AND/OR SKILL Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
DETAILED DESCRIPTOR 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. (K.G.1.) (DOK 1,2)

ReadyRosie
Is it a Triangle?
Pattern Walk
Shape Scavenger Hunt
DETAILED DESCRIPTOR K.G.2.Correctly name shapes regardless of their orientations or overall size. (K.G.2.) (DOK 1)

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Canned
Shape Scavenger Hunt
DETAILED DESCRIPTOR K.G.3.Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). (K.G.3.) (DOK 1)

ReadyRosie
Shape Scavenger Hunt
STRAND / COURSE IA.CC.K.G.Geometry
ESSENTIAL CONCEPT AND/OR SKILL Analyze, compare, create, and compose shapes.
DETAILED DESCRIPTOR 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). (K.G.4.) (DOK 2,3)

ReadyRosie
Canned
Shape Scavenger Hunt
DETAILED DESCRIPTOR K.G.5.Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (K.G.5.) (DOK 2,3)

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Is it a Triangle?
DETAILED DESCRIPTOR 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?" (K.G.6.) (DOK 2,3)

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Is it a Triangle?

Iowa Core
Mathematics
Grade: 1 - Adopted: 2012
STRAND / COURSE IA.CC.MP.Mathematical Practices
ESSENTIAL CONCEPT AND/OR SKILL MP.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Car Time Math
Family Math Book
ESSENTIAL CONCEPT AND/OR SKILL 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?
ESSENTIAL CONCEPT AND/OR SKILL MP.4.Model with mathematics.

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

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Category Hunt
ESSENTIAL CONCEPT AND/OR SKILL MP.7.Look for and make use of structure.

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

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Category Hunt
STRAND / COURSE IA.CC.1.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Represent and solve problems involving addition and subtraction.
DETAILED DESCRIPTOR 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. (1.OA.1.) (DOK 2)

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...
DETAILED DESCRIPTOR 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. (1.OA.2.) (DOK 2)

ReadyRosie
Restaurant Story Problems
Ten Scoops
The Final Price Is...
STRAND / COURSE IA.CC.1.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Understand and apply properties of operations and the relationship between addition and subtraction.
DETAILED DESCRIPTOR 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.) (1.OA.3.) (DOK 2)

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Fishing for Doubles
DETAILED DESCRIPTOR 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. (1.OA.4.) (DOK 2)

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
STRAND / COURSE IA.CC.1.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Add and subtract within 20.
DETAILED DESCRIPTOR 1.OA.5.Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). (1.OA.5.) (DOK 1,2)

ReadyRosie
Addition War
Domino Addition
Fifteen Fact Memory
I Can Make You Say 21
Make Ten
Roll the Difference
DETAILED DESCRIPTOR 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). (1.OA.6.) (DOK 1,2)

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
STRAND / COURSE IA.CC.1.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Work with addition and subtraction equations.
DETAILED DESCRIPTOR 1.OA.8.Determine the unknown whole number in an addition or subtraction equation relating 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 = []. (1.OA.8.) (DOK 2)

ReadyRosie
Where Did I Start?
STRAND / COURSE IA.CC.1.NBT.Number and Operations in Base Ten
ESSENTIAL CONCEPT AND/OR SKILL Extend the counting sequence.
DETAILED DESCRIPTOR 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. (1.NBT.1.) (DOK 1,2)

ReadyRosie
I Can Make You Say 21
Sneaky Math Note
Ten in a Row
STRAND / COURSE IA.CC.1.NBT.Number and Operations in Base Ten
ESSENTIAL CONCEPT AND/OR SKILL Understand place value.
DETAILED DESCRIPTOR 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:
GRADE LEVEL EXPECTATION 1.NBT.2.a.10 can be thought of as a bundle of ten ones — called a "ten." (1.NBT.2.) (DOK 2)

ReadyRosie
How Many Fingers?
How Many Tens in 50?
Location Guess My Number
Stacking Pennies
Ten Dimes
GRADE LEVEL 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. (1.NBT.2.) (DOK 2)

ReadyRosie
How Many Fingers?
How Many Tens in 50?
Location Guess My Number
Stacking Pennies
Ten Dimes
GRADE LEVEL 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). (1.NBT.2.) (DOK 2)

ReadyRosie
How Many Fingers?
How Many Tens in 50?
Location Guess My Number
Stacking Pennies
Ten Dimes
STRAND / COURSE IA.CC.1.NBT.Number and Operations in Base Ten
ESSENTIAL CONCEPT AND/OR SKILL Understand place value.
DETAILED DESCRIPTOR 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 <. (1.NBT.3.) (DOK 2)

ReadyRosie
Greater Than
I'm Thinking of a Number
Location Guess My Number
Ten in a Row
STRAND / COURSE IA.CC.1.NBT.Number and Operations in Base Ten
ESSENTIAL CONCEPT AND/OR SKILL Use place value understanding and properties of operations to add and subtract.
DETAILED DESCRIPTOR 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. (1.NBT.4.) (DOK 1,2,3)

ReadyRosie
Broken Calculator Keys
Car Race
Fishing for Tens
Ten Dimes
DETAILED DESCRIPTOR 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. (1.NBT.5.) (DOK 2,3)

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Ten More
DETAILED DESCRIPTOR 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. (1.NBT.6.) (DOK 2,3)

ReadyRosie
Ten More
STRAND / COURSE IA.CC.1.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Measure lengths indirectly and by iterating length units.
DETAILED DESCRIPTOR 1.MD.1.Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1.MD.1.) (DOK 2,3)

ReadyRosie
How Far Does It Fly?
Hunt and Measure
Measurable Me
Ramp Car Racing
DETAILED DESCRIPTOR 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. (1.MD.2.) (DOK 1,2)

ReadyRosie
Hunt and Measure
STRAND / COURSE IA.CC.1.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Tell and write time.
DETAILED DESCRIPTOR 1.MD.3.Tell and write time in hours and half-hours using analog and digital clocks. (1.MD.3.) (DOK 1)

ReadyRosie
Body Clock
STRAND / COURSE IA.CC.1.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Represent and interpret data.
DETAILED DESCRIPTOR 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. (1.MD.4.) (DOK 2,3)

ReadyRosie
Survey Says
STRAND / COURSE IA.CC.1.G.Geometry
ESSENTIAL CONCEPT AND/OR SKILL Reason with shapes and their attributes.
DETAILED DESCRIPTOR 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. (1.G.1.) (DOK 2)

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Folding a Blanket
One of These Is Not Like the Other
Paper Airplane Geometry
DETAILED DESCRIPTOR 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.4 (1.G.2.) (DOK 2,3)

ReadyRosie
Folding a Blanket
Paper Airplane Geometry
DETAILED DESCRIPTOR 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. (1.G.3.) (DOK 1,2)

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Folding Napkins
Making Playdough Together

Iowa Core
Mathematics
Grade: 2 - Adopted: 2012
STRAND / COURSE IA.CC.MP.Mathematical Practices
ESSENTIAL CONCEPT AND/OR SKILL MP.1.Make sense of problems and persevere in solving them.

ReadyRosie
Building a Fort
Can I Stump You?
Family Math Book
ESSENTIAL CONCEPT AND/OR SKILL 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
ESSENTIAL CONCEPT AND/OR SKILL MP.4.Model with mathematics.

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

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Category Hunt
ESSENTIAL CONCEPT AND/OR SKILL MP.7.Look for and make use of structure.

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

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Category Hunt
STRAND / COURSE IA.CC.2.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Represent and solve problems involving addition and subtraction.
DETAILED DESCRIPTOR 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. (2.OA.1.) (DOK 2)

ReadyRosie
Can I Stump You?
Family Math Book
Input Output
Make One Up
Restaurant Story Problems
STRAND / COURSE IA.CC.2.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Add and subtract within 20.
DETAILED DESCRIPTOR 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. (2.OA.2.) (DOK 1)

ReadyRosie
Addition War
Can you Make 21?
Fifteen Fact Memory
Fishing for Doubles
Subtraction War
STRAND / COURSE IA.CC.2.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Work with equal groups of objects to gain foundations for multiplication.
DETAILED DESCRIPTOR 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. (2.OA.3.) (DOK 2)

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Even or Odd?
DETAILED DESCRIPTOR 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. (2.OA.4.) (DOK 2)

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An Array of Brownies
I Spy Sums and Products
Table Times
STRAND / COURSE IA.CC.2.NBT.Number and Operations in Base Ten
ESSENTIAL CONCEPT AND/OR SKILL Understand place value.
DETAILED DESCRIPTOR 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:
GRADE LEVEL EXPECTATION 2.NBT.1.a.100 can be thought of as a bundle of ten tens — called a "hundred." (2.NBT.1.) (DOK 2)

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All About My Number
How Much to 1,000?
Less Than
Location Guess My Number
Place Value Battle
Place Value Dice
GRADE LEVEL 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). (2.NBT.1.) (DOK 2)

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All About My Number
How Much to 1,000?
Less Than
Place Value Battle
Place Value Dice
STRAND / COURSE IA.CC.2.NBT.Number and Operations in Base Ten
ESSENTIAL CONCEPT AND/OR SKILL Understand place value.
DETAILED DESCRIPTOR 2.NBT.2.Count within 1000; skip-count by 5s, 10s, and 100s. (2.NBT.2.) (DOK 1)

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Buzz on 3
Dollars and Dice
One Hundred More
DETAILED DESCRIPTOR 2.NBT.3.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2.NBT.3.) (DOK 1,2)

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All About My Number
Dollars and Dice
Place Value Dice
Sneaky Math Note
Thousand More
DETAILED DESCRIPTOR 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. (2.NBT.4.) (DOK 2)

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Greater Than
Is it Reasonable?
Less Than
Location Guess My Number
Place Value Battle
The Greater Number
STRAND / COURSE IA.CC.2.NBT.Number and Operations in Base Ten
ESSENTIAL CONCEPT AND/OR SKILL Use place value understanding and properties of operations to add and subtract.
DETAILED DESCRIPTOR 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. (2.NBT.5.) (DOK 1,2)

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?
DETAILED DESCRIPTOR 2.NBT.6.Add up to four two-digit numbers using strategies based on place value and properties of operations. (2.NBT.6.) (DOK 2)

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
DETAILED DESCRIPTOR 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. (2.NBT.7.) (DOK 2)

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?
DETAILED DESCRIPTOR 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. (2.NBT.8.) (DOK 2)

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Dollars and Dice
DETAILED DESCRIPTOR 2.NBT.9.Explain why addition and subtraction strategies work, using place value and the properties of operations. (2.NBT.9.) (DOK 3)

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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?
STRAND / COURSE IA.CC.2.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Measure and estimate lengths in standard units.
DETAILED DESCRIPTOR 2.MD.1.Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. (2.MD.1.) (DOK 1)

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Category Hunt
How Far Does It Fly?
Ramp Car Racing
DETAILED DESCRIPTOR 2.MD.3.Estimate lengths using units of inches, feet, centimeters, and meters. (2.MD.3.) (DOK 2)

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How Far Does It Fly?
Ramp Car Racing
Three Questions
DETAILED DESCRIPTOR 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. (2.MD.4.) (DOK 1,2)

ReadyRosie
How Far Does It Fly?
Ramp Car Racing
STRAND / COURSE IA.CC.2.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Work with time and money.
DETAILED DESCRIPTOR 2.MD.8.Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? (2.MD.8.) (DOK 2)

ReadyRosie
What's in a Dollar?
STRAND / COURSE IA.CC.2.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Represent and interpret data.
DETAILED DESCRIPTOR 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. (2.MD.9.) (DOK 2)

ReadyRosie
Category Hunt
How Far Does It Fly?
Ramp Car Racing
STRAND / COURSE IA.CC.2.G.Geometry
ESSENTIAL CONCEPT AND/OR SKILL Reason with shapes and their attributes.
DETAILED DESCRIPTOR 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. (2.G.1.) (DOK 1,2)

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Mystery Shape
Paper Airplane Geometry
DETAILED DESCRIPTOR 2.G.2.Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. (2.G.2.) (DOK 2)

ReadyRosie
An Array of Brownies
DETAILED DESCRIPTOR 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. (2.G.3.) (DOK 2,3)

ReadyRosie
Counting Fractions

Iowa Core
Mathematics
Grade: 3 - Adopted: 2012
STRAND / COURSE IA.CC.MP.Mathematical Practices
ESSENTIAL CONCEPT AND/OR SKILL MP.1.Make sense of problems and persevere in solving them.

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

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

ReadyRosie
Building a Fort
Category Hunt
ESSENTIAL CONCEPT AND/OR SKILL MP.4.Model with mathematics.

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

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Category Hunt
ESSENTIAL CONCEPT AND/OR SKILL MP.8.Look for and express regularity in repeated reasoning.

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Category Hunt
STRAND / COURSE IA.CC.3.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Represent and solve problems involving multiplication and division.
DETAILED DESCRIPTOR 3.OA.1.Interpret products of whole numbers, e.g., interpret 5 × 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 × 7. (3.OA.1.) (DOK 1,2)

ReadyRosie
I Spy Sums and Products
Let's Go to 100
Multiplication War
Price Per Pound
Say it a Different Way
DETAILED DESCRIPTOR 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. (3.OA.2.) (DOK 1,2)

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Fair Share
DETAILED DESCRIPTOR 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. (3.OA.3.) (DOK 1,2)

ReadyRosie
Can I Stump You?
Family Math Book
Let's Go to 100
Table Times
DETAILED DESCRIPTOR 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 × ? = 48, 5 = [] ÷ 3, 6 × 6 = ?. (3.OA.4.) (DOK 1,2)

ReadyRosie
Math Mind Reading
Parts Unknown
STRAND / COURSE IA.CC.3.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Understand properties of multiplication and the relationship between multiplication and division.
DETAILED DESCRIPTOR 3.OA.5.Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (3.OA.5.) (DOK 1,2)

ReadyRosie
I Spy Sums and Products
Multiplication War
DETAILED DESCRIPTOR 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. (3.OA.6.) (DOK 1,2)

ReadyRosie
Domino Division
Fair Share
I Spy Sums and Products
Let's Go to 100
Math Mind Reading
Product Practice
STRAND / COURSE IA.CC.3.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Multiply and divide within 100.
DETAILED DESCRIPTOR 3.OA.7.Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 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. (3.OA.7.) (DOK 1,2)

ReadyRosie
Domino Division
Fair Share
I Spy Sums and Products
Let's Go to 100
Math Mind Reading
Multiplication War
Over Under
Product Practice
STRAND / COURSE IA.CC.3.OA.Operations and Algebraic Thinking
ESSENTIAL CONCEPT AND/OR SKILL Solve problems involving the four operations, and identify and explain patterns in arithmetic.
DETAILED DESCRIPTOR 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. (3.OA.8.) (DOK 1,2,3)

ReadyRosie
Can I Stump You?
Family Math Book
Input Output
Let's Go to 100
Make One Up
Restaurant Story Problems
Table Times
STRAND / COURSE IA.CC.3.NBT.Number and Operations in Base Ten
ESSENTIAL CONCEPT AND/OR SKILL Use place value understanding and properties of operations to perform multi-digit arithmetic.
DETAILED DESCRIPTOR 3.NBT.1.Use place value understanding to round whole numbers to the nearest 10 or 100. (3.NBT.1.) (DOK 1)

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Round Showdown
The Greater Number
DETAILED DESCRIPTOR 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. (3.NBT.2.) (DOK 1,2)

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?
STRAND / COURSE IA.CC.3.NF.Number and Operations—Fractions
ESSENTIAL CONCEPT AND/OR SKILL Develop understanding of fractions as numbers.
DETAILED DESCRIPTOR 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. (3.NF.1.) (DOK 1,2)

ReadyRosie
Fractions on a Number Line
Shape Up!
STRAND / COURSE IA.CC.3.NF.Number and Operations—Fractions
ESSENTIAL CONCEPT AND/OR SKILL Develop understanding of fractions as numbers.
DETAILED DESCRIPTOR 3.NF.3.Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
GRADE LEVEL 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. (3.NF.3.) (DOK 1,2,3)

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Sharing an Apple
GRADE LEVEL 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. (3.NF.3.) (DOK 1,2,3)

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Sharing an Apple
GRADE LEVEL 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. (3.NF.3.) (DOK 1,2,3)

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Fractions on a Number Line
Shape Up!
GRADE LEVEL 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. (3.NF.3.) (DOK 1,2,3)

ReadyRosie
Fractions on a Number Line
STRAND / COURSE IA.CC.3.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
DETAILED DESCRIPTOR 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. (3.MD.1.) (DOK 1,2)

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Now is the Time
DETAILED DESCRIPTOR 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. (3.MD.2.) (DOK 1,2)

ReadyRosie
Cooking Estimation
Double the Recipe
Reading Recipes
STRAND / COURSE IA.CC.3.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Represent and interpret data.
DETAILED DESCRIPTOR 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. (3.MD.3.) (DOK 1,2)

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Graphing Walking Goals
DETAILED DESCRIPTOR 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. (3.MD.4.) (DOK 2)

ReadyRosie
How Far Does It Fly?
Ramp Car Racing
STRAND / COURSE IA.CC.3.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
DETAILED DESCRIPTOR 3.MD.5.Recognize area as an attribute of plane figures and understand concepts of area measurement.
GRADE LEVEL 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. (3.MD.5.) (DOK 1,2)

ReadyRosie
Cracker Perimeter & Area
GRADE LEVEL 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. (3.MD.5.) (DOK 1,2)

ReadyRosie
Cracker Perimeter & Area
STRAND / COURSE IA.CC.3.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
DETAILED DESCRIPTOR 3.MD.6.Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). (3.MD.6.) (DOK 1,2)

ReadyRosie
Cracker Perimeter & Area
STRAND / COURSE IA.CC.3.MD.Measurement and Data
ESSENTIAL CONCEPT AND/OR SKILL Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
DETAILED DESCRIPTOR 3.MD.7.Relate area to the operations of multiplication and addition.
GRADE LEVEL 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. (3.MD.7.) (DOK 1,2)

ReadyRosie
An Array of Brownies
GRADE LEVEL 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 × b and a × c. Use area models to represent the distributive property in mathematical reasoning. (3.MD.7.) (DOK 1,2)

ReadyRosie
I Spy Sums and Products
STRAND / COURSE IA.CC.3.G.Geometry
ESSENTIAL CONCEPT AND/OR SKILL Reason with shapes and their attributes.
DETAILED DESCRIPTOR 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. (3.G.2.) (DOK 1,2)

ReadyRosie
Counting Fractions
Shape Up!

Iowa Core
Science
Grade: K - Adopted: 2015
STRAND / COURSE IA.K-LS1.From Molecules to Organisms: Structures and Processes
ESSENTIAL CONCEPT AND/OR SKILL Students who demonstrate understanding can:
DETAILED DESCRIPTOR 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
STRAND / COURSE IA.K-ESS3.Earth and Human Activity
ESSENTIAL CONCEPT AND/OR SKILL Students who demonstrate understanding can:
DETAILED DESCRIPTOR 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
STRAND / COURSE IA.K-2-ETS1.Engineering Design
ESSENTIAL CONCEPT AND/OR SKILL Students who demonstrate understanding can:
DETAILED DESCRIPTOR 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
DETAILED DESCRIPTOR 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

Iowa Core
Science
Grade: 1 - Adopted: 2015
STRAND / COURSE IA.1-LS3.Heredity: Inheritance and Variation of Traits
ESSENTIAL CONCEPT AND/OR SKILL Students who demonstrate understanding can:
DETAILED DESCRIPTOR 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
STRAND / COURSE IA.K-2-ETS1.Engineering Design
ESSENTIAL CONCEPT AND/OR SKILL Students who demonstrate understanding can:
DETAILED DESCRIPTOR 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
DETAILED DESCRIPTOR 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

Iowa Core
Science
Grade: 2 - Adopted: 2015
STRAND / COURSE IA.K-2-ETS1.Engineering Design
ESSENTIAL CONCEPT AND/OR SKILL Students who demonstrate understanding can:
DETAILED DESCRIPTOR 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
DETAILED DESCRIPTOR 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

Iowa Core
Science
Grade: 3 - Adopted: 2015
STRAND / COURSE IA.3-5-ETS1.Engineering Design
ESSENTIAL CONCEPT AND/OR SKILL Students who demonstrate understanding can:
DETAILED DESCRIPTOR 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.

ReadyRosie
Ramp Car Racing