Maryland College and Career-Ready Standards

Main Criteria: Maryland College and Career-Ready Standards
Secondary Criteria: ReadyRosie
Subjects: Health and PE, Language Arts, Mathematics, Science
Grades: K, 1, 2, 3
Correlation Options: Show Correlated

Maryland College and Career-Ready Standards
Health and PE
Grade: K - Adopted: 2009
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.A.Communication
OBJECTIVE 1.A.1.Recognize methods of communication.
EXPECTATION 1.A.1.a.Demonstrate positive communication among peers.

ReadyRosie
Sharing Chores and Your Day
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.B.Emotions
OBJECTIVE 1.B.1.Examine emotions and responses to various situations.
EXPECTATION 1.B.1.a.Identify basic emotions/feelings.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
School Routine Practice
What Do I Like?
EXPECTATION 1.B.1.b.Demonstrate expression of basic emotions/feelings.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
School Routine Practice
What Do I Like?
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.E.Character Traits
OBJECTIVE 1.E.1.Identify positive and negative character traits, contributing to one's uniqueness
EXPECTATION 1.E.1.a.Identify character traits contributing to your uniqueness.

ReadyRosie
Family Poem
Favorite People Place Cards
Routine Strategy: Routine Chart
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 3.0.Personal and Consumer Health - Students will demonstrate the ability to use consumer knowledge, skills, and strategies to develop sound personal health practices involving the use of health care products, services, and community resources.
INDICATOR / PROFICIENCY LEVEL 3.A.Personal Health Maintenance
OBJECTIVE 3.A.1.Identify ways to care for your body.
EXPECTATION 3.A.1.b.List ways you can keep your body clean such as taking a bath or shower, shampooing hair, washing you hands, wearing clean clothes, and brushing your teeth.

ReadyRosie
Brushing Your Teeth
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 4.0.Family Life and Human Sexuality - Students will demonstrate the ability to use human development knowledge, social skills, and health enhancing strategies to promote positive relationships and health growth and development throughout the life cycle.
INDICATOR / PROFICIENCY LEVEL 4.A.Family Unit
OBJECTIVE 4.A.1.Define a family unit.
EXPECTATION 4.A.1.a.Define what is a family.

ReadyRosie
School Routine Practice
Story of Your Name
Write a Favorite Family Recipe
EXPECTATION 4.A.1.b.Label who is in your family.

ReadyRosie
School Routine Practice
Story of Your Name
Write a Favorite Family Recipe
EXPECTATION 4.A.1.c.Explain/Interpret where you fit in your family structure.

ReadyRosie
School Routine Practice
Story of Your Name
Write a Favorite Family Recipe
EXPECTATION 4.A.1.d.Analyze family structures in media.

ReadyRosie
School Routine Practice
Story of Your Name
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.PE.Physical Education
TOPIC / INDICATOR 6.0.Social Psychological Principles - Students will demonstrate the ability to use skills essential for developing self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
INDICATOR / PROFICIENCY LEVEL 6.C.Cooperation and Responsibility
OBJECTIVE 6.C.1.Identify relationships and behavioral skills to develop a sense of community in physical activity settings.
EXPECTATION 6.C.1.a.Imitate socially acceptable behaviors of cooperation, respect, and responsibility to interact positively with others.

ReadyRosie
Fishing for Tens

Maryland College and Career-Ready Standards
Health and PE
Grade: 1 - Adopted: 2009
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.A.Communication
OBJECTIVE 1.A.1.Recognize methods of communication.
EXPECTATION 1.A.1.a.Define ways to communicate with friends and family, such as eye-contact and tone of voice.

ReadyRosie
Sharing Chores and Your Day
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.B.Emotions
OBJECTIVE 1.B.1.Examine emotions and responses to various situations.
EXPECTATION 1.B.1.a.Define different feelings.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
EXPECTATION 1.B.1.b.Describe how it feels to be happy, upset, calm, surprised.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
EXPECTATION 1.B.1.c.Identify what makes you happy, upset, calm, and surprised.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.D.Decision Making
OBJECTIVE 1.D.1.Identify how to make a good choice/decision.
EXPECTATION 1.D.1.a.Explain the meaning of the word choice/decision.

ReadyRosie
Problem Solving Tool: Rock, Paper, Scissors
EXPECTATION 1.D.1.b.Identify and describe what makes a good choice/decision such as safe, respectful, legal, and parent approval.

ReadyRosie
Problem Solving Tool: Rock, Paper, Scissors
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 2.0.Alcohol, Tobacco, and Other Drugs - Students will demonstrate the ability to use drug knowledge, decision-making skills, and health enhancing strategies to address, the use, non-use, and abuse of medications, alcohol, tobacco, and other drugs.
INDICATOR / PROFICIENCY LEVEL 2.B.Tobacco
OBJECTIVE 2.B.1.Identify how tobacco use harms health.
EXPECTATION 2.B.1.b.Describe the harmful effects of tobacco such as hard to breathe, bad breath, stained teeth, cause disease.

ReadyRosie
Brushing Your Teeth
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 3.0.Personal and Consumer Health - Students will demonstrate the ability to use consumer knowledge, skills, and strategies to develop sound personal health practices involving the use of health care products, services, and community resources.
INDICATOR / PROFICIENCY LEVEL 3.A.Personal Health Maintenance
OBJECTIVE 3.A.1.Explain how to improve or maintain personal health.
EXPECTATION 3.A.1.a.Describe ways to promote dental health such as brushing and flossing teeth, visiting dentist, and eating healthy foods.

ReadyRosie
Brushing Your Teeth
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 4.0.Family Life and Human Sexuality - Students will demonstrate the ability to use human development knowledge, social skills, and health enhancing strategies to promote positive relationships and health growth and development throughout the life cycle.
INDICATOR / PROFICIENCY LEVEL 4.A.Family Unit
OBJECTIVE 4.A.1.Identify what is special about your family.
EXPECTATION 4.A.1.a.List members of your family.

ReadyRosie
I Love My Family Because...
School Routine Practice
Story of Your Name
Write a Favorite Family Recipe
EXPECTATION 4.A.1.b.Describe special traits about each member of your family.

ReadyRosie
I Love My Family Because...
School Routine Practice
Story of Your Name
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 5.0.Safety and Injury Prevention - Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.
INDICATOR / PROFICIENCY LEVEL 5.C.Harassment
OBJECTIVE 5.C.2.Define and identify telling and tattling.
EXPECTATION 5.C.2.a.Distinguish the difference between telling and tattling.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
School Routine Practice
What Do I Like?
What Do I See When I Hear...?
What I Like About Me
STRAND / TOPIC / STANDARD MD.PE.Physical Education
TOPIC / INDICATOR 6.0.Social Psychological Principles - Students will demonstrate the ability to use skills essential for developing self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
INDICATOR / PROFICIENCY LEVEL 6.C.Cooperation and Responsibility
OBJECTIVE 6.C.1.Identify relationships and behavioral skills to develop a sense of community in physical activity settings.
EXPECTATION 6.C.1.a.List and demonstrate the rules for appropriate behaviors in physical activity settings.

ReadyRosie
Fishing for Tens
EXPECTATION 6.C.1.b.Model characteristics of classmates who are positively completing tasks in physical education such as: kind, caring, and helpful.

ReadyRosie
Fishing for Tens

Maryland College and Career-Ready Standards
Health and PE
Grade: 2 - Adopted: 2009
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.B.Emotions
OBJECTIVE 1.B.1.Examine emotions and responses to various situations.
EXPECTATION 1.B.1.a.Demonstrate the meaning of emotion.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
This Is Important
What Do I See When I Hear...?
What I Like About Me
Who Are Your Heroes?
EXPECTATION 1.B.1.b.Categorize other words that mean happy, upset, calm, and surprised.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
This Is Important
What Do I See When I Hear...?
What I Like About Me
Who Are Your Heroes?
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.C.Components of well being
OBJECTIVE 1.C.1.Identify components to promote personal well-being.
EXPECTATION 1.C.1.a.Name two cooperation skills.

ReadyRosie
Kitchen Conversations
Problem Solving Tool: Rock, Paper, Scissors
Sharing Chores and Your Day
Super Kindness
EXPECTATION 1.C.1.b.Predict what it feels like to work cooperatively with others in a group.

ReadyRosie
Kitchen Conversations
Problem Solving Tool: Rock, Paper, Scissors
Sharing Chores and Your Day
Super Kindness
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.D.Decision Making
OBJECTIVE 1.D.1.Identify choices available in order to make a decision.
EXPECTATION 1.D.1.a.Choose factors that influence making decisions.

ReadyRosie
Problem Solving Tool: Rock, Paper, Scissors
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.E.Character Traits
OBJECTIVE 1.E.1.Identify positive and negative character traits contributing to one's uniqueness.
EXPECTATION 1.E.1.a.Describe positive character traits of friends.

ReadyRosie
Family Poem
Routine Strategy: Routine Chart
Who Are Your Heroes?
EXPECTATION 1.E.1.b.Explain how being a good friend demonstrates positive character.

ReadyRosie
Routine Strategy: Chore Chart
Write About a Family Tradition
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.F.Stress
OBJECTIVE 1.F.1.Recognize the factors associated with stress experienced in the family.
EXPECTATION 1.F.1.c.Identify stress management skills and strategies.

ReadyRosie
Red Light Purple Light Challenge
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 4.0.Family Life and Human Sexuality - Students will demonstrate the ability to use human development knowledge, social skills, and health enhancing strategies to promote positive relationships and health growth and development throughout the life cycle.
INDICATOR / PROFICIENCY LEVEL 4.A.Family Unit
OBJECTIVE 4.A.1.Identify how your family helps you and you help your family.
EXPECTATION 4.A.1.a.Discuss how your family takes care of you, helps you mature, stay safe, and be responsible.

ReadyRosie
I Love My Family Because...
Story of Your Name
Write a Favorite Family Recipe
EXPECTATION 4.A.1.b.Explain that roles and responsibilities of family members differ according to age.

ReadyRosie
I Love My Family Because...
Story of Your Name
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.PE.Physical Education
TOPIC / INDICATOR 6.0.Social Psychological Principles - Students will demonstrate the ability to use skills essential for developing self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
INDICATOR / PROFICIENCY LEVEL 6.C.Cooperation and Responsibility
OBJECTIVE 6.C.1.Identify relationships and behavioral skills to develop a sense of community in physical activity settings.
EXPECTATION 6.C.1.a.State the need for rules and sportsmanship in physical activity settings and demonstrate appropriate behaviors.

ReadyRosie
Conversation Starters
How do I get my child to______?
Routine Strategy: Transition Timer
Subtraction War
EXPECTATION 6.C.1.b.Demonstrate appropriate ways to show sportsmanship.

ReadyRosie
Subtraction War
EXPECTATION 6.C.1.c.Show a variety of ways to resolve conflicts.

ReadyRosie
Subtraction War

Maryland College and Career-Ready Standards
Health and PE
Grade: 3 - Adopted: 2009
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.A.Communication
OBJECTIVE 1.A.1.Recognize different types of communication skills.
EXPECTATION 1.A.1.a.Practice verbal and non-verbal methods of communication.

ReadyRosie
Sharing Chores and Your Day
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.B.Emotions
OBJECTIVE 1.B.1.Recognize that emotions come from basic needs.
EXPECTATION 1.B.1.a.Relate human needs to human emotions.

ReadyRosie
Emotion Meter Scale
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.C.Components of Personal Well being
OBJECTIVE 1.C.1.Identify the components to promote personal well-being.
EXPECTATION 1.C.1.a.Identify and describe the emotional and physical human needs, such as shelter, food, water, and love.

ReadyRosie
Emotion Meter Scale
Family Poem
Feelings Charades
I Love My Family Because...
Inside Outside Traits
This Is Important
Who Are Your Heroes?
EXPECTATION 1.C.1.b.Identify and describe human social needs.

ReadyRosie
I Love My Family Because...
Routine Strategy: Chore Chart
Story of Your Name
This Is Important
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 1.C.1.c.Describe the social needs addressed by belonging to a group.

ReadyRosie
I Love My Family Because...
Routine Strategy: Chore Chart
Story of Your Name
This Is Important
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.E.Character Traits
OBJECTIVE 1.E.1.Identify positive and negative character traits that contribute to one's uniqueness.
EXPECTATION 1.E.1.a.Select and model strategies to incorporate positive character traits.

ReadyRosie
Family Poem
Routine Strategy: Routine Chart
Who Are Your Heroes?
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 1.0.Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
INDICATOR / PROFICIENCY LEVEL 1.F.Stress
OBJECTIVE 1.F.1.Recognize the factors associated with stress experienced in school.
EXPECTATION 1.F.1.c.Apply strategies to reduce stress in school.

ReadyRosie
Red Light Purple Light Challenge
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 4.0.Family Life and Human Sexuality - Students will demonstrate the ability to use human development knowledge, social skills, and health enhancing strategies to promote positive relationships and health growth and development throughout the life cycle.
INDICATOR / PROFICIENCY LEVEL 4.A.Family Unit
OBJECTIVE 4.A.1.Identify what makes a healthy family.
EXPECTATION 4.A.1.a.Recognize the different relationships within the family, such as parent/child and sibling/sibling.

ReadyRosie
I Love My Family Because...
Story of Your Name
Write a Favorite Family Recipe
EXPECTATION 4.A.1.b.Discuss ways your family members show they care for each other.

ReadyRosie
I Love My Family Because...
Story of Your Name
Write a Favorite Family Recipe
EXPECTATION 4.A.1.c.List ways families can resolve conflicts, for example family meetings, parent involvement, and talking things out.

ReadyRosie
How can I stop my kids from fighting?
I Love My Family Because...
Problem Solving Tool: Rock, Paper, Scissors
Story of Your Name
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.HE.Health Education
TOPIC / INDICATOR 5.0.Safety and Injury Prevention - Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safe living in the home, school, and community.
INDICATOR / PROFICIENCY LEVEL 5.C.Harassment
OBJECTIVE 5.C.2.Describe and demonstrate the difference between telling and tattling
EXPECTATION 5.C.2.a.Create role play situations for telling and tattling.

ReadyRosie
Feelings Charades
STRAND / TOPIC / STANDARD MD.PE.Physical Education
TOPIC / INDICATOR 6.0.Social Psychological Principles - Students will demonstrate the ability to use skills essential for developing self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
INDICATOR / PROFICIENCY LEVEL 6.C.Cooperation and Responsibility
OBJECTIVE 6.C.1.Employ effective participation and cooperation skills in physical activity settings.
EXPECTATION 6.C.1.b.Explore and practice ways to encourage others during physical activity.

ReadyRosie
Fair Share
Super Kindness
EXPECTATION 6.C.1.c.Choose and demonstrate socially acceptable methods of conflict resolution.

ReadyRosie
How can I stop my kids from fighting?
Problem Solving Tool: Rock, Paper, Scissors

Maryland College and Career-Ready Standards
Language Arts
Grade: K - Adopted: 2014
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL1.CCR.Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE K.RL1.With prompting and support, ask and answer questions about key details in a text.
EXPECTATION K.RL1.1.With prompting and support, apply appropriate strategies before reading, viewing, or listening to a text: use prior knowledge and experiences to make connections to the text; make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar topic; set a purpose for reading and identify type of text.

ReadyRosie
Cover the Ending
Daily Reading Routines
Isn't That Bold?
Making Connections
My Library List
Read a Little, Think a Little
Reading Strategy: Choral Reading
Reading Strategy: Echo Reading
Reading Strategy: Give the Word
Seeing the Story
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
Wordless Picture Books
EXPECTATION K.RL1.2.With prompting and support, apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: recall and discuss what is understood; identify and question what did not make sense; make, confirm, or adjust predictions; look back through the text for connections between topics, events, characters, and actions in stories to specific life experiences.

ReadyRosie
Cover the Ending
I Read to You, You Read to Me
Isn't That Bold?
Making Connections
Pattern Books
Read a Little, Think a Little
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION K.RL1.3.With prompting and support, demonstrate understanding after reading, viewing, or listening to a text: retell and discuss the text; engage in conversation to understand the text; determine the main idea of a text.

ReadyRosie
I Read to You, You Read to Me
Making Connections
Pattern Books
Retelling the Story
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION K.RL1.4.With prompting and support, participate actively and appropriately in discussions about literary text (See CCSS SL.K.1, 2, 3).

ReadyRosie
I Read to You, You Read to Me
Making Connections
Pattern Books
Storytelling with a Picture Book
EXPECTATION K.RL1.5.With prompting and support, respond to questions about text by speaking, dramatizing, or writing, including the use of technology (See CCSS SL.K.5; CCSS W.K.6; MD SLM K-1 5A1.a).

ReadyRosie
Isn't That Bold?
Reading and Making Connections
Tips for helping your child love reading
What Do I Like?
EXPECTATION K.RL1.6.With prompting and support, demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.K.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL2.CCR.Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE K.RL2.With prompting and support, retell familiar stories, including key details.
EXPECTATION K.RL2.1.With prompting and support, listen to, read, and discuss a variety of literary texts (narrative text structure, both fiction and non-fiction) representing diverse cultures, perspectives, and ethnicities.

ReadyRosie
Is It Real?
EXPECTATION K.RL2.2.With prompting and support, identify the elements of a story (e.g., characters, setting, problem, and solution).

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
EXPECTATION K.RL2.3.With prompting and support, identify key details in literary text.

ReadyRosie
Isn't That Bold?
Making Connections
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION K.RL2.4.With prompting and support, retell story events in a logical sequence.

ReadyRosie
Retelling the Story
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION K.RL2.5.With prompting and support, demonstrate command of the conventions of standard English grammar and usage when speaking. (CCSS L.K.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL3.CCR.Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE K.RL3.With prompting and support, identify characters, settings, and major events in a story.
EXPECTATION K.RL3.1.With prompting and support, understand the terms: character, setting, major events.

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
EXPECTATION K.RL3.2.With prompting and support, identify characters, setting, and major events in a story through use of dramatization, puppets, discussion, developmentally appropriate writing, drawing, etc.

ReadyRosie
Create a Crazy Character
Feelings Charades
I Read to You, You Read to Me
Making Connections
Pattern Books
Reading Strategy: Reading and Making Connections
Storytelling with a Picture Book
Tips for helping your child love reading
What Do I Like?
What Makes a Good Storyteller
Write Me a Story
EXPECTATION K.RL3.3.With prompting and support, demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.K.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL4.CCR.Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
OBJECTIVE K.RL4.Ask and answer questions about unknown words in a text.
EXPECTATION K.RL4.1.With prompting and support, use text and illustrations to identify meaning of unknown words.

ReadyRosie
Feelings Charades
Isn't That Bold?
Nursery Rhymes
Reading Rhymes
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
Retelling the Story
Storytelling with a Picture Book
What Makes a Good Storyteller
Wordless Picture Books
EXPECTATION K.RL4.2.With prompting and support, understand relationship between words and feelings.

ReadyRosie
What Makes a Good Storyteller
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL5.CCR.Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE K.RL5.Recognize common types of texts (e.g., storybooks, poems).
EXPECTATION K.RL5.1.With prompting and support, discuss characteristics of different genres of literary text (e.g., poetry, drama, nursery rhymes, traditional tales, fiction, non-fiction).

ReadyRosie
Is It Real?
EXPECTATION K.RL5.2.With prompting and support, compare different versions of the same story, rhyme, or traditional tale.

ReadyRosie
Storytelling with a Picture Book
What Makes a Good Storyteller
EXPECTATION K.RL5.3.With prompting and support, demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.K.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL6.CCR.Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE K.RL6.With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
EXPECTATION K.RL6.1.With prompting and support, identify the role of (and use the terms) authors and illustrators.

ReadyRosie
Isn't That Bold?
Storytelling with a Picture Book
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RL7.CCR.Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE K.RL7.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).
EXPECTATION K.RL7.1.With prompting and support, describe the illustrations in a story with relevant details.

ReadyRosie
Isn't That Bold?
Reading Strategies: Look at the Picture
Retelling the Story
Wordless Picture Books
EXPECTATION K.RL7.2.With prompting and support, explain how illustrations contribute to understanding a story.

ReadyRosie
Isn't That Bold?
Reading Strategies: Look at the Picture
Retelling the Story
Wordless Picture Books
EXPECTATION K.RL7.3.With prompting and support, demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.K.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RL9.CCR.Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
OBJECTIVE K.RL9.With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
EXPECTATION K.RL9.1.With prompting and support, explore/discuss story elements, including character(s) and events.

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
EXPECTATION K.RL9.2.With prompting and support, discuss what characters do and say in a familiar story.

ReadyRosie
Feelings Charades
Making Connections
Reading Strategy: Reading and Making Connections
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION K.RL9.3.With prompting and support, recognize that characters have unique adventures and experiences.

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
EXPECTATION K.RL9.4.With prompting and support, compare characters, including their experiences and actions.

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
EXPECTATION K.RL9.5.With prompting and support, demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.K.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Range of Reading and Level of Text Complexity
INDICATOR / PROFICIENCY LEVEL RL10.CCR.Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE K.RL10.Actively engage in group reading activities with purpose and understanding.
EXPECTATION K.RL10.1.With prompting and support, develop comprehension skills by listening to a variety of appropriate increasingly complex literary texts (self-selected and assigned) representing diverse cultures, perspectives, ethnicities, and time periods (fiction and non-fiction) from a wide variety of genres (e.g. stories, poems, nursery rhymes, realistic fiction, fairy tales and fantasy, etc.).

ReadyRosie
Seeing the Story
EXPECTATION K.RL10.2.With prompting and support, use a variety of strategies to determine and clarify the meaning of unknown and multiple meaning words and phrases.

ReadyRosie
Feelings Charades
Nursery Rhymes
Reading Rhymes
Storytelling with a Picture Book
What Makes a Good Storyteller
EXPECTATION K.RL10.4.With prompting and support, participate in collaborative conversations with peers about grade-level complex text (See CCSS SL.K.1).

ReadyRosie
I Read to You, You Read to Me
Making Connections
Pattern Books
Storytelling with a Picture Book
EXPECTATION K.RL10.5.With prompting and support, demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.K.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI1.CCR.Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE K.RI1.With prompting and support, ask and answer questions about key details in a text.
EXPECTATION K.RI1.1.With prompting and support, apply appropriate strategies before reading, viewing, or listening to increasingly complex informational text (a wide variety including expository and narrative structures and types e.g. trade books, magazines, multimedia resources, functional texts such as recipes and labels related to personal interests and reflecting a wide variety of cultures): access prior knowledge and hands on experiences (augmented by those provided in class); examine the title, cover, illustrations/photographs/text; make predictions or ask questions; set a purpose for reading and identify type of text.

ReadyRosie
Books I Like
Daily Reading Routines
How Far Does It Fly?
My Library List
Reading Strategy: Echo Reading
Reading Strategy: Give the Word
Share Your Knowledge
What Do I Like?
What's Cool About Nonfiction?
EXPECTATION K.RI1.2.With prompting and support, apply appropriate strategies to monitor understanding during reading, viewing, or listening to informational text: use text features and graphic aids to facilitate understanding; recall and discuss what is understood; identify and question what did not make sense; make, confirm and/or modify predictions; make connections; visualize.

ReadyRosie
Book Cover Conversations
How Far Does It Fly?
I Read to You, You Read to Me
What's Cool About Nonfiction?
EXPECTATION K.RI1.3.With prompting and support, demonstrate understanding orally or in developmentally appropriate writing after reading, viewing, or listening to a text: engage in conversations to retell details in the text (See CCSS SL.K.1); describe what is directly stated in the text; confirm predictions using details from the text; identify what did not make sense; make connections.

ReadyRosie
A Memorable Story
Book Cover Conversations
Conversation Starters
Conversations in the Car
Guess Who
I Know All About
I Read to You, You Read to Me
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 / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI2.CCR.Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE K.RI2.With prompting and support, identify the main topic and retell key details of a text.
EXPECTATION K.RI2.2.With prompting and support, use text and graphic features as sources to identify the main topic.

ReadyRosie
Book Cover Conversations
How Far Does It Fly?
Is It Real?
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI2.3.With prompting and support, determine the key details from the text.

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI2.4.With prompting and support, connect the key details to determine the main topic of a text.

ReadyRosie
Book Cover Conversations
Is It Real?
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI2.5.With prompting and support, retell the main topic and key details.

ReadyRosie
Book Cover Conversations
Is It Real?
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI2.6.With prompting and support, participate in discussion about the main topic in order to recall one or more detail(s) from the text and to respond to questions about the topic and details.

ReadyRosie
I Read to You, You Read to Me
EXPECTATION K.RI2.7.Demonstrate command of the conventions of standard English when speaking and writing (See CCSS L.K.1, 2).

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 an Invitation
My Family Journal
Nature Journaling
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI3.CCR.Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE K.RI3.With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
EXPECTATION K.RI3.3.With prompting and support, retell two events, ideas, or pieces of information, or identify two individuals in a text.

ReadyRosie
Book Cover Conversations
Is It Real?
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI3.5.With prompting and support, explain how someone might use the text.

ReadyRosie
Daily Reading Routines
Reading Strategy: Echo Reading
Reading Strategy: Give the Word
What Do I Like?
EXPECTATION K.RI3.6.With prompting and support, demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.K.1, 2).

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI4.CCR.Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
OBJECTIVE K.RI4.With prompting and support, ask and answer questions about unknown words in a text.
EXPECTATION K.RI4.1.With prompting and support, identify unfamiliar words.

ReadyRosie
Reading Strategy: Give the Word
EXPECTATION K.RI4.3.With prompting and support, use text, illustrations, graphic aides (e.g. print features, size of print, illustrations/photographs, drawings, maps, graphs and diagrams) to identify meaning of unknown words.

ReadyRosie
Books I Like
How Far Does It Fly?
EXPECTATION K.RI4.4.With prompting and support, demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.K.1, 2).

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI7.CCR.Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE K.RI7.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).
EXPECTATION K.RI7.1.With prompting and support, describe the illustrations in a text.

ReadyRosie
Books I Like
How Far Does It Fly?
EXPECTATION K.RI7.2.With prompting and support, identify commonalities between text and illustrations/photographs or text features; explain how they support each other.

ReadyRosie
Books I Like
How Far Does It Fly?
EXPECTATION K.RI7.3.With prompting and support, explain how illustrations/photographs contribute to understanding of the text.

ReadyRosie
Books I Like
How Far Does It Fly?
EXPECTATION K.RI7.4.With prompting and support, cross-check understanding from details provided by the illustrator/photographer compared to information provided by the author.

ReadyRosie
Books I Like
How Far Does It Fly?
EXPECTATION K.RI7.5.With prompting and support, participate in discussions about the information derived from details in the illustrations/photographs in an informational text.

ReadyRosie
Books I Like
How Far Does It Fly?
I Read to You, You Read to Me
EXPECTATION K.RI7.6.With prompting and support, participate in discussions about how these details contribute to the understanding of informational text.

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI7.7.With prompting and support, demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.K.1, 2).

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI8.CCR.Anchor Standard: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
OBJECTIVE K.RI8.With prompting and support, identify the reasons an author gives to support points in a text.
EXPECTATION K.RI8.1.With prompting and support, recall details from a text.

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI8.2.With prompting and support, identify a key point(s) in the text such as specific details.

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI8.3.With prompting and support, identify specific details that support the point(s).

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI8.4.With prompting and support, answer questions about details and how they support the point(s) in a text.

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI9.CCR.Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
OBJECTIVE K.RI9.With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
EXPECTATION K.RI9.2.With prompting and support, identify the topic of a text.

ReadyRosie
Book Cover Conversations
Is It Real?
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI9.4.With prompting and support, describe people, places, things, and events with relevant details, expressing ideas clearly (See CCSS SL.K.4).

ReadyRosie
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION K.RI9.5.With prompting and support, participate in discussions to identify the similarities and differences between two texts on the same topic.

ReadyRosie
I Read to You, You Read to Me
EXPECTATION K.RI9.6.With prompting and support, ask and answer questions about key details in a text read aloud or presented orally or through other media. (CCSS SL.K.2)

ReadyRosie
Book Cover Conversations
What's Cool About Nonfiction?
Who Am I?
EXPECTATION K.RI9.7.With prompting and support, demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.K.1, 2).

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Range of Reading and Level of Text Complexity
INDICATOR / PROFICIENCY LEVEL RI10.CCR.Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE K.RI10.Actively engage in group reading activities with purpose and understanding.
EXPECTATION K.RI10.1.With prompting and support, develop comprehension skills by listening to a variety of appropriate increasingly complex informational texts (self-selected and assigned) representing diverse cultures, perspectives, ethnicities, and time periods from a wide variety of types (expository and narrative: trade books, magazines, multimedia resources, functional texts such as recipes and labels, etc.).

ReadyRosie
I Want to Know About
EXPECTATION K.RI10.2.With prompting and support, use a variety of strategies to determine and clarify the meaning of unknown and multiple meaning words and phrases.

ReadyRosie
Share Your Knowledge
EXPECTATION K.RI10.3.With prompting and support, use text features, graphic aids, and organizational structures to facilitate understanding.

ReadyRosie
How Far Does It Fly?
EXPECTATION K.RI10.5.With prompting and support, participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups. (CCSS SL.K.1)

ReadyRosie
I Read to You, You Read to Me
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Print Concepts
INDICATOR / PROFICIENCY LEVEL K.RF1.Demonstrate understanding of the organization and basic features of print.
OBJECTIVE K.RF1.a.Follow words from left to right, top to bottom, and page by page.
EXPECTATION K.RF1.a.1.With prompting and support, demonstrate interest/attention to print.

ReadyRosie
Pattern Books
Reading Strategies: Look at the Picture
Reading Strategy: Choral Reading
Reading Strategy: Echo Reading
What Do I Like?
EXPECTATION K.RF1.a.2.With prompting and support, follow words from left to right, top to bottom, front to back and page by page.

ReadyRosie
Reading Strategy: Using Your Reading Finger
EXPECTATION K.RF1.a.3.With prompting and support, make return sweep to next line of text.

ReadyRosie
Reading Strategy: Using Your Reading Finger
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Print Concepts
INDICATOR / PROFICIENCY LEVEL K.RF1.Demonstrate understanding of the organization and basic features of print.
OBJECTIVE K.RF1.b.Recognize that spoken words are represented in written language by specific sequences of letters.
EXPECTATION K.RF1.b.1.With prompting and support, engage in a variety of literacy experiences (e.g., shared reading and writing, Interactive Read Alouds, language experience stories, etc.) using a wide selection of texts (e.g., a variety of structures and/or genres representing a wide variety of cultures).

ReadyRosie
Books I Like
Building a Fort
I Read to You, You Read to Me
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
EXPECTATION K.RF1.b.5.With prompting and support, identifies words in text.

ReadyRosie
Reading Strategy: Give the Word
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Print Concepts
INDICATOR / PROFICIENCY LEVEL K.RF1.Demonstrate understanding of the organization and basic features of print.
OBJECTIVE K.RF1.c.Understand that words are separated by spaces in print.
EXPECTATION K.RF1.c.1.With prompting and support, engage in a wide variety of literacy experiences involving writing that focuses on spaces in print (e.g., Interactive Read Alouds, shared reading and writing, language experience stories, small group instruction, etc.).

ReadyRosie
Building a Fort
I Read to You, You Read to Me
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
Sharing Chores and Your Day
EXPECTATION K.RF1.c.3.With prompting and support, recognize that letters build words and words build sentences.

ReadyRosie
Reading Strategy: Using Your Reading Finger
EXPECTATION K.RF1.c.4.With prompting and support, recognize that printed words are separated by spaces.

ReadyRosie
Reading Strategy: Using Your Reading Finger
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Print Concepts
INDICATOR / PROFICIENCY LEVEL K.RF1.Demonstrate understanding of the organization and basic features of print.
OBJECTIVE K.RF1.d.Recognize and name all upper and lowercase letters of the alphabet.
EXPECTATION K.RF1.d.1.With prompting and support, differentiate between numerals, letters and words.

ReadyRosie
Reading Strategy: Using Your Reading Finger
EXPECTATION K.RF1.d.2.With prompting and support, engage in a wide variety of literacy experiences involving writing that focuses on upper and lower case letters in print (e.g., Interactive Read Alouds, shared reading and writing, language experience stories, small group instruction, etc.).

ReadyRosie
Building a Fort
Captioning Your Childhood
Favorite People Place Cards
I Read to You, You Read to Me
Letters on My Back
Make an Invitation
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
Sharing Chores and Your Day
Write Your Name
EXPECTATION K.RF1.d.3.With prompting and support, attend to print in order to learn letter names.

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
EXPECTATION K.RF1.d.4.With prompting and support, identify and name upper and lower case letters out of context and in isolation.

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonological Awareness
INDICATOR / PROFICIENCY LEVEL K.RF2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE K.RF2.a.Recognize and produce rhyming words.
EXPECTATION K.RF2.a.1.With prompting and support, identify and differentiate environmental sounds.

ReadyRosie
Family Sensory Walk
Freeze Dance
EXPECTATION K.RF2.a.2.With prompting and support, recognize rhyming words in spoken language.

ReadyRosie
Name Rhymes
Nursery Rhymes
Reading Rhymes
Silly Song Singing
Stinkle, Stinkle, Stittle Star
EXPECTATION K.RF2.a.3.With prompting and support, understand the relationship between onset/time in creating rhyming words.

ReadyRosie
Name Rhymes
Nursery Rhymes
Reading Rhymes
Reading Strategy: Chunk the Word
Silly Song Singing
Stinkle, Stinkle, Stittle Star
EXPECTATION K.RF2.a.4.With prompting and support, demonstrate auditory discrimination to match rime/same beginning and ending sound.

ReadyRosie
Family Alliteration Name Game
Reading Strategy: Chunk the Word
Stinkle, Stinkle, Stittle Star
Super Hero Names
EXPECTATION K.RF2.a.5.With prompting and support, demonstrate auditory discrimination of rimes/same ending sounds.

ReadyRosie
Family Alliteration Name Game
Reading Strategy: Chunk the Word
Stinkle, Stinkle, Stittle Star
Super Hero Names
EXPECTATION K.RF2.a.6.With prompting and support, identify rhyme in poems and stories read aloud.

ReadyRosie
Name Rhymes
Nursery Rhymes
Reading Rhymes
Silly Song Singing
Stinkle, Stinkle, Stittle Star
EXPECTATION K.RF2.a.7.With prompting and support, repeat and produce rhyming words.

ReadyRosie
Name Rhymes
Nursery Rhymes
Reading Rhymes
Silly Song Singing
Stinkle, Stinkle, Stittle Star
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonological Awareness
INDICATOR / PROFICIENCY LEVEL K.RF2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE K.RF2.b.Count, pronounce, blend, and segment syllables in spoken words.
EXPECTATION K.RF2.b.1.With prompting and support, identify and isolate individual words in spoken language.

ReadyRosie
Reading Strategy: Using Your Reading Finger
EXPECTATION K.RF2.b.2.With prompting and support, identify letters, sounds and corresponding sounds.

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
Reading Strategies: Look at the Picture
Super Hero Names
EXPECTATION K.RF2.b.3.With prompting and support, orally blend word parts (e.g., onsets, rimes, and compound words).

ReadyRosie
Reading Strategy: Chunk the Word
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonological Awareness
INDICATOR / PROFICIENCY LEVEL K.RF2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE K.RF2.c.Blend and segment onsets and rimes of single-syllable spoken words.
EXPECTATION K.RF2.c.1.With prompting and support, identify initial and final sounds in a word.

ReadyRosie
Family Alliteration Name Game
Stinkle, Stinkle, Stittle Star
Super Hero Names
EXPECTATION K.RF2.c.2.With prompting and support, categorize words as same or different by onset and rime.

ReadyRosie
Guess the Group
Reading Strategy: Chunk the Word
EXPECTATION K.RF2.c.3.With prompting and support, orally blend word parts (e.g., onsets, rimes).

ReadyRosie
Reading Strategy: Chunk the Word
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonological Awareness
INDICATOR / PROFICIENCY LEVEL K.RF2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE K.RF2.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/.)
EXPECTATION K.RF2.d.1.With prompting and support, isolate and pronounce the initial, medial and final sounds in spoken words.

ReadyRosie
Family Alliteration Name Game
Stinkle, Stinkle, Stittle Star
Super Hero Names
EXPECTATION K.RF2.d.2.With prompting and support, recognize similarities and differences in the initial, medial and final sounds of words.

ReadyRosie
Family Alliteration Name Game
Stinkle, Stinkle, Stittle Star
Super Hero Names
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonological Awareness
INDICATOR / PROFICIENCY LEVEL K.RF2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE K.RF2.e.Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
EXPECTATION K.RF2.e.2.With prompting and support, orally add or delete a sound (phoneme) at the end of a simple, one-syllable word to make a new word.

ReadyRosie
Name Rhymes
Silly Song Singing
Stinkle, Stinkle, Stittle Star
Super Hero Names
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL K.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE K.RF3.a.Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
EXPECTATION K.RF3.a.1.With prompting and support, identify and name upper and lower case letters of the alphabet.

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
EXPECTATION K.RF3.a.2.With prompting and support, use pictures or symbols to cue sound of the consonant letters.

ReadyRosie
All About My Family
Alphabet Dice Game
Create a Crazy Character
I Found This
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
Reading Strategies: Look at the Picture
Write Me a Story
You Know It!
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL K.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE K.RF3.b.Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
EXPECTATION K.RF3.b.1.With prompting and support, identify the difference between consonants and vowels.

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
You Know It!
EXPECTATION K.RF3.b.2.With prompting and support, recognize that a single vowel letter stands for a short or long vowel sound.

ReadyRosie
All About My Family
I Found This
Letters on My Back
Race to the Letter Sound
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL K.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE K.RF3.c.Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
EXPECTATION K.RF3.c.1.With prompting and support, recognize and read high-frequency words with increasing automaticity.

ReadyRosie
Fishing for Words
My Words, Your Words
Where's That Word?
You Know It!
EXPECTATION K.RF3.c.2.With prompting and support, read name in isolation with automaticity.

ReadyRosie
Write Your Name
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL K.RF4.Read emergent-reader texts with purpose and understanding.
OBJECTIVE K.RF4.1.With prompting and support, listen to Interactive Read Alouds of steadily increasing complexity (informational and literary, across all structures and genres of text, representing a wide variety of cultures) in order to observe models of fluent reading and apply skills to their own reading.

ReadyRosie
What Do I Like?
OBJECTIVE K.RF4.2.With prompting and support, engage in opportunities for daily independent reading of emergent reader text to build fluency.

ReadyRosie
Building a Fort
I Read to You, You Read to Me
You Know It!
OBJECTIVE K.RF4.3.With prompting and support, engage in imitative reading at an appropriate rate.

ReadyRosie
Pattern Books
Reading Strategies: Look at the Picture
Reading Strategy: Choral Reading
Reading Strategy: Echo Reading
What Do I Like?
OBJECTIVE K.RF4.4.With prompting and support, recite nursery rhymes, poems, and finger plays from a wide variety of genres with expression.

ReadyRosie
Nursery Rhymes
Stinkle, Stinkle, Stittle Star
What Do I Like?
OBJECTIVE K.RF4.6.With prompting and support, recognize that the pictures help to explain the text.

ReadyRosie
Books I Like
How Far Does It Fly?
OBJECTIVE K.RF4.7.With prompting and support, use known high-frequency words when reading the text.

ReadyRosie
Fishing for Words
My Words, Your Words
Where's That Word?
You Know It!
OBJECTIVE K.RF4.8.With prompting and support, use the first letter sound and the picture to determine the meaning of an unknown word.

ReadyRosie
Books I Like
Family Alliteration Name Game
How Far Does It Fly?
Stinkle, Stinkle, Stittle Star
Super Hero Names
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE K.W1-a.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…) – Introduce the topic or name the book they are writing about.
EXPECTATION K.W1-a.1.With modeling and support, apply the prewriting and planning stages of the writing process: identify the topic or book; establish or build upon a personal schema of a topic or book via attending to a learning experience (e.g., reading of text or hands on experience) to gain knowledge about a topic or story; develop and represent a simple sentence that states the topic or names the book through discussion, drawing, dictation or developmentally appropriate writing.

ReadyRosie
Color Poem
Create a Crazy Character
Make an Invitation
Nature Journaling
Write Me a Story
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE K.W1-b.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…) – State an opinion on a topic or book.
EXPECTATION K.W1-b.1.With prompting and support, form an opinion and express a preference.

ReadyRosie
Captioning Your Childhood
My First Journal
EXPECTATION K.W1-b.2.With prompting and support, express an opinion orally or using drawing, dictation, or writing to respond to a prompt (See CCSS SL.K.1).

ReadyRosie
Captioning Your Childhood
Create a Crazy Character
My First Journal
My Library List
Write Me a Story
EXPECTATION K.W1-b.3.With prompting and support, produce writing that is legible, including the conventional formation of some upper and lower case manuscript letters.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE K.W2-a.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 – Name a topic.
EXPECTATION K.W2-a.1.With prompting and support, apply the prewriting stages of the writing process: identify the topic or book; establish or build upon a personal schema of a topic by attending to a learning experience (e.g. reading of text or hands on experience) to gain knowledge about a topic or text; develop and represent a simple sentence that states the topic or names the book through discussion, drawing, dictation or developmentally appropriate writing.

ReadyRosie
Color Poem
Daily Reading Routines
Make an Invitation
Making Connections
Nature Journaling
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?
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE K.W2-b.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 – Supply some facts about the topic.
EXPECTATION K.W2-b.1.With prompting and support, identify facts and opinions within a specific source. (MD SLM K-1 3A2.a)

ReadyRosie
Nature Journaling
Write a Favorite Family Recipe
EXPECTATION K.W2-b.2.With prompting and support, gather and communicate information related to the topic/text (See CCSS W.K.7, CCSS W.K.8, and MD SLM K-1 2A1.a).

ReadyRosie
Nature Journaling
Write a Favorite Family Recipe
EXPECTATION K.W2-b.3.With prompting and support, participate in shared research on a topic (See CCSS W.K.7).

ReadyRosie
I Want to Know About
EXPECTATION K.W2-b.4.With prompting and support, express orally or via developmentally appropriate writing several sentences using the facts that are all related to the topic: Use frequently occurring nouns and verbs (CCSS L.K.1b); Form regular plural nouns orally by adding /s/ or /es/. (CCSS L.K.1c)

ReadyRosie
All About My Family
Captioning Your Childhood
Nature Journaling
Write a Favorite Family Recipe
EXPECTATION K.W2-b.5.Produce writing that is legible, including the conventional formation of some upper and lower case manuscript letters.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE K.W3-a.Use combination of drawing, dictating, or 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 – Recount a single event or several loosely linked events.
EXPECTATION K.W3-a.1.With prompting and support, apply the prewriting stage of the writing process: identify a single event or several loosely linked events (See CCSS RL.K.3); understand the purpose of story structure (e.g., beginning, middle, and end); express through drawing, dictating, and/or legible writing an opening sentence that sets up the story.

ReadyRosie
A Memorable Story
Color Poem
Make an Invitation
My First Journal
Nature Journaling
Sharing Chores and Your Day
Storytelling Together
Write Me a Story
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE K.W3-b.Use combination of drawing, dictating, or 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 – Include some details regarding what happened.
EXPECTATION K.W3-b.1.With prompting and support, experience narrative text to use as model to generate personal narratives.

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?
EXPECTATION K.W3-b.2.With prompting and support, apply knowledge of story structure: Produce complete simple sentences (CCSS L.K.1f); Use frequently occurring nouns and verbs (CCSS L.K.1b).

ReadyRosie
All About My Family
EXPECTATION K.W3-b.3.With prompting and support, listen to, discuss and use elaborative/descriptive language; rich language (i.e., multiple words for same noun and/or verb, adjectives, adverbs).

ReadyRosie
All About Me
All About My Family
Create a Crazy Character
Family Poem
Favorite People Place Cards
Make a Card
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE K.W3-c.Use combination of drawing, dictating, or 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 – Tell about the events in the order in which they occurred.
EXPECTATION K.W3-c.1.With prompting and support, demonstrate an understanding of the purpose and importance of story structure (Beginning, Middle, End).

ReadyRosie
A Memorable Story
Create a Crazy Character
My First Journal
Sharing Chores and Your Day
Storytelling Together
Write Me a Story
EXPECTATION K.W3-c.2.With prompting and support, students will tell/represent events in a meaningful sequence (See CCSS RL.K.2, CCSS SL.K.4).

ReadyRosie
A Memorable Story
My First Journal
Sharing Chores and Your Day
Storytelling Together
Write Me a Story
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE K.W3-d.Use combination of drawing, dictating, or 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 – Provide a reaction.
EXPECTATION K.W3-d.1.With prompting and support, reflect on personal experiences to contribute to personal reactions.

ReadyRosie
Create a Crazy Character
EXPECTATION K.W3-d.2.Dictate, draw, or developmentally appropriately write response to text such as response logs and journals.

ReadyRosie
Create a Crazy Character
Make an Invitation
Write Me a Story
EXPECTATION K.W3-d.3.Produce writing that is legible, including the conventional formation of some upper and lower case manuscript letters.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Production and Distribution of Writing
INDICATOR / PROFICIENCY LEVEL W5.CCR.Anchor Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
OBJECTIVE K.W5.With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
EXPECTATION K.W5.1.See W1, W2, W3, and W7 of CCSC Framework for specific application.

ReadyRosie
All About Me
EXPECTATION K.W5.2.With prompting and support, follow agreed upon rules for discussions, (e.g., listening to others with care, speaking one at a time about topics and texts under discussion) (See CCSS SL.K.1a).

ReadyRosie
A Memorable Story
Building a Fort
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 Am I?
Who's Coming to Dinner?
EXPECTATION K.W5.3.Ask and answer questions about key details in a text read aloud or information presented orally or through other media (See CCSS SL.K.2).

ReadyRosie
Isn't That Bold?
Reading and Making Connections
What Do I Like?
What's Cool About Nonfiction?
EXPECTATION K.W5.4.With prompting and support, identify how language choices in writing and speaking affect thoughts and feelings: use sensory details to expand ideas; identify and use new words to communicate feelings; acquire and use new vocabulary.

ReadyRosie
How can I help my child learn new words?
Nursery Rhymes
Sharing Chores and Your Day
EXPECTATION K.W5.5.With prompting and support, use effective details, words, and figurative language in the student’s own composing: use descriptive words to expand and improve student’s own writing.

ReadyRosie
All About Me
Create a Crazy Character
Family Poem
Favorite People Place Cards
Labeling Your Story
Nature Journaling
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Production and Distribution of Writing
INDICATOR / PROFICIENCY LEVEL W6.CCR.Anchor Standard: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
OBJECTIVE K.W6.With guidance and support from adults, explore a variety of digital tools to produce and publish writing including collaboration with peers.
EXPECTATION K.W6.2.With guidance, select print, online, and multimedia sources. (MD SLM K-1 2B1.d)

ReadyRosie
Let's Explore
Nature Journaling
EXPECTATION K.W6.5.With prompting and support, contribute to a shared writing experience.

ReadyRosie
Color Poem
Create a Crazy Character
Family Adventure List
Make a Card
Nature Journaling
Write Me a Story
EXPECTATION K.W6.6.Produce writing that is legible, including the conventional formation of some upper and lower case manuscript letters.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Research to Build and Present Knowledge
INDICATOR / PROFICIENCY LEVEL W7.CCR.Anchor Standard: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
OBJECTIVE K.W7.Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
EXPECTATION K.W7.1.With guidance and support from adults, identify an assigned or personal information need (topic to research) (See MD SLM 1B1).

ReadyRosie
I Want to Know About
Nature Journaling
EXPECTATION K.W7.2.With guidance and support from adults, formulate and refine questions to meet an information need. (MD SLM 1B3)

ReadyRosie
Guess Who
I Want to Know About
Let's Explore
Nature Journaling
EXPECTATION K.W7.3.With guidance, explore and identify human, print, online, and multimedia resources. (MD SLM PK-1 21.a)

ReadyRosie
Let's Explore
Nature Journaling
EXPECTATION K.W7.4.With guidance, use technology tools to find data/information within a specific source. (MD SLM PK-1 3A1.c)

ReadyRosie
Let's Explore
EXPECTATION K.W7.6.With prompting and support, contribute to a learning community (See MD SLM PK-1 5A1.d).

ReadyRosie
Family Adventure List
Make a Card
Make a List
Make an Invitation
Math Journal Walk
Nature Journaling
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Research to Build and Present Knowledge
INDICATOR / PROFICIENCY LEVEL W8.CCR.Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
OBJECTIVE K.W8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
EXPECTATION K.W8.1.With guidance and support from adults, use prior knowledge to formulate questions to meet an information need (See MD SLM PK-1 2B.d).

ReadyRosie
Guess Who
Let's Explore
EXPECTATION K.W8.2.With guidance, select print, online, and multimedia sources. (MD SLM PK-1 2B.d)

ReadyRosie
Let's Explore
Nature Journaling
EXPECTATION K.W8.7.Produce writing that is legible, including the conventional formation of some upper and lower case manuscript letters.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE K.SL1-a.Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
EXPECTATION K.SL1-a.1.With prompting and support, participate in a variety of group activities (e.g., morning meeting, center time).

ReadyRosie
A Memorable Story
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Know All About
Sharing Chores and Your Day
Simon Says
Story of Your Name
Storytelling Together
When I Grow Up
Where Would You Go?
Who's Coming to Dinner?
EXPECTATION K.SL1-a.2.With prompting and support, create/understand basic rules for group discussions (e.g., raise hand to talk, take turns, listen quietly, respond appropriately, etc.).

ReadyRosie
A Memorable Story
Building a Fort
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 Am I?
Who's Coming to Dinner?
EXPECTATION K.SL1-a.3.With prompting and support, develop knowledge/understanding of consequences of not following the rules.

ReadyRosie
A Memorable Story
Building a Fort
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 Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE K.SL1-b.Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups – Continue a conversation through multiple exchanges.
EXPECTATION K.SL1-b.1.Participate in conversations with adults and peers.

ReadyRosie
A Memorable Story
Conversation Starters
Conversations in the Car
Guess Who
I Know All About
Sharing Chores and Your Day
Simon Says
Story of Your Name
Storytelling Together
When I Grow Up
Where Would You Go?
Who's Coming to Dinner?
EXPECTATION K.SL1-b.3.With prompting and support, stay on topic through multiple exchanges.

ReadyRosie
A Memorable Story
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Know All About
Sharing Chores and Your Day
Simon Says
Story of Your Name
Storytelling Together
When I Grow Up
Where Would You Go?
Who's Coming to Dinner?
EXPECTATION K.SL1-b.4.With prompting and support, add appropriate ideas to support or extend a conversation.

ReadyRosie
A Memorable Story
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Know All About
My Library List
Sharing Chores and Your Day
Simon Says
Story of Your Name
Storytelling Together
When I Grow Up
Where Would You Go?
Who's Coming to Dinner?
EXPECTATION K.SL1-b.5.With prompting and support, ask and answer questions to clarify understanding.

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
I Spy
Library Visit
Storytelling Together
Who Am I?
Who's Coming to Dinner?
EXPECTATION K.SL1-b.6.Contribute to a learning community. (SLM.PK-1 5A2.a)

ReadyRosie
A Memorable Story
Building a Fort
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 / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL2.CCR.Anchor Standard: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
OBJECTIVE K.SL2.Confirm understanding of 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.
EXPECTATION K.SL2.1.With prompting and support, answer questions (who, what, where, what).

ReadyRosie
20 Questions Draw
Conversation Starters
Guess Who
Storytelling Together
EXPECTATION K.SL2.2.With prompting and support, ask questions to clarify meaning.

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
I Spy
Library Visit
Storytelling Together
Who Am I?
Who's Coming to Dinner?
EXPECTATION K.SL2.3.With prompting and support, keep questions on task/topic.

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 / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL3.CCR.Anchor Standard: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
OBJECTIVE K.SL3.Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
EXPECTATION K.SL3.1.With prompting and support, connect prior knowledge to new learning.

ReadyRosie
A Memorable Story
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Know All About
Sharing Chores and Your Day
Simon Says
Story of Your Name
Storytelling Together
When I Grow Up
Where Would You Go?
Who's Coming to Dinner?
EXPECTATION K.SL3.2.With prompting and support, demonstrate ability to formulate question targeted to specific need (See CCSS RI.K.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?
EXPECTATION K.SL3.4.With guidance, generate appropriate questions to meet the information need. (MD SLM PK-1 3B1.a)

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 / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL4.CCR.Anchor Standard: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
OBJECTIVE K.SL4.Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
EXPECTATION K.SL4.1.With prompting and support, connect to personal/prior knowledge.

ReadyRosie
A Memorable Story
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Know All About
Sharing Chores and Your Day
Simon Says
Story of Your Name
Storytelling Together
When I Grow Up
Where Would You Go?
Who's Coming to Dinner?
EXPECTATION K.SL4.2.With prompting and support, speak clearly enough to be heard and understood.

ReadyRosie
Conversation Starters
Here Are the Facts
Sharing Chores and Your Day
Simon Says
Where Would You Go?
Who Am I?
EXPECTATION K.SL4.3.With prompting and support, add relevant descriptive details to a familiar topic.

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?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL5.CCR.Anchor Standard: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
OBJECTIVE K.SL5.Add drawings or visual displays to descriptions as desired to provide additional detail.
EXPECTATION K.SL5.1.With prompting and support, choose appropriate visuals to match oral presentation.

ReadyRosie
20 Questions Draw
EXPECTATION K.SL5.2.With prompting and support, use available technology appropriately.

ReadyRosie
Let's Explore
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL6.CCR.Anchor Standard: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
OBJECTIVE K.SL6.Speak audibly and express thoughts, feelings, and ideas clearly.
EXPECTATION K.SL6.1.With prompting and support, speak clearly enough to be understood in a variety of settings.

ReadyRosie
Conversation Starters
Here Are the Facts
Sharing Chores and Your Day
Simon Says
Where Would You Go?
Who Am I?
EXPECTATION K.SL6.2.With prompting and support, convey ideas effectively.

ReadyRosie
Conversation Starters
Here Are the Facts
Sharing Chores and Your Day
Simon Says
Where Would You Go?
Who Am I?
EXPECTATION K.SL6.3.Communicate effectively in a variety of situations with different audiences, purposes, and formats.

ReadyRosie
Sharing Chores and Your Day
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE K.L1-a.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Print many upper and lowercase letters.
EXPECTATION K.L1-a.1.With prompting and support, explicitly and sequentially strengthen fine motor skills which support letter formation using a variety of activities.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION K.L1-a.2.With prompting and support, via direct instruction of letter formation correctly form many upper and lowercase letters on various sizes and styles of paper, and other mediums in a developmentally appropriate manner.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION K.L1-a.3.With prompting and support, correctly form upper and lower case letters in first and last name.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Me a Story
Write Your Name
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE K.L1-b.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use frequently occurring nouns and verbs.
EXPECTATION K.L1-b.1.With prompting and support, demonstrate the use of nouns as naming words when speaking and writing.

ReadyRosie
All About My Family
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
EXPECTATION K-L1-b.2.With prompting and support, demonstrate the use of verbs as action words when speaking and writing.

ReadyRosie
All About My Family
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
EXPECTATION K-L1-b.4.With prompting and support, use correct verb tense when speaking and writing.

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
EXPECTATION K-L1-b.5.With prompting and support, demonstrate noun/pronoun agreement when speaking and writing.

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE K.L1-c.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
EXPECTATION K.L1-c.1.With prompting and support, use regular plural nouns when speaking and writing.

ReadyRosie
All About My Family
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE K.L1-d.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Understand and use question words (interrogatives) (e.g., who, what where, when, why, how).
EXPECTATION K.L1-d.1.With prompting and support, participate in oral language activities that foster questioning skills.

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
I Spy
Library Visit
Storytelling Together
Who Am I?
Who's Coming to Dinner?
EXPECTATION K.L1-d.3.With prompting and support, practice and apply skill when speaking and writing.

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE K.L1-e.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
EXPECTATION K.L1-e.1.With prompting and support, demonstrate the use of prepositions when speaking and writing.

ReadyRosie
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE K.L1-f.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Produce and expand complete sentences in shared language activities.
EXPECTATION K.L1-f.1.With prompting and support, using standard English, effectively communicate ideas in complete sentences in conversation, to respond to questions orally, and in developmentally appropriate writing.

ReadyRosie
20 Questions Draw
Captioning Your Childhood
Conversation Starters
Guess Who
Simon Says
Storytelling Together
Who's Coming to Dinner?
Write Me a Story
EXPECTATION K.L1-f.2.With prompting and support, use modifiers (i.e. adjectives, adverbs, pronouns, etc.) to expound on ideas in order to expand complete sentences when speaking and writing.

ReadyRosie
All About Me
Make a Card
Sharing Chores and Your Day
Simon Says
Who Am I?
Who's Coming to Dinner?
EXPECTATION K.L1-f.3.With prompting and support, use and expand complete sentences in conversation, in response to questions and during language experience activities.

ReadyRosie
20 Questions Draw
Conversation Starters
Guess Who
Storytelling Together
EXPECTATION K.L1-f.4.With prompting and support, attend to CCSS K 1a-f while engaged in literacy activities (e.g., Interactive Read Alouds, shared reading, shared writing, developmental appropriate writing , oral language activities, etc.).

ReadyRosie
Captioning Your Childhood
Guess Who
Simon Says
Who's Coming to Dinner?
Write Me a Story
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE K.L2-a.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Capitalize the first word in a sentence and the pronoun I.
EXPECTATION K.L2-a.1.With prompting and support, distinguish between names and other nouns.

ReadyRosie
All About My Family
Make a Card
Make an Invitation
Write a Letter
EXPECTATION K.L2-a.2.With prompting and support, use capital letters for first letter of names (proper nouns), at the beginning of a sentence and the pronoun I.

ReadyRosie
Make an Invitation
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE K.L2-b.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Recognize and name end punctuation.
EXPECTATION K.L2-b.1.With prompting and support, use period, question mark or exclamation point appropriately at the end of sentences.

ReadyRosie
Isn't That Bold?
EXPECTATION K.L2-b.2.With prompting and support, practice and apply skill in writing.

ReadyRosie
Make a Card
Make a List
Math Journal Walk
Nature Journaling
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE K.L2-c.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Write a letter or letters for most consonant and short-vowel sounds (phonemes).
EXPECTATION K.L2-c.1.With prompting and support, identify letter or letters for most consonant and short vowel sounds presented in a variety of texts.

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
You Know It!
EXPECTATION K.L2-c.2.With prompting and support, demonstrate an understanding of the relationship between sounds and letters.

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
Reading Strategies: Look at the Picture
Super Hero Names
EXPECTATION K.L2-c.3.With prompting and support, write letters for most consonant and short vowel sounds in writing.

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
You Know It!
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE K.L2-d.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
EXPECTATION K.L2-d.1.With prompting and support, recognize that space is used to separate words.

ReadyRosie
Reading Strategy: Using Your Reading Finger
EXPECTATION K.L2-d.2.With prompting and support, apply conventional spelling for grade appropriate words in writing.

ReadyRosie
All About My Family
I Found This
Make a Card
Make a List
Make an Invitation
Word Man
Write a Letter
EXPECTATION K.L2-d.3.With prompting and support, use letters to represent phonemes in words.

ReadyRosie
All About My Family
I Found This
Make a Card
Make a List
Make an Invitation
Word Man
Write a Letter
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE K.L2-e.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Produce handwriting that is legible to the audience.
EXPECTATION K.L2-e.1.Develop fine motor skills necessary to control and sustain handwriting.

ReadyRosie
Captioning Your Childhood
Favorite People Place Cards
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION K.L2-e.2.With direct instruction, prompting and support write most upper and lower case letters.

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L4.CCR.Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE K.L4-a.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content – Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a verb and learning the verb to duck).
EXPECTATION K.L4-a.1.With prompting and support, access prior knowledge and experiences to determine the meaning of words and phrases.

ReadyRosie
Feelings Charades
Nursery Rhymes
Reading Rhymes
Storytelling with a Picture Book
What Makes a Good Storyteller
EXPECTATION K.L4-a.2.With prompting and support, discuss words and word meanings as they are encountered in texts, instruction and conversations.

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
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE K.L5-a.With guidance and support from adults, explore word relationships and nuances in word meanings – Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
EXPECTATION K.L5-a.1.With prompting and support, discuss commonalities among groups of words.

ReadyRosie
Guess the Group
EXPECTATION K.L5-a.2.Sort and categorize objects.

ReadyRosie
Guess the Group
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE K.L5-b.With guidance and support from adults, explore word relationships and nuances in word meanings – Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
EXPECTATION K.L5-b.1.With prompting and support, discuss the meaning of known words to identify the opposite word (antonym).

ReadyRosie
All About Me
All About My Family
Make a Card
Speedy Synonyms
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE K.L5-c.With guidance and support from adults, explore word relationships and nuances in word meanings – Identify real-life connections between words and their use (e.g., note places at school that are colorful).
EXPECTATION K.L5-c.1.With prompting and support, access prior knowledge and experiences to identify connections between words and their application to real life.

ReadyRosie
Feelings Charades
Nursery Rhymes
Reading Rhymes
Share Your Knowledge
Storytelling with a Picture Book
What Makes a Good Storyteller
EXPECTATION K.L5-c.2.With prompting and support, develop prior knowledge and vocabulary through exposure to a variety of literary and informational text (narrative and expository) reflecting a wide range of cultures).

ReadyRosie
Feelings Charades
Nursery Rhymes
Reading Rhymes
Share Your Knowledge
Storytelling with a Picture Book
What Makes a Good Storyteller
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE K.L5-d.With guidance and support from adults, explore word relationships and nuances in word meanings – Distinguish shades of meaning among verbs describing the same general action (e.g., walk, strut, prance) by acting out meanings.
EXPECTATION K.L5-d.1.With direct instruction and prompting, discuss and act out a variety of verbs that mean the same basic concept.

ReadyRosie
All About My Family
EXPECTATION K.L5-d.2.With direct instruction and prompting, use pictures and other multimedia formats to identify differences in meaning between related verbs and adjectives.

ReadyRosie
All About Me
All About My Family
Make a Card
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L6.CCR.Anchor Standard: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
OBJECTIVE K.L6.Use words and phrases acquired through conversation, reading and being read to, and responding to text.
EXPECTATION K.L6.1.With modeling and exposure to a variety of texts, develop rich oral language and writing.

ReadyRosie
Sharing Chores and Your Day
EXPECTATION K.L6.2.With prompting and support: participate in collaborative conversations with diverse peers about Kindergarten topics and text read aloud, written, or presented in other multimedia formats. (CCSS SL.K.1)

ReadyRosie
A Memorable Story
Building a Fort
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?

Maryland College and Career-Ready Standards
Language Arts
Grade: 1 - Adopted: 2014
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL1.CCR.Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE 1.RL1.Ask and answer questions about key details in a text.
EXPECTATION 1.RL1.1.Apply appropriate strategies before reading, viewing, or listening to a text: use prior knowledge and experiences to make connections to the text; make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic; set a purpose for reading and identify type of text.

ReadyRosie
Books on the Go
Chapter Books
Cover the Ending
Daily Reading Routines
Favorite Illustrators
Five Finger Rule
My Library List
Preview & Predict
Read a Little, Think a Little
Reading Strategies: Punctuation Expression
Reading Strategy: Choral Reading
Reading Strategy: Echo Reading
Reading Strategy: Give the Word
Seeing the Story
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION 1.RL1.2.Apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: recall and discuss what is understood; identify and question what did not make sense; reread difficult parts and use own words to restate; make, confirm, or adjust predictions.

ReadyRosie
Chapter Books
Cover the Ending
Funny Pictures
I Read to You, You Read to Me
Preview & Predict
Read a Little, Think a Little
Retelling the Fable
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION 1.RL1.3.Demonstrate understanding after reading, viewing, or listening to a text: retell and discuss the text; engage in conversation to understand the text; determine the main idea of a text.

ReadyRosie
Chapter Books
Funny Pictures
I Read to You, You Read to Me
Retelling the Fable
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION 1.RL1.4.Participate actively and appropriately in discussions about literary text (See CCSS SL.1.1, 2, 3).

ReadyRosie
I Read to You, You Read to Me
Storytelling with a Picture Book
EXPECTATION 1.RL1.5.Generate questions to clarify a text.

ReadyRosie
Chapter Books
Preview & Predict
Read a Little, Think a Little
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION 1.RL1.6.Respond to questions about text by speaking, dramatizing, or writing, including the use of technology (See CCSS SL.1.5; CCSS W.1.6; MD SLM K-1 5A1.a).

ReadyRosie
Chapter Books
Reading and Making Connections
Tips for helping your child love reading
What Do I Like?
EXPECTATION 1.RL1.7.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL2.CCR.Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE 1.RL2.Retell stories, including key details, and demonstrate understanding of their central message or lesson.
EXPECTATION 1.RL2.1.Listen to, read, and discuss a variety of literary texts (narrative text structure, both fiction and non-fiction) representing diverse cultures, perspectives, and ethnicities.

ReadyRosie
Is It Real?
EXPECTATION 1.RL2.2.Identify the elements of a story (e.g., characters, setting, problem, and solution).

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
EXPECTATION 1.RL2.3.Identify key details in literary text.

ReadyRosie
Chapter Books
Funny Pictures
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION 1.RL2.4.Analyze key details to determine the central message or lesson in literary text.

ReadyRosie
Chapter Books
Funny Pictures
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION 1.RL2.5.Retell story events in a logical sequence.

ReadyRosie
Chapter Books
Funny Pictures
Retelling the Fable
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION 1.RL2.6.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS SL.1.4)

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
EXPECTATION 1.RL2.7.Demonstrate command of the conventions of standard English grammar and usage when speaking. (CCSS L.1.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL3.CCR.Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE 1.RL3.Describe characters, settings, and major events in a story, using key details.
EXPECTATION 1.RL3.1.Identify the elements in a story, including characters and the setting.

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
EXPECTATION 1.RL3.2.Identify key details in a story.

ReadyRosie
Chapter Books
Funny Pictures
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION 1.RL3.3.Retell the events in a story in a logical sequence.

ReadyRosie
Chapter Books
Funny Pictures
Retelling the Fable
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
EXPECTATION 1.RL3.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS SL.1.4)

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
EXPECTATION 1.RL3.5.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL4.CCR.Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
OBJECTIVE 1.RL4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
EXPECTATION 1.RL4.1.Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS L.1.L4a)

ReadyRosie
Reading Rhymes
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
What Does It Mean?
Wondering About Words
EXPECTATION 1.RL4.2.Use text and illustrations to identify words or phrases that create a feeling or connect with the senses.

ReadyRosie
Let's Look Closer
Read a Little, Think a Little
Seeing the Story
What Do I See When I Hear...?
What Was That For?
EXPECTATION 1.RL4.3.Identify real-life connections between words and their use (e.g., note places at home that are cozy). (CCSS L.1.5c)

ReadyRosie
Million Dollar Words
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL5.CCR.Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE 1.RL5.Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
EXPECTATION 1.RL5.1.Listen to, read, and discuss a variety of literary texts, both fiction and nonfiction.

ReadyRosie
Is It Real?
EXPECTATION 1.RL5.2.Identify similarities and differences between fiction and nonfiction texts.

ReadyRosie
Is It Real?
EXPECTATION 1.RL5.3.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL6.CCR.Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE 1.RL6.Identify who is telling the story at various points in a text.
EXPECTATION 1.RL6.1.Define the role of the narrator of a story.

ReadyRosie
Reading Strategy: Reading and Making Connections
EXPECTATION 1.RL6.2.Use knowledge of characters and story events to determine who is telling the story at various points in a text.

ReadyRosie
Reading Strategy: Reading and Making Connections
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RL7.CCR.Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE 1.RL7.Use illustrations and details in a story to describe its characters, setting, or events.
EXPECTATION 1.RL7.1.Explain the connection between the illustrations and words in a story.

ReadyRosie
Favorite Illustrators
Reading Strategies: Look at the Picture
EXPECTATION 1.RL7.2.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (See CCSS SL.1.4).

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
EXPECTATION 1.RL7.3.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings (See CCSS SL.1.5).

ReadyRosie
Create a Crazy Character
Create a Routine Chart
Funny Pictures
EXPECTATION 1.RL7.4.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RL9.CCR.Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
OBJECTIVE 1.RL9.Compare and contrast the adventures and experiences of characters in stories.
EXPECTATION 1.RL9.1.Identify characters and events in stories.

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
EXPECTATION 1.RL9.2.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (See CCSS SL.1.4).

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
EXPECTATION 1.RL9.3.Identify likenesses and differences between characters and events in stories.

ReadyRosie
Storytelling with a Picture Book
What Makes a Good Storyteller
EXPECTATION 1.RL9.4.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Range of Reading and Level of Text Complexity
INDICATOR / PROFICIENCY LEVEL RL10.CCR.Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE 1.RL10.With prompting and support, read prose and poetry of appropriate complexity for grade 1.
EXPECTATION 1.RL10.1.With prompting and support, read a variety of self-selected and assigned literary texts representing diverse cultures, perspectives, ethnicities, and time periods.

ReadyRosie
Building a Fort
I Read to You, You Read to Me
You Know It!
EXPECTATION 1.RL10.2.With prompting and support, read and comprehend text of steadily increasing complexity.

ReadyRosie
Books on the Go
Chapter Books
Daily Reading Routines
Five Finger Rule
Read a Little, Think a Little
Reading Strategies: Look at the Picture
Reading Strategies: Punctuation Expression
Reading Strategy: Choral Reading
Reading Strategy: Echo Reading
Reading Strategy: Give the Word
Reading Strategy: Model Expressive Reading
Reading and Making Connections
Seeing the Story
What Do I Like?
EXPECTATION 1.RL10.3.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (CCSS SL.1.1)

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
I Read to You, You Read to Me
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Storytelling with a Picture Book
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI1.CCR.Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE 1.RI1.Ask and answer questions about key details in a text.
EXPECTATION 1.RI1.1.Apply appropriate strategies before reading, viewing, or listening to increasingly complex informational text (a wide variety including expository and narrative structures and types e.g. trade books, magazines, multimedia resources, functional texts such as recipes and labels related to personal interests and reflecting a wide variety of cultures): access prior knowledge and experiences; examine the title, cover, illustrations/photographs/text; make predictions or ask questions; set a purpose for reading and identify type of text.

ReadyRosie
Books on the Go
Daily Reading Routines
Five Finger Rule
How Far Does It Fly?
How To
My Library List
Reading Strategies: Punctuation Expression
Reading Strategy: Echo Reading
Reading Strategy: Give the Word
What Do I Like?
EXPECTATION 1.RI1.2.Apply appropriate strategies to monitor understanding during reading, viewing, or listening to informational text: use text features and graphic aids to facilitate understanding; recall and discuss what is understood; identify and question what did not make sense; make, confirm and/or modify predictions; reread difficult parts and restate in own words; make connections; visualize.

ReadyRosie
Getting Into Information
How To
I Read to You, You Read to Me
What Do I See When I Hear...?
What Do You Want to Know?
What's Cool About Nonfiction?
EXPECTATION 1.RI1.3.Demonstrate understanding orally or in writing after reading, viewing, or listening to a text: engage in conversations to retell details in the text (See CCSS SL.1.1); describe what is directly stated in the text; confirm predictions using details from the text; identify what did not make sense; make connections.

ReadyRosie
20 Questions Draw
Color Poem
Conversation Starters
Describe It
Funny Pictures
I Read to You, You Read to Me
Sharing Chores and Your Day
What I Like About Me
What's Cool About Nonfiction?
Who's Coming to Dinner?
EXPECTATION 1.RI1.4.Distinguish between key details and irrelevant information in a text.

ReadyRosie
How To
What's Cool About Nonfiction?
EXPECTATION 1.RI1.5.Generate simple questions about key details in the text (See CCSS L.1.1f; MD SLM PK-1 3B1.a).

ReadyRosie
How To
What Do You Want to Know?
What's Cool About Nonfiction?
EXPECTATION 1.RI1.6.Answer simple questions orally and in writing using key details in the text. (CCSS SL.1.2; CCSS W.1.8)

ReadyRosie
How To
What's Cool About Nonfiction?
EXPECTATION 1.RI1.7.Participate actively and appropriately in discussions about informational text. (CCSS SL.1.1, 2, 3)

ReadyRosie
I Read to You, You Read to Me
EXPECTATION 1.RI1.8.Demonstrate command of the conventions of standard English when speaking and writing (See CCSS L.1.1, 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 an Invitation
Nature Journaling
Sharing Chores and Your Day
Simon Says
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI2.CCR.Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE 1.RI2.Identify the main topic and retell key details of a text.
EXPECTATION 1.RI2.1.Determine the key details from the text.

ReadyRosie
How To
What's Cool About Nonfiction?
EXPECTATION 1.RI2.2.Connect the key details to determine the main topic of a text.

ReadyRosie
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
EXPECTATION 1.RI2.3.Retell the main topic and key details.

ReadyRosie
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
EXPECTATION 1.RI2.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS 1 SL4)

ReadyRosie
Chapter Books
Funny Pictures
How To
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
What's Cool About Nonfiction?
EXPECTATION 1.RI2.5.Demonstrate command of the conventions of standard English when speaking and writing (See CCSS L.1.1, 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 an Invitation
Nature Journaling
Sharing Chores and Your Day
Simon Says
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI3.CCR.Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE 1.RI3.Describe the connection between two individuals, events, ideas, or pieces of information in a text.
EXPECTATION 1.RI3.1.Retell two events, ideas, or pieces of information, or identify two individuals in a text.

ReadyRosie
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
EXPECTATION 1.RI3.3.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS 1 SL4)

ReadyRosie
Chapter Books
Funny Pictures
How To
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
What's Cool About Nonfiction?
EXPECTATION 1.RI3.4.Use words and phrases acquired through conversations, reading and being read to, and responding to texts (See CCSS 1 L6).

ReadyRosie
Family Sensory Walk
Feelings Charades
How can I help my child learn new words?
Nursery Rhymes
Reading Rhymes
Share Your Knowledge
Wondering About Words
EXPECTATION 1.RI3.5.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.1.1, 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 an Invitation
Nature Journaling
Sharing Chores and Your Day
Simon Says
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI4.CCR.Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
OBJECTIVE 1.RI4.Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
EXPECTATION 1.RI4.1.Identify unfamiliar words and phrases.

ReadyRosie
Reading Strategy: Give the Word
Thinking About Word Chunks
EXPECTATION 1.RI4.2.Access prior knowledge and experiences to determine and clarify meaning of words and phrases in a text.

ReadyRosie
Share Your Knowledge
Wondering About Words
EXPECTATION 1.RI4.3.Produce simple interrogative sentences about the text. (CCSS L.1.1j)

ReadyRosie
Picture Talk
EXPECTATION 1.RI4.4.Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CCSS SL.1.2)

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
How To
I Love My Family Because...
Library Visit
What Do You Want to Know?
What I Like About Me
What's Cool About Nonfiction?
Who's Coming to Dinner?
EXPECTATION 1.RI4.5.Use words and phrases acquired through conversations, reading and being read to, and responding to texts (See CCSS L.1.6).

ReadyRosie
Family Sensory Walk
Feelings Charades
How can I help my child learn new words?
Nursery Rhymes
Reading Rhymes
Share Your Knowledge
Wondering About Words
EXPECTATION 1.RI4.6.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.1.1, 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 an Invitation
Nature Journaling
Sharing Chores and Your Day
Simon Says
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI5.CCR.Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE 1.RI5.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.
EXPECTATION 1.RI5.1.Identify different types of text features in informational text.

ReadyRosie
Getting Into Information
How To
EXPECTATION 1.RI5.2.Determine the purpose of various text features.

ReadyRosie
Getting Into Information
How To
EXPECTATION 1.RI5.3.Identify strategies (keywords, text features) to find information within a specific source (See MD SLM PK-1 3A1.b).

ReadyRosie
Getting Into Information
How To
EXPECTATION 1.RI5.4.Select and use the appropriate text feature for a given task or information need.

ReadyRosie
Getting Into Information
How To
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI6.CCR.Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE 1.RI6.Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
EXPECTATION 1.RI6.1.Describe the pictures and other illustrations in a text and explain how they contribute to the meaning.

ReadyRosie
How Far Does It Fly?
How To
EXPECTATION 1.RI6.2.Ask and answer questions about key details in a text read aloud or information presented orally or through other media (See CCSS SL.1.3).

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
How To
I Love My Family Because...
Library Visit
What Do You Want to Know?
What I Like About Me
What's Cool About Nonfiction?
Who's Coming to Dinner?
EXPECTATION 1.RI6.3.Identify the source of important details from the text.

ReadyRosie
How To
What's Cool About Nonfiction?
EXPECTATION 1.RI6.4.Compare and contrast information provided by pictures or other illustrations and the words in a text.

ReadyRosie
How Far Does It Fly?
How To
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI7.CCR.Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE 1.RI7.Use the illustrations and details in a text to describe its key ideas.
EXPECTATION 1.RI7.1.Identify the relationship between text and illustrations; explain how they support each other.

ReadyRosie
How Far Does It Fly?
How To
EXPECTATION 1.RI7.2.Distinguish between key details and supporting details in a text.

ReadyRosie
How To
What's Cool About Nonfiction?
EXPECTATION 1.RI7.3.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS SL.1.4)

ReadyRosie
Chapter Books
Funny Pictures
How To
Story Train
Storytelling with a Picture Book
What Do I Like?
What Makes a Good Storyteller
What's Cool About Nonfiction?
EXPECTATION 1.RI7.4.Use words and phrases acquired through conversations, reading and being read to, and responding to texts (See CCSS L.1.6).

ReadyRosie
Family Sensory Walk
Feelings Charades
How can I help my child learn new words?
Nursery Rhymes
Reading Rhymes
Share Your Knowledge
Wondering About Words
EXPECTATION 1.RI7.5.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.1.1, 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 an Invitation
Nature Journaling
Sharing Chores and Your Day
Simon Says
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI8.CCR.Anchor Standard: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
OBJECTIVE 1.RI8.Identify the reasons an author gives to support points in a text.
EXPECTATION 1.RI8.1.Recall details from a text.

ReadyRosie
How To
What's Cool About Nonfiction?
EXPECTATION 1.RI8.2.Distinguish between key ideas and supporting details in a text.

ReadyRosie
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
EXPECTATION 1.RI8.3.Identify details that support a specific point in a text.

ReadyRosie
How To
What's Cool About Nonfiction?
EXPECTATION 1.RI8.4.Ask and answer questions about key details in a text read aloud or information presented orally or through other media (See CCSS SL.1.2).

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
How To
I Love My Family Because...
Library Visit
What Do You Want to Know?
What I Like About Me
What's Cool About Nonfiction?
Who's Coming to Dinner?
EXPECTATION 1.RI8.5.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.1.1, 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 an Invitation
Nature Journaling
Sharing Chores and Your Day
Simon Says
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI9.CCR.Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
OBJECTIVE 1.RI9.Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
EXPECTATION 1.RI9.1.Read, listen to, and discuss a variety of texts read aloud or presented orally or through other media (See CCSS SL.1.2).

ReadyRosie
I Read to You, You Read to Me
EXPECTATION 1.RI9.2.Identify the topic of a text.

ReadyRosie
How To
Is It Real?
What Do You Want to Know?
What's Cool About Nonfiction?
EXPECTATION 1.RI9.5.Ask and answer questions about key details in a text read aloud or presented orally or through other media (See CCSS SL.1.2).

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
How To
I Love My Family Because...
Library Visit
What Do You Want to Know?
What I Like About Me
What's Cool About Nonfiction?
Who's Coming to Dinner?
EXPECTATION 1.RI9.6.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.1.1, 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 an Invitation
Nature Journaling
Sharing Chores and Your Day
Simon Says
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Range of Reading and Level of Text Complexity
INDICATOR / PROFICIENCY LEVEL RI10.CCR.Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE 1.RI10.With prompting and support, read informational texts appropriately complex for grade 1.
EXPECTATION 1.RI10.1.With prompting and support, read a variety of self-selected and assigned informational texts representing diverse cultures, perspectives, ethnicities, and time periods.

ReadyRosie
Building a Fort
I Read to You, You Read to Me
I Want to Know About
You Know It!
EXPECTATION 1.RI10.2.With prompting and support, read and comprehend text of steadily increasing complexity.

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?
EXPECTATION 1.RI10.3.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (CCSS SL.1.1)

ReadyRosie
Building a Fort
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?
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Print Concepts
INDICATOR / PROFICIENCY LEVEL 1.RF1.Demonstrate understanding of the organization and basic features of print.
OBJECTIVE 1.RF1.a.Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
EXPECTATION 1.RF1.a.1.Follow words from left to right, top to bottom, and page by page.

ReadyRosie
Reading Strategy: Using Your Reading Finger
EXPECTATION 1.RF1.a.3.Understand that words are separated by spaces in print.

ReadyRosie
Reading Strategy: Using Your Reading Finger
EXPECTATION 1.RF1.a.4.Identify the components of a sentence (e.g., words, punctuation, etc.).

ReadyRosie
Reading Strategies: Punctuation Expression
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonological Awareness
INDICATOR / PROFICIENCY LEVEL 1.RF2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE 1.RF2.a.Distinguish long from short vowels in single-syllable words.
EXPECTATION 1.RF2.a.1.Demonstrate auditory discrimination skills.

ReadyRosie
All About My Family
I Found This
Letters on My Back
Race to the Letter Sound
EXPECTATION 1.RF2.a.2.Identify and produce short vowel sounds.

ReadyRosie
All About My Family
I Found This
Letters on My Back
Race to the Letter Sound
EXPECTATION 1.RF2.a.3.Identify and produce long vowel sounds.

ReadyRosie
Race to the Letter Sound
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonological Awareness
INDICATOR / PROFICIENCY LEVEL 1.RF2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE 1.RF2.b.Orally produce single-syllable words by blending sounds (phonemes).
EXPECTATION 1.RF2.b.1.Orally segment and count the syllables heard in given words.

ReadyRosie
Rhyming Hand Game
EXPECTATION 1.RF2.b.2.Identify initial, medial, and final sounds (phonemes) in single-syllable spoken words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
EXPECTATION 1.RF2.b.3.Compare and identify the sounds (phonemes) in single-syllable spoken words using initial, medial, and final sounds.

ReadyRosie
Begin with the End
Family Alliteration Name Game
EXPECTATION 1.RF2.b.4.Identify onsets and rimes of single-syllable spoken words.

ReadyRosie
Reading Strategy: Chunk the Word
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonological Awareness
INDICATOR / PROFICIENCY LEVEL 1.RF2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE 1.RF2.c.Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
EXPECTATION 1.RF2.c.1.Identify the sounds (phonemes) heard in single-syllable spoken words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
EXPECTATION 1.RF2.c.2.Produce the sounds (phonemes) heard in single-syllable spoken words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
EXPECTATION 1.RF2.c.3.Orally add or delete a sound (phoneme) at the beginning or end of single-syllable words to make new words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
Name Rhymes
Silly Song Singing
EXPECTATION 1.RF2.c.4.Orally substitute initial, medial, and final sounds in single-syllable words to make new words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
Name Rhymes
Silly Song Singing
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonological Awareness
INDICATOR / PROFICIENCY LEVEL 1.RF2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
OBJECTIVE 1.RF2.d.Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
EXPECTATION 1.RF2.d.1.Identify the number of sounds (phonemes) heard in spoken single-syllable words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
EXPECTATION 1.RF2.d.2.Produce the sounds (phonemes) heard in single-syllable words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
EXPECTATION 1.RF2.d.3.Orally add or delete a sound (phoneme) at the beginning or end of single-syllable words to make new words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
Name Rhymes
Silly Song Singing
EXPECTATION 1.RF2.d.4.Orally substitute initial, medial, and final sounds in single-syllable words to make new words.

ReadyRosie
Begin with the End
Family Alliteration Name Game
Name Rhymes
Silly Song Singing
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 1.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 1.RF3.a.Know the spelling-sound correspondence for common consonant digraphs.
EXPECTATION 1.RF3.a.1.Identify the letters that represent common digraphs.

ReadyRosie
Looking for Chunks
Reading Strategy: Chunk the Word
Word Man
EXPECTATION 1.RF3.a.2.Recognize that certain letter combinations can make one sound.

ReadyRosie
Looking for Chunks
Reading Strategy: Chunk the Word
Word Man
EXPECTATION 1.RF3.a.3.Associate a visual cue with the digraph.

ReadyRosie
Looking for Chunks
Reading Strategy: Chunk the Word
Word Man
EXPECTATION 1.RF3.a.4.Decode words with letter combinations representing common consonant diagraphs.

ReadyRosie
Looking for Chunks
Word Man
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 1.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 1.RF3.b.Decode regularly spelled one-syllable words.
EXPECTATION 1.RF3.b.1.Apply the principles of sound-letter correspondence, including exceptions.

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
Reading Strategies: Look at the Picture
EXPECTATION 1.RF3.b.2.Produce letter-sound correspondences rapidly.

ReadyRosie
Alphabet Dice Game
Letters on My Back
Matching Letters to Favorite Things
Race to the Letter Sound
Reading Strategies: Look at the Picture
EXPECTATION 1.RF3.b.4.Use known word/part to decode unknown words.

ReadyRosie
Reading Strategy: Give the Word
Thinking About Word Chunks
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 1.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 1.RF3.c.Know final-e and common vowel team conventions for representing long vowel sounds.
EXPECTATION 1.RF3.c.1.Recognize that two letters can represent a vowel sound.

ReadyRosie
Thinking About Word Chunks
EXPECTATION 1.RF3.c.2.Identify common vowel teams.

ReadyRosie
Thinking About Word Chunks
EXPECTATION 1.RF3.c.3.Apply vowel pronunciation rules to read words, such as CVCE, CVVC.

ReadyRosie
Change One Letter
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 1.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 1.RF3.d.Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
EXPECTATION 1.RF3.d.1.Count and segment syllables orally.

ReadyRosie
Rhyming Hand Game
EXPECTATION 1.RF3.d.2.Identify the vowel sound in spoken and written one-syllable words.

ReadyRosie
All About My Family
I Found This
Letters on My Back
Race to the Letter Sound
EXPECTATION 1.RF3.d.3.Identify the number of vowels and syllables in printed words.

ReadyRosie
All About My Family
I Found This
Letters on My Back
Race to the Letter Sound
Rhyming Hand Game
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 1.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 1.RF3.e.Decode two-syllable words following basic patterns by breaking the words into syllables.
EXPECTATION 1.RF3.e.2.Explain and apply syllable division rules.

ReadyRosie
Rhyming Hand Game
EXPECTATION 1.RF3.e.3.Blend sounds in segmented syllables to read words.

ReadyRosie
Rhyming Hand Game
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 1.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 1.RF3.g.Recognize and read grade-appropriate irregularly spelled words.
EXPECTATION 1.RF3.g.1.Apply a variety of strategies to increase the number of grade-appropriate high-frequency words that can be read independently.

ReadyRosie
Fishing for Words
My Words, Your Words
Where's That Word?
You Know It!
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL 1.RF4.Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE 1.RF4.a.Read on-level text with purpose and understanding.
EXPECTATION 1.RF4.a.1.Apply decoding skills to read on-level text.

ReadyRosie
Little Words Inside Bigger Words
Looking for Chunks
Reading Strategies: Look at the Picture
Reading Strategy: Chunk the Word
Reading Strategy: Cover the Suffix
Rhyming Hand Game
Word Man
You Know It!
EXPECTATION 1.RF4.a.2.Read grade-level sight words/high-frequency words in isolation and in context with automaticity.

ReadyRosie
Fishing for Words
My Words, Your Words
Where's That Word?
You Know It!
EXPECTATION 1.RF4.a.3.Use context cues and text features to determine and clarify the meanings of an unknown word.

ReadyRosie
Getting Into Information
How To
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
Wondering About Words
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL 1.RF4.Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE 1.RF4.b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
EXPECTATION 1.RF4.b.2.Apply decoding skills to read on-level text.

ReadyRosie
Little Words Inside Bigger Words
Looking for Chunks
Reading Strategies: Look at the Picture
Reading Strategy: Chunk the Word
Reading Strategy: Cover the Suffix
Rhyming Hand Game
Word Man
You Know It!
EXPECTATION 1.RF4.b.3.Read on-level sight words/high-frequency words with automaticity.

ReadyRosie
Fishing for Words
My Words, Your Words
Where's That Word?
You Know It!
EXPECTATION 1.RF4.b.4.Use punctuation as cues to appropriate expression.

ReadyRosie
Reading Strategies: Punctuation Expression
EXPECTATION 1.RF4.b.5.Fluently read on-level text with accuracy and prosody.

ReadyRosie
Building a Fort
Reading Strategies: Punctuation Expression
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL 1.RF4.Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE 1.RF4.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
EXPECTATION 1.RF4.c.1.Use prior knowledge and experiences to confirm or self-correct word recognition and understanding.

ReadyRosie
Reading Strategy: Give the Word
Thinking About Word Chunks
EXPECTATION 1.RF4.c.2.Develop a conceptual understanding of new words to confirm or self-correct word recognition and understanding.

ReadyRosie
Reading Strategy: Give the Word
Thinking About Word Chunks
EXPECTATION 1.RF4.c.4.Use context cues and visual clues to guide self-correction.

ReadyRosie
How Far Does It Fly?
How To
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
Wondering About Words
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 1.W1-a.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 – Introduce the topic or name the book they are writing about and state an opinion.
EXPECTATION 1.W1-a.1.Apply the prewriting and planning stages of the writing process: identify the topic or book; establish or build upon a personal schema of a topic or book; gather information on a specific topic (See MD SLM PK-1 2A1); use common characteristics/attributes to begin to understand relationships; form an opinion based on prior knowledge and information provided.

ReadyRosie
Captioning Your Childhood
My First Journal
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 1.W1-b.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 – Supply a reason that supports the opinion.
EXPECTATION 1.W1-b.1.Identify facts and opinions.

ReadyRosie
Captioning Your Childhood
My First Journal
EXPECTATION 1.W1-b.3.Draft a simple sentence or sentences to express an opinion and reason: Use common, proper, and possessive nouns (CCSS L.1.1b); Use personal, possessive, and indefinite pronouns (e.g., I, me, my) (CCSS L.1.1d); Use frequently occurring conjunctions (e.g., and, but, or, so, because) (CCSS L.1.1g); Use end punctuation for sentences (CCSS L.1.2b); Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions (CCSS L.1.2e).

ReadyRosie
All About My Family
Change One Letter
I Found This
Magical Creature Writing
Make a Card
Make a List
Make an Invitation
Noun Charades
Picture Talk
Thinking About Word Chunks
Word Challenge
Word Man
Write a Letter
EXPECTATION 1.W1-b.4.Produce writing that is legible, including correct formation of manuscript letters.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 1.W1-c.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 – Provide some sense of closure.
EXPECTATION 1.W1-c.2.Apply the revising and editing stages of the writing process (See CCSS W.1.5): Revise to verify a statement of an opinion and a reason; Expand simple complete sentences (CCSS L.1.1j); Edit to correct errors in capitalization, punctuation, and spelling (CCSS L.1.2).

ReadyRosie
Captioning Your Childhood
Magical Creature Writing
Make a Card
EXPECTATION 1.W1-c.3.Prepare the final product for presentation and/or publication in a variety of formats (See CCSS L.1.6; CCSS SL.1.5, 6; and MD SLM PK-1 5A).

ReadyRosie
Write to the Tooth Fairy
EXPECTATION 1.W1-c.4.Produce writing that is legible, including the correct formation of manuscript letters.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 1.W2-a.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and prove some sense of closure – Name a topic.
EXPECTATION 1.W2-a.1.Apply the prewriting stages of the writing process: identify the topic; establish or build upon a personal schema of a topic; gather facts from basic print, online, and multimedia resources (See CCSS 2 W7; CCSS 2 W8; and MD SLM PK-1 2A1.a).

ReadyRosie
Nature Journaling
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 1.W2-b.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and prove some sense of closure – Supply some facts about the topic.
EXPECTATION 1.W2-b.2.Gather facts and definitions from basic print and multimedia resources in an ethical and appropriate manner (See CCSS W.1.6, and MD SLM PK-1 2B1.d).

ReadyRosie
Nature Journaling
EXPECTATION 1.W2-b.3.Participate in shared research on a topic (See CCSS W.1.7).

ReadyRosie
I Want to Know About
EXPECTATION 1.W2-b.4.Write several sentences using the facts that are all related to the topic: Produce complete simple and compound sentences (CCSS L.1.1f); Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words (CCSS L.1.2d).

ReadyRosie
All About My Family
Captioning Your Childhood
Change One Letter
I Found This
I'd Really Like
Magical Creature Writing
Make a Card
Make a List
Make an Invitation
Nature Journaling
Race You To the Top
Tell Me How
Thinking About Word Chunks
Word Challenge
Word Man
Write a Favorite Family Recipe
Write a Letter
EXPECTATION 1.W2-b.5.Produce writing that is legible, including the correct formation of manuscript letters.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 1.W2-c.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and prove some sense of closure – Provide some sense of closure.
EXPECTATION 1.W2-c.1.Draft a concluding simple sentence.

ReadyRosie
I'd Really Like
Tell Me How
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 1.W2-c.2.Apply the revising and editing stages of the writing process (See CCSS W.1.5): Revise to ensure a topic sentence and facts related to the topic; Expand complete simple sentences (CCSS L.1.1j); Edit to correct errors in capitalization, punctuation, and spelling (See CCSS L.1.2).

ReadyRosie
Captioning Your Childhood
I'd Really Like
Magical Creature Writing
Make a Card
Nature Journaling
Tell Me How
Write a Favorite Family Recipe
EXPECTATION 1.W2-c.3.Prepare the final product for presentation and/or publication in a variety of formats (See CCSS L.1.6; CCSS SL.1.5, 6; and MD SLM PK-1 5A1.d).

ReadyRosie
Write to the Tooth Fairy
EXPECTATION 1.W2-c.4.Produce writing that is legible, including the correct formation of manuscript letters.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 1.W3-a.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 – Recount two or more appropriately sequenced events.
EXPECTATION 1.W3-a.1.Apply the prewriting stage of the writing process: identify elements of a narrative; identify two or more events, characters, and settings (See CCSS RL.1.3); tell about a series of events in a logical sequence (See CCSS RL.1. 2, CCSS SL.1.4).

ReadyRosie
Captioning Your Childhood
Labeling Your Story
Magical Creature Writing
My First Journal
Remember The Story
Sharing Chores and Your Day
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Around
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 1.W3-b.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 – Include some details regarding what happened.
EXPECTATION 1.W3-b.1.Apply knowledge of story structure: Produce complete simple sentences (CCSS L.1.1j); Use verbs to convey a sense of past, present, and future (CCSS L.1.1e); Use frequently occurring adjectives (CCSS L.1.1f); Use determiners (e.g., articles demonstratives) (CCSS L.1.1h); Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions (CCSS L.1.2e).

ReadyRosie
All About My Family
Captioning Your Childhood
Change One Letter
I Found This
Labeling Your Story
Magical Creature Writing
Make a Card
Make a List
Make an Invitation
My First Journal
Picture Talk
Remember The Story
Sharing Chores and Your Day
Thinking About Word Chunks
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Word Challenge
Word Man
Write Around
Write a Letter
EXPECTATION 1.W3-b.2.Produce writing that is legible, including the correct formation of manuscript letters.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 1.W3-c.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 – Use temporal words to signal event order.
EXPECTATION 1.W3-c.1.With guidance and support, define and identify temporal words.

ReadyRosie
Picture Talk
Write Around
EXPECTATION 1.W3-c.2.Use words and phrases acquired through conversations and being read to. (CCSS L.1.6)

ReadyRosie
Family Sensory Walk
Feelings Charades
How can I help my child learn new words?
Nursery Rhymes
Reading Rhymes
EXPECTATION 1.W3-c.3.Write sentences in a meaningful order using temporal words to identify the sequence.

ReadyRosie
Captioning Your Childhood
My First Journal
Picture Talk
Sharing Chores and Your Day
Write Around
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 1.W3-d.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 – Provide some sense of closure.
EXPECTATION 1.W3-d.1.Draft a concluding sentence that brings resolution to the story.

ReadyRosie
Funny Pictures
I'd Really Like
Labeling Your Story
Magical Creature Writing
Story Train
Tell Me How
Write About a Family Tradition
Write Around
Write a Favorite Family Recipe
EXPECTATION 1.W3-d.2.Apply the revising and editing stages of the writing process (See CCSS W.1.5): Revise to ensure that elements of a narrative are present and events are sequenced; Edit to correct errors in capitalization, punctuation, and spelling (See CCSS L.1.2).

ReadyRosie
Captioning Your Childhood
Labeling Your Story
My First Journal
Remember The Story
Sharing Chores and Your Day
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Around
EXPECTATION 1.W3-d.3.Prepare the final product for presentation and/or publication in a variety of formats (See CCSS L.1.6; CCSS SL.1.5, 6, and MD SLM PK-1 5 A1.d).

ReadyRosie
Write to the Tooth Fairy
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Production and Distribution of Writing
INDICATOR / PROFICIENCY LEVEL W5.CCR.Anchor Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
OBJECTIVE 1.W5.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.
EXPECTATION 1.W5.1.See W1, W2, W3, and W7 of CCSC Framework for specific application.

ReadyRosie
I'd Really Like
Magical Creature Writing
EXPECTATION 1.W5.2.Follow agreed upon rules for discussions, (e.g., listening to others with care, speaking one at a time about topics and texts under discussion) (See CCSS SL.1.1a).

ReadyRosie
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.W5.3.Ask and answer questions about key details in a text read aloud or information presented orally or through other media (See CCSS SL.1.2).

ReadyRosie
Chapter Books
How To
Reading and Making Connections
What Do I Like?
What Do You Want to Know?
What's Cool About Nonfiction?
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Production and Distribution of Writing
INDICATOR / PROFICIENCY LEVEL W6.CCR.Anchor Standard: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
OBJECTIVE 1.W6.With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
EXPECTATION 1.W6.2.With guidance, select print, online, and multimedia sources. (MD SLM PK-1 2B1.d)

ReadyRosie
Let's Explore
Nature Journaling
EXPECTATION 1.W6.4.With guidance, use technology to present findings/conclusions in a variety of formats (See MD SLM PK-1 5A1.d, MD TL 1 4B1).

ReadyRosie
Write to the Tooth Fairy
EXPECTATION 1.W6.5.Contribute to a learning community. (MD SLM PK-1 5A1.d)

ReadyRosie
Family Adventure List
I'd Really Like
Make a Card
Make a List
Make an Invitation
Math Journal Walk
Nature Journaling
Write to the Tooth Fairy
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Research to Build and Present Knowledge
INDICATOR / PROFICIENCY LEVEL W7.CCR.Anchor Standard: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
OBJECTIVE 1.W7.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).
EXPECTATION 1.W7.1.With guidance, identify an assigned or personal information need. (MD SLM PK-1 1B1)

ReadyRosie
I Want to Know About
Nature Journaling
EXPECTATION 1.W7.2.Formulate and refine questions to meet an information need.

ReadyRosie
Guess Who
I Want to Know About
Let's Explore
Nature Journaling
EXPECTATION 1.W7.3.With guidance, explore and identify human, print, online, and multimedia resources. (MD SLM PK-1 21.a)

ReadyRosie
Let's Explore
Nature Journaling
EXPECTATION 1.W7.4.With guidance, use technology tools to find data/information within a specific source. (MD SLM PK-1 3A1.c)

ReadyRosie
Let's Explore
EXPECTATION 1.W7.5.With guidance and support from adults, formulate and refine questions to meet an information need. (MD SLM PK1 1B3)

ReadyRosie
Guess Who
I Want to Know About
Let's Explore
Nature Journaling
EXPECTATION 1.W7.6.Prepare the final product for presentation and/or publication in a variety of formats (See CCSS 1 L6; CCSS 1 SL5, 6, and MD SLM PK-1 5 A1.d).

ReadyRosie
Write to the Tooth Fairy
EXPECTATION 1.W7.7.Produce writing that is legible, including the correct formation of manuscript letters.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION 1.W7.8.Contribute to a learning community. (MD SLM PK-1 5A1.d)

ReadyRosie
Family Adventure List
I'd Really Like
Make a Card
Make a List
Make an Invitation
Math Journal Walk
Nature Journaling
Write to the Tooth Fairy
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Research to Build and Present Knowledge
INDICATOR / PROFICIENCY LEVEL W8.CCR.Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
OBJECTIVE 1.W8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
EXPECTATION 1.W8.1.Access prior knowledge to formulate and refine questions to meet an information need (See MD SLM PK-1 B3.a).

ReadyRosie
Guess Who
Let's Explore
EXPECTATION 1.W8.2.With guidance, select print, online, and multimedia sources. (MD SLM PK-1 2B.d)

ReadyRosie
Let's Explore
Nature Journaling
EXPECTATION 1.W8.3.With guidance, use technology tools to find data/information within a specific source. (MD SLM PK-1 3A1.c)

ReadyRosie
Let's Explore
EXPECTATION 1.W8.4.Record data/information in a variety of formats.

ReadyRosie
Write to the Tooth Fairy
EXPECTATION 1.W8.6.With guidance and support, practice responsible and appropriate use of technology systems, software, and information. (MD TL 1 2B1)

ReadyRosie
Let's Explore
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 1.SL1-a.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups – 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).
EXPECTATION 1.SL1-a.1.Create rules to ensure respectful group discussions.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.SL1-a.3.Participate in group discussions on a variety of topics.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.SL1-a.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.1.1).

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 1.SL1-b.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups – Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
EXPECTATION 1.SL1-b.2.Stay on topic through multiple exchanges to support or extend the conversation.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.SL1-b.3.Add appropriate ideas to support or extend a conversation.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.SL1-b.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.1.1).

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL1-b.5.Contribute to a learning community. (MD SLM PK-1 5A2.a)

ReadyRosie
Building a Fort
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?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 1.SL1-c.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups – Ask questions to clear up any confusion about the topics and texts under discussion.
EXPECTATION 1.SL1-c.3.Use prior knowledge to formulate and refine questions to meet an information need. (MD SLM PK-1 13.a)

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
Library Visit
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL1-c.4.Generate appropriate questions to meet the information need. (MD SLM PK-1 3B.a)

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
Library Visit
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL1-c.5.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.1.1).

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL2.CCR.Anchor Standard: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
OBJECTIVE 1.SL2.Ask and answer questions about key details in a text read aloud or presented orally or through other media.
EXPECTATION 1.SL2.2.Generate appropriate questions to meet the information need. (MD SLM PK-1 3B1.a)

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
Library Visit
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL2.3.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.1.1).

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL3.CCR.Anchor Standard: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
OBJECTIVE 1.SL3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
EXPECTATION 1.SL3.2.Connect prior knowledge and experiences to new learning.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.SL3.3.Identify an information need. (MD SLM PK-1 1B1.b)

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
Library Visit
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL3.4.Generate appropriate questions to meet the information need. (MD SLM PK-1 3B1.a)

ReadyRosie
20 Questions Draw
Conversation Starters
Freeze Dance
Guess Who
Library Visit
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL3.5.Demonstrate command of the conventions of standard English grammar and usage when speaking. (CCSS L.1.1)

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL4.CCR.Anchor Standard: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
OBJECTIVE 1.SL4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
EXPECTATION 1.SL4.1.Distinguish between relevant and irrelevant details.

ReadyRosie
20 Questions Draw
Sharing Chores and Your Day
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL4.2.Add details to expand ideas and sentences.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.SL4.3.Use frequently occurring adjectives to describe (See CCSS L.1.1f).

ReadyRosie
Make a Card
Picture Talk
EXPECTATION 1.SL4.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.1.1).

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL4.5.Speak at an appropriate pace, volume, and tone.

ReadyRosie
Conversation Starters
Sharing Chores and Your Day
Simon Says
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL5.CCR.Anchor Standard: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
OBJECTIVE 1.SL5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
EXPECTATION 1.SL5.1.Use illustrations and details in a story to describe its characters, setting, or events (See CCSS RL.1.7).

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
EXPECTATION 1.SL5.2.Use a variety of formats to prepare the findings/conclusions of an information need for sharing (See MD SLM PK-1 5A1).

ReadyRosie
20 Questions Draw
Color Poem
Conversation Starters
Describe It
Funny Pictures
Sharing Chores and Your Day
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL5.3.Use available technology appropriately.

ReadyRosie
Let's Explore
EXPECTATION 1.SL5.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.1.1).

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL6.CCR.Anchor Standard: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
OBJECTIVE 1.SL6.Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
EXPECTATION 1.SL6.1.Identify components of a sentence.

ReadyRosie
Guess Who
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL6.2.Distinguish between sentences and sentence fragments.

ReadyRosie
Guess Who
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL6.3.Compose complete simple sentences.

ReadyRosie
Guess Who
Simon Says
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.SL6.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.1.1).

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-a.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Print all upper and lowercase letters.
EXPECTATION 1.L1-a.1.Develop and strengthen fine motor skills using a variety of activities.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION 1.L1-a.2.Correctly form all upper and lowercase letters.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
EXPECTATION 1.L1-a.3.Practice forming upper and lowercase letters on various sizes and styles of paper, and other mediums.

ReadyRosie
Captioning Your Childhood
Letters on My Back
Make an Invitation
Write Your Name
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-b.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use common, proper, and possessive nouns.
EXPECTATION 1.L1-b.1.Define and identify nouns in text presented in a variety of formats.

ReadyRosie
Noun Charades
EXPECTATION 1.L1-b.2.Distinguish between common, proper, and possessive nouns.

ReadyRosie
Noun Charades
EXPECTATION 1.L1-b.3.Demonstrate the use of nouns when speaking and writing.

ReadyRosie
All About My Family
Noun Charades
Picture Talk
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-c.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops, We hop).
EXPECTATION 1.L1-c.1.Identify the plural form of given nouns.

ReadyRosie
All About My Family
Noun Charades
Picture Talk
EXPECTATION 1.L1-c.2.Identify and define verbs presented in a variety of texts.

ReadyRosie
All About My Family
Picture Talk
EXPECTATION 1.L1-c.3.Identify the components of a sentence.

ReadyRosie
All About My Family
Noun Charades
Picture Talk
EXPECTATION 1.L1-c.4.Match singular and plural nouns with correct verbs in oral and written language.

ReadyRosie
Picture Talk
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-d.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they them their; anyone, everything).
EXPECTATION 1.L1-d.1.Identify and define pronouns presented in a variety of texts.

ReadyRosie
Picture Talk
EXPECTATION 1.L1-d.2.Distinguish between personal, possessive, and indefinite pronouns.

ReadyRosie
Picture Talk
EXPECTATION 1.L1-d.3.Demonstrate the use of pronouns in oral and written language.

ReadyRosie
Picture Talk
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-e.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – 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).
EXPECTATION 1.L1-e.1.Identify verbs presented in a variety of formats.

ReadyRosie
Magical Creature Writing
Picture Talk
EXPECTATION 1.L1-e.2.Form verbs in past, present, and future tenses.

ReadyRosie
Magical Creature Writing
Picture Talk
EXPECTATION 1.L1-e.3.Demonstrate the correct use of verb tenses in oral and written language.

ReadyRosie
Magical Creature Writing
Picture Talk
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 1.L1-e.4.Analyze writing models for correct use of verbs.

ReadyRosie
All About My Family
Picture Talk
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-f.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use frequently occurring adjectives.
EXPECTATION 1.L1-f.1.Identify and define adjectives in text presented in a variety of formats.

ReadyRosie
Make a Card
Picture Talk
EXPECTATION 1.L1-f.2.Classify adjectives into categories such as size, color.

ReadyRosie
Make a Card
Picture Talk
EXPECTATION 1.L1-f.3.Demonstrate the correct use of adjectives in oral and written language.

ReadyRosie
Make a Card
Picture Talk
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-g.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use frequently occurring conjunctions (e.g., and, but, or, so, because).
EXPECTATION 1.L1-g.2.Demonstrate the correct use of conjunctions in oral and written language.

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-h.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use determiners (e.g., articles, demonstratives).
EXPECTATION 1.L1-h.2.Demonstrate the correct use of articles and demonstratives in oral and written language.

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-i.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use frequently occurring prepositions (e.g., during, beyond, toward).
EXPECTATION 1.L1-i.1.Identify and define prepositions presented in a variety of formats.

ReadyRosie
Picture Talk
EXPECTATION 1.L1-i.2.Demonstrate the correct use of prepositions in oral and written language.

ReadyRosie
Picture Talk
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 1.L1-j.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentence in response to prompts.
EXPECTATION 1.L1-j.1.Identify the components of a sentence in text presented in a variety of formats.

ReadyRosie
Magical Creature Writing
Make a Card
Picture Talk
EXPECTATION 1.L1-j.2.Distinguish between a sentence and a fragment.

ReadyRosie
Write a Favorite Family Recipe
EXPECTATION 1.L1-j.3.Distinguish between declarative, interrogative, imperative, and exclamatory sentences.

ReadyRosie
Picture Talk
EXPECTATION 1.L1-j.4.Use learned parts of speech to expand sentences orally and in writing.

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE 1.L2-a.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Capitalize dates and names of people.
EXPECTATION 1.L2-a.1.Distinguish between names and other nouns.

ReadyRosie
All About My Family
Make a Card
Make an Invitation
Noun Charades
Picture Talk
Write a Letter
EXPECTATION 1.L2-a.3.Demonstrate correct capitalization of names and dates when writing.

ReadyRosie
Make a Card
Make an Invitation
Write a Letter
EXPECTATION 1.L2-a.4.Analyze writing models for correct capitalization.

ReadyRosie
Make a Card
Make an Invitation
Write a Letter
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE 1.L2-b.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use end punctuation for sentences.
EXPECTATION 1.L2-b.1.Identify the components of a sentence.

ReadyRosie
Magical Creature Writing
Make an Invitation
EXPECTATION 1.L2-b.2.Identify different types of sentences and their end punctuation.

ReadyRosie
Magical Creature Writing
Picture Talk
EXPECTATION 1.L2-b.3.Use of end punctuation correctly in writing.

ReadyRosie
Magical Creature Writing
EXPECTATION 1.L2-b.4.Analyze writing models for correct punctuation.

ReadyRosie
Magical Creature Writing
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE 1.L2-d.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
EXPECTATION 1.L2-d.1.Identify common spelling patterns.

ReadyRosie
Change One Letter
Word Challenge
EXPECTATION 1.L2-d.2.Identify the spellings for frequently occurring irregular words.

ReadyRosie
Change One Letter
Magical Creature Writing
Make a Card
Race You To the Top
Thinking About Word Chunks
Word Challenge
Word Man
Write a Letter
EXPECTATION 1.L2-d.3.Practice and apply the correct spelling of words with common spelling patterns and frequently occurring irregular words.

ReadyRosie
All About My Family
Change One Letter
I Found This
Magical Creature Writing
Make a Card
Make a List
Make an Invitation
Race You To the Top
Thinking About Word Chunks
Word Challenge
Word Man
Write a Letter
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE 1.L2-e.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
EXPECTATION 1.L2-e.1.Identify the letter(s) for consonant and vowel sounds.

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
You Know It!
EXPECTATION 1.L2-e.2.Use sound-spelling correspondences to approximate the spelling of unknown words in writing.

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 / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L4.CCR.Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE 1.L4-a.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 – Use sentence-level context as a clue to the meaning of a word or phrase.
EXPECTATION 1.L4-a.1.Identify sentence clues that help determine or clarify the meaning of a word or phrase.

ReadyRosie
Reading Rhymes
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
What Does It Mean?
Wondering About Words
EXPECTATION 1.L4-a.2.Access prior knowledge to help determine or clarify the meaning of a word or phrase.

ReadyRosie
Feelings Charades
Nursery Rhymes
Reading Rhymes
Share Your Knowledge
Storytelling with a Picture Book
What Makes a Good Storyteller
Wondering About Words
EXPECTATION 1.L4-a.3.Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation.

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
Wondering About Words
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L4.CCR.Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE 1.L4-b.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 – Use frequently occurring affixes as a clue to the meaning of a word.
EXPECTATION 1.L4-b.2.Identify common suffixes and their meanings.

ReadyRosie
Reading Strategy: Cover the Suffix
EXPECTATION 1.L4-b.3.Explain the meaning of words with common prefixes and suffixes.

ReadyRosie
Reading Strategy: Cover the Suffix
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE 1.L5-a.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings – Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
EXPECTATION 1.L5-a.1.Identify commonalities and underlining concepts among groups of words.

ReadyRosie
Million Dollar Words
Noun Charades
Words to Chew On
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE 1.L5-b.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings – 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).
EXPECTATION 1.L5-b.1.Discuss key attributes of words to identify a category.

ReadyRosie
Million Dollar Words
Noun Charades
Words to Chew On
EXPECTATION 1.L5-b.2.Use common attributes to determine the meaning of words.

ReadyRosie
Noun Charades
Words to Chew On
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE 1.L5-c.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings – Identify real-life connections between words and their use (e.g., note places at home that are cozy).
EXPECTATION 1.L5-c.1.Access and connect to prior knowledge and experiences to make connections to words for meaning and application in real life.

ReadyRosie
I Read to You, You Read to Me
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE 1.L5-d.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings – 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.
EXPECTATION 1.L5-d.1.Discuss and act out a variety of verbs that have similar meanings.

ReadyRosie
All About My Family
Picture Talk
EXPECTATION 1.L5-d.2.Identify synonyms for verbs and adjectives.

ReadyRosie
All About My Family
Make a Card
Picture Talk
EXPECTATION 1.L5-d.3.Use context clues to distinguish intensity (nuances) of meaning among synonyms.

ReadyRosie
Reading Rhymes
Reading Strategies: Look at the Picture
Reading Strategies: Slow Down, Reread
Speedy Synonyms
What Does It Mean?
Wondering About Words
Words to Chew On
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L6.CCR.Anchor Standard: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
OBJECTIVE 1.L6.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).
EXPECTATION 1.L6.1.Develop rich oral language and strengthen writing through modeling and exposure to a variety of texts.

ReadyRosie
Family Sensory Walk
Feelings Charades
How can I help my child learn new words?
Nursery Rhymes
Reading Rhymes
EXPECTATION 1.L6.2.Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups (See CCSS SL.1.1).

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Guess Who
I Love My Family Because...
Making Playdough Together
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
What I Like About Me
When I Grow Up
Who's Coming to Dinner?
EXPECTATION 1.L6.3.Demonstrate the correct use of conjunctions in oral and written language (See CCSS L.1.1g).

ReadyRosie
Sharing Chores and Your Day
Simon Says
What I Like About Me
Who's Coming to Dinner?

Maryland College and Career-Ready Standards
Language Arts
Grade: 2 - Adopted: 2014
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL1.CCR.Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE 2.RL1.Ask and answer such questions as who, what, where, when, and how to demonstrate understanding in a text.
EXPECTATION 2.RL1.1.Apply appropriate strategies before reading, viewing, or listening to a text: use prior knowledge and experiences to make and explain connections to the text; make predictions or ask questions about the text by examining title, cover, illustrations/photographs/text, and familiar author or topic; set a purpose for reading and identify type of text.

ReadyRosie
Books on the Go
Can You See It?
Chapter Books
Daily Reading Routines
Favorite Illustrators
Five Finger Rule
My Library List
Pow Wow Crunch
Read a Little, Think a Little
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
Reading is Thinking
What Makes a Good Storyteller
EXPECTATION 2.RL1.2.Apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: recall and discuss what is understood; revisit, read on, and restate the difficult parts in your own words; make, confirm, or adjust predictions; periodically summarize while reading; visualize what is read; search for connections between and among ideas.

ReadyRosie
Can You See It?
Chapter Books
Funny Pictures
I Read to You, You Read to Me
My Turn, Your Turn
Read a Little, Think a Little
Sequence and Summarize
Story Train
What Do I See When I Hear...?
What Makes a Good Storyteller
EXPECTATION 2.RL1.3.Demonstrate understanding after reading, viewing, or listening to a text: confirm or refute predictions; retell and discuss the text; identify and explain what is directly stated and what is implied in the text; summarize the text orally; connect text to prior knowledge or personal experience.

ReadyRosie
Can You See It?
Chapter Books
Daily Conclusions
Funny Pictures
I Read to You, You Read to Me
Read a Little, Think a Little
Sequence and Summarize
Story Train
Using Clues to Figure it Out
What Makes a Good Storyteller
Who's Been Here?
EXPECTATION 2.RL1.4.Participate actively and appropriately in discussions about literary text (See CCSS SL.2.1, 2, 3).

ReadyRosie
I Read to You, You Read to Me
My Turn, Your Turn
EXPECTATION 2.RL1.5.Generate oral and written questions about details in the text.

ReadyRosie
Can You See It?
Chapter Books
Pow Wow Crunch
Read a Little, Think a Little
Reading is Thinking
What Makes a Good Storyteller
EXPECTATION 2.RL1.6.Respond orally and in written form to specific questions using key details in the text (See CCSS SL.2.3, CCSS W.2.8).

ReadyRosie
20 Questions
Can You See It?
Chapter Books
Funny Pictures
Reading is Thinking
Story Train
What Makes a Good Storyteller
EXPECTATION 2.RL1.7.Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS L.2.3.)

ReadyRosie
Family Interview
Magical Creature Writing
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
Write a Letter
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL2.CCR.Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE 2.RL2.Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
EXPECTATION 2.RL2.2.Identify the elements of a story (e.g., character(s), setting, problem, solution, plot).

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
EXPECTATION 2.RL2.3.Identify key details in literary text.

ReadyRosie
Can You See It?
Chapter Books
Funny Pictures
Story Train
What Makes a Good Storyteller
EXPECTATION 2.RL2.4.Analyze key details to determine the central message, lesson, or moral of literary text.

ReadyRosie
Can You See It?
Chapter Books
Funny Pictures
Story Train
What Makes a Good Storyteller
EXPECTATION 2.RL2.5.Retell story events in sequential order.

ReadyRosie
Chapter Books
Funny Pictures
Sequence and Summarize
Story Train
Summarizing the Story
What Makes a Good Storyteller
EXPECTATION 2.RL2.6.Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS SL.2.4)

ReadyRosie
Create a Song
EXPECTATION 2.RL2.7.Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS L.2.3)

ReadyRosie
Family Interview
Magical Creature Writing
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
Write a Letter
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL3.CCR.Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE 2.RL3.Describe how characters in a story respond to major events and challenges.
EXPECTATION 2.RL3.1.Draw conclusions about characters in a story to determine their traits.

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
EXPECTATION 2.RL3.2.Identify major events and challenges in the text.

ReadyRosie
Can You See It?
Chapter Books
Character Comparison
Funny Pictures
Story Train
What Makes a Good Storyteller
EXPECTATION 2.RL3.3.Identify cause/effect relationships between characters and major story events and challenges in a text.

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
EXPECTATION 2.RL3.4.Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS SL.2.4)

ReadyRosie
Create a Song
EXPECTATION 2.RL3.5.Use knowledge of language and its conventions when writing or speaking. (CCSS L.2.3)

ReadyRosie
Family Interview
Magical Creature Writing
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
Write a Letter
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL4.CCR.Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
OBJECTIVE 2.RL4.Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
EXPECTATION 2.RL4.1.Identify literary elements such as rhyme, rhythm, repetition, and alliteration in poems, stories, and songs presented in a variety of formats.

ReadyRosie
Family Rap
Hink Pink
My Turn, Your Turn Poetry
Rhyming Hand Game
Tongue Twister Time
EXPECTATION 2.RL4.2.Explain how repetition supplies rhythm and meaning in a story, poem, or song.

ReadyRosie
Family Rap
Hink Pink
Rhyming Hand Game
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL5.CCR.Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE 2.RL5.Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
EXPECTATION 2.RL5.2.Retell a story using sequencing words (e.g., first, so, then, next, after that, finally) to describe beginning to end (See CCSS SL.2.2).

ReadyRosie
Chapter Books
Funny Pictures
Sequence and Summarize
Story Train
Summarizing the Story
What Makes a Good Storyteller
EXPECTATION 2.RL5.3.Use knowledge of language and its conventions when writing or speaking. (CCSS L.2.3)

ReadyRosie
Family Interview
Magical Creature Writing
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
Write a Letter
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL6.CCR.Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE 2.RL6.Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
EXPECTATION 2.RL6.1.Explain who is telling a story.

ReadyRosie
Reading Strategy: Reading and Making Connections
EXPECTATION 2.RL6.2.Compare and contrast different points of view of characters in a story.

ReadyRosie
Reading Strategy: Reading and Making Connections
EXPECTATION 2.RL6.3.Demonstrate appropriate fluency and adjust speech to represent different points of view when reading dialogue aloud.

ReadyRosie
Books on the Go
Building a Fort
Chapter Books
Daily Reading Routines
Five Finger Rule
I Read to You, You Read to Me
Pow Wow Crunch
Reading Dialogue
Reading Strategies: Punctuation Expression
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
Reading Strategy: Model Expressive Reading
Reading Strategy: Reading and Making Connections
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RL7.CCR.Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE 2.RL7.Use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot.
EXPECTATION 2.RL7.2.Describe how text features, specifically illustrations, aid in understanding of a text.

ReadyRosie
Favorite Illustrators
Pow Wow Crunch
What's Up with That?
EXPECTATION 2.RL7.3.Recount a story with appropriate facts and relevant descriptive details, speaking audibly in coherent sentences (See CCSS SL.2.4).

ReadyRosie
20 Questions
Can You See It?
Chapter Books
Funny Pictures
Guess Who
Simon Says
Story Train
What I Like About Me
What Makes a Good Storyteller
Who's Coming to Dinner?
EXPECTATION 2.RL7.4.Create audio recordings or add drawings or other visual displays when appropriate to clarify ideas, thoughts, and feelings (See CCSS SL.2.5).

ReadyRosie
Funny Pictures
EXPECTATION 2.RL7.5.Use knowledge of language and its conventions when writing or speaking. (CCSS L.2.3)

ReadyRosie
Family Interview
Magical Creature Writing
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
Write a Letter
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RL9.CCR.Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
OBJECTIVE 2.RL9.Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
EXPECTATION 2.RL9.1.Listen to, read, and discuss two or more versions of the same story by different authors or from different cultures.

ReadyRosie
What Makes a Good Storyteller
EXPECTATION 2.RL9.2.Identify likenesses and differences between characters, settings, and events in two or more versions of the same story.

ReadyRosie
What Makes a Good Storyteller
EXPECTATION 2.RL9.3.Recount a story with appropriate facts and relevant descriptive details, speaking audibly in coherent sentences (See CCSS SL.2.4).

ReadyRosie
20 Questions
Can You See It?
Chapter Books
Funny Pictures
Guess Who
Simon Says
Story Train
What I Like About Me
What Makes a Good Storyteller
Who's Coming to Dinner?
EXPECTATION 2.RL9.4.Use knowledge of language and its conventions when writing or speaking. (CCSS L.2.3)

ReadyRosie
Family Interview
Magical Creature Writing
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
Write a Letter
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Range of Reading and Level of Text Complexity
INDICATOR / PROFICIENCY LEVEL RL10.CCR.Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE 2.RL10.By the end of the year, read and comprehend literature, including stories and poetry, in the grade 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
EXPECTATION 2.RL10.1.Read a variety of self-selected and assigned literary texts representing diverse cultures, perspectives, ethnicities, and time periods.

ReadyRosie
Building a Fort
I Read to You, You Read to Me
EXPECTATION 2.RL10.2.With guidance and support, read and comprehend text of steadily increasing complexity.

ReadyRosie
Books on the Go
Can You See It?
Chapter Books
Daily Reading Routines
Five Finger Rule
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
EXPECTATION 2.RL10.3.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (CCSS SL.2.1)

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
I Read to You, You Read to Me
Kitchen Conversations
My Turn, Your Turn
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?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI1.CCR.Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE 2.RI1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key ideas in a text.
EXPECTATION 2.RI1.1.Apply appropriate strategies before reading, viewing, or listening to increasingly complex informational text (a wide variety including expository and narrative structures and types e.g. trade books, magazines, multimedia resources, functional texts such as recipes and labels related to personal interests and reflecting a wide variety of cultures): access prior knowledge and experiences; examine the title, cover, illustrations/photographs/text; make predictions or ask questions; set a purpose for reading and identify type of text.

ReadyRosie
Books on the Go
Daily Reading Routines
Five Finger Rule
How Far Does It Fly?
How To
My Library List
Random, Bizarre Facts
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
What Do You Wonder?
EXPECTATION 2.RI1.2.Apply appropriate strategies to monitor understanding during reading, viewing, or listening to informational text: use text features and graphic aids to facilitate understanding; recall and discuss what is understood (See CCSS SL.2.1b); identify and question what did not make sense; make, confirm and/or modify predictions; periodically paraphrase and summarize; make connections; visualize.

ReadyRosie
Comprehension Clues
How To
I Read to You, You Read to Me
Reading Recipes
That's So Cool
What Do I See When I Hear...?
What Do You Wonder?
EXPECTATION 2.RI1.3.Demonstrate understanding orally or in writing after reading, viewing, or listening to a text: engage in conversations about details in the text (See CCSS SL.2.1); describe what is directly stated in the text; draw inferences and conclusions from the text; confirm predictions using details from the text; summarize the text; identify what did not make sense; make connections.

ReadyRosie
Daily Conclusions
I Read to You, You Read to Me
Using Clues to Figure it Out
Who's Been Here?
EXPECTATION 2.RI1.4.Generate appropriate questions to meet the information need. (MD SLM 2-3 3B1.a)

ReadyRosie
How To
Reading Recipes
That's So Cool
What Do You Wonder?
EXPECTATION 2.RI1.5.Participate actively and appropriately in discussions about informational text. (CCSS SL.2.1, 2, 3)

ReadyRosie
I Read to You, You Read to Me
EXPECTATION 2.RI1.6.Respond orally and in written form to specific questions using key details in the text (See CCSS SL.2.3; CCSS W.2.8).

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Guess Who
How To
I Love My Family Because...
This Is Important
Tips for helping your child love reading
What Do You Wonder?
What I Like About Me
EXPECTATION 2.RI1.7.Demonstrate command of the conventions of standard English when speaking and writing (See CCSS L.2.1, 2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
I'd Really Like
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI2.CCR.Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE 2.RI2.Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
EXPECTATION 2.RI2.1.Identify the key details in each paragraph of a multi-paragraph text.

ReadyRosie
How To
EXPECTATION 2.RI2.2.Connect key details to determine the topic of a paragraph within a multi-paragraph text.

ReadyRosie
How To
That's So Cool
EXPECTATION 2.RI2.3.Connect ideas to determine main topic of a text.

ReadyRosie
How To
That's So Cool
EXPECTATION 2.RI2.4.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.2.1, 2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
I'd Really Like
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI3.CCR.Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE 2.RI3.Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
EXPECTATION 2.RI3.2.Recognize signal words and transition words that connect ideas.

ReadyRosie
How To
That's So Cool
EXPECTATION 2.RI3.3.Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS SL.2.2)

ReadyRosie
I Read to You, You Read to Me
EXPECTATION 2.RI3.4.Use words and phrases acquired through conversations, reading and being read to, and responding to texts (See CCSS L.2.6).

ReadyRosie
Color Poem Free Verse
Feelings Charades
Hink Pink
How can I help my child learn new words?
Share Your Knowledge
Wondering About Words
EXPECTATION 2.RI3.5.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.2.1, 2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
I'd Really Like
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI4.CCR.Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
OBJECTIVE 2.RI4.Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
EXPECTATION 2.RI4.1.Identify unfamiliar words and phrases.

ReadyRosie
Reading Strategy: Give the Word
Thinking About Word Chunks
EXPECTATION 2.RI4.2.Access prior knowledge and experiences to determine and clarify meaning of words and phrases in a text.

ReadyRosie
Share Your Knowledge
Wondering About Words
EXPECTATION 2.RI4.3.Determine and clarify meaning of words and phrases, choosing flexibly from an array of strategies: use sentence level context (CCSS L.2.4a); determine the meaning of the new word formed when a known prefix is added to a known word (CCSS L.2.4b); use a known root word as a clue the meaning of an unknown word (CCSS L.2.4c).

ReadyRosie
Digging Into Roots
Reading Strategies: Slow Down, Reread
Share Your Knowledge
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
Wondering About Words
EXPECTATION 2.RI4.4.Use text features to determine and clarify meaning of words and phrases in informational text.

ReadyRosie
Comprehension Clues
How To
Reading Recipes
EXPECTATION 2.RI4.5.Use glossaries and beginning dictionaries, both print and digital to determine or clarify meaning of words and phrases. (CCSS L.2.4e)

ReadyRosie
Comprehension Clues
Finding Information
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI5.CCR.Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE 2.RI5.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.
EXPECTATION 2.RI5.1.Distinguish between types of text features (e.g., print features, graphic aids, organizational aids, informational aids).

ReadyRosie
Comprehension Clues
How To
Reading Recipes
EXPECTATION 2.RI5.2.Identify the purpose of text features used in informational texts.

ReadyRosie
Comprehension Clues
How To
Reading Recipes
EXPECTATION 2.RI5.3.Explain which text features are used to find information within a specific source (See MD SLM 2-3 3A1.b).

ReadyRosie
Comprehension Clues
How To
Reading Recipes
EXPECTATION 2.RI5.4.Select the appropriate text feature for a given task or information need.

ReadyRosie
Comprehension Clues
How To
Reading Recipes
EXPECTATION 2.RI5.5.Use text features appropriately for a given task or information need.

ReadyRosie
Comprehension Clues
How To
Reading Recipes
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI6.CCR.Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE 2.RI6.Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
EXPECTATION 2.RI6.1.Examine the organizational pattern of informational texts to identify the author’s purpose (e.g., to offer opinion, to describe, to inform).

ReadyRosie
Random, Bizarre Facts
Reading Recipes
That's So Cool
What Do You Wonder?
EXPECTATION 2.RI6.2.Identify the intended audience for a text.

ReadyRosie
Random, Bizarre Facts
Reading Recipes
That's So Cool
What Do You Wonder?
EXPECTATION 2.RI6.3.Explain how someone might use the text.

ReadyRosie
Random, Bizarre Facts
Reading Recipes
That's So Cool
What Do You Wonder?
EXPECTATION 2.RI6.4.Identify the main ideas/ messages of texts.

ReadyRosie
How To
That's So Cool
EXPECTATION 2.RI6.5.Draw conclusions and generalizations from text to form new understanding.

ReadyRosie
Daily Conclusions
Using Clues to Figure it Out
Who's Been Here?
EXPECTATION 2.RI6.6.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.2.1, 2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
I'd Really Like
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI7.CCR.Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE 2.RI7.Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
EXPECTATION 2.RI7.1.Identify and describe graphic aids used to facilitate understanding of informational text.

ReadyRosie
How Far Does It Fly?
EXPECTATION 2.RI7.2.Describe key ideas and details including text features from a text read aloud or presented orally or through other media. (CCSS.2.SL.2)

ReadyRosie
Comprehension Clues
How To
Reading Recipes
That's So Cool
EXPECTATION 2.RI7.3.Identify commonalities between text and text features; explain how they support each other.

ReadyRosie
Comprehension Clues
How To
Reading Recipes
EXPECTATION 2.RI7.4.Use words and phrases acquired through conversations, reading and being read to, and responding to texts (See CCSS L.2.6).

ReadyRosie
Color Poem Free Verse
Feelings Charades
Hink Pink
How can I help my child learn new words?
Share Your Knowledge
Wondering About Words
EXPECTATION 2.RI7.5.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.2.1, 2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
I'd Really Like
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI8.CCR.Anchor Standard: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
OBJECTIVE 2.RI8.Describe how reasons support specific points the author makes in a text.
EXPECTATION 2.RI8.1.Identify the key points an author makes in a text.

ReadyRosie
How To
That's So Cool
EXPECTATION 2.RI8.2.Identify details that support a specific point the author makes in a text.

ReadyRosie
How To
EXPECTATION 2.RI8.3.Explain how the reasons support a point the author makes.

ReadyRosie
How To
That's So Cool
EXPECTATION 2.RI8.4.Ask and answer questions about key details in a text read aloud or information presented orally or through other media (See CCSS SL.2.2).

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
How To
I Love My Family Because...
Interview an Expert
Library Visit
Reading Recipes
That's So Cool
This Is Important
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.RI8.5.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.2.1, 2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
I'd Really Like
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI9.CCR.Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
OBJECTIVE 2.RI9.Compare and contrast the most important points presented by two texts on the same topic.
EXPECTATION 2.RI9.1.Read, listen to, and discuss a variety of texts read aloud or presented orally or through other media (CCSS SL.2.2).

ReadyRosie
Books on the Go
Daily Reading Routines
Five Finger Rule
I Read to You, You Read to Me
Random, Bizarre Facts
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
That's So Cool
What Do You Wonder?
EXPECTATION 2.RI9.3.Identify key points of a text.

ReadyRosie
How To
EXPECTATION 2.RI9.5.Ask and answer questions about key details in a text read aloud or presented orally or through other media. (CCSS SL.2.2)

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
How To
I Love My Family Because...
Interview an Expert
Library Visit
Reading Recipes
That's So Cool
This Is Important
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.RI9.6.Demonstrate command of the conventions of standard English when writing or speaking (See CCSS L.2.1, 2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
I'd Really Like
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Tell Me How
What I Like About Me
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Range of Reading and Level of Text Complexity
INDICATOR / PROFICIENCY LEVEL RI10.CCR.Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE 2.RI10.By the end of the 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.
EXPECTATION 2.RI10.1.With prompting and support, read a variety of self-selected and assigned informational texts representing diverse cultures, perspectives, ethnicities, and time periods.

ReadyRosie
Building a Fort
I Read to You, You Read to Me
I Want to Know About
EXPECTATION 2.RI10.2.With prompting and support, read and comprehend text of steadily increasing complexity.

ReadyRosie
Books on the Go
Daily Reading Routines
Five Finger Rule
Reading Strategies: Punctuation Expression
Reading Strategy: Give the Word
That's So Cool
What Do You Wonder?
EXPECTATION 2.RI10.3.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (CCSS SL.2.1)

ReadyRosie
Building a Fort
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?
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 2.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 2.RF3.a.Distinguish long and short vowels when reading regularly spelled one-syllable words.
EXPECTATION 2.RF3.a.1.Identify and apply vowel patterns to read words, such as CVC, CVCE, CVVC.

ReadyRosie
Change One Letter
EXPECTATION 2.RF3.a.2.Identify and apply vowel pattern pronunciation rules to read words.

ReadyRosie
Conversation Starters
Sharing Chores and Your Day
Simon Says
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 2.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 2.RF3.b.Know sound-spelling correspondences for additional common vowel teams.
EXPECTATION 2.RF3.b.1.Understand that a combination of vowels can represent a single vowel sound.

ReadyRosie
Shopping for Syllables
Thinking About Word Chunks
EXPECTATION 2.RF3.b.2.Identify and apply vowel team pronunciation rules.

ReadyRosie
Conversation Starters
Sharing Chores and Your Day
Simon Says
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 2.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 2.RF3.c.Decode regularly spelled two-syllable words with long vowels.
EXPECTATION 2.RF3.c.1.Explain and apply syllable division rules.

ReadyRosie
Rhyming Hand Game
EXPECTATION 2.RF3.c.2.Know and understand that every syllable has a vowel sound and be able to apply knowledge of open and closed syllables to determine vowel sound.

ReadyRosie
Shopping for Syllables
EXPECTATION 2.RF3.c.3.Identify and apply vowel pronunciation rules to read words, such as CVC, CVCE, CVVC.

ReadyRosie
Change One Letter
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 2.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 2.RF3.d.Decode words with common prefixes and suffixes.
EXPECTATION 2.RF3.d.1.Recognize and define base words.

ReadyRosie
Digging Into Roots
EXPECTATION 2.RF3.d.2.Identify and define common prefixes and suffixes.

ReadyRosie
Reading Strategy: Cover the Suffix
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION 2.RF3.d.3.Blend parts to read words and describe how the affix affects the word meaning.

ReadyRosie
Shopping for Syllables
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 2.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 2.RF3.e.Identify words with inconsistent but common spelling-sound correspondences.
EXPECTATION 2.RF3.e.1.Identify and apply the rules for sound-spelling correspondences, including exceptions.

ReadyRosie
Change One Letter
Magical Creature Writing
Spelling Pattern Game
Thinking About Word Chunks
Word Challenge
Write a Letter
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 2.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 2.RF3.f.Recognize and read grade-appropriate irregularly spelled words.
EXPECTATION 2.RF3.f.1.Apply a variety of strategies to increase the number of grade-appropriate sight words/high-frequency words that can be read.

ReadyRosie
My Words, Your Words
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL 2.RF4.Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE 2.RF4.a.Read on-level text with purpose and understanding.
EXPECTATION 2.RF4.a.1.Apply a variety of decoding strategies to read grade-level text.

ReadyRosie
Little Words Inside Bigger Words
Reading Strategy: Chunk the Word
Reading Strategy: Cover the Suffix
Rhyming Hand Game
EXPECTATION 2.RF4.a.2.Read on-level sight words/high-frequency words in isolation and in context with automaticity.

ReadyRosie
My Words, Your Words
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL 2.RF4.Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE 2.RF4.b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
EXPECTATION 2.RF4.b.1.Listen to Interactive Read Alouds of steadily increasing complexity (informational and literary, across all structures and genres of text, representing a wide variety of cultures) in order to observe models of fluent reading and apply skills to their own reading.

ReadyRosie
Random, Bizarre Facts
EXPECTATION 2.RF4.b.2.Apply decoding skills to read on-level text.

ReadyRosie
Little Words Inside Bigger Words
Reading Strategy: Chunk the Word
Reading Strategy: Cover the Suffix
Rhyming Hand Game
EXPECTATION 2.RF4.b.3.Read on-level sight words/high-frequency words with automaticity in isolation and in context.

ReadyRosie
My Words, Your Words
EXPECTATION 2.RF4.b.4.Use punctuation as cues to appropriate expression.

ReadyRosie
My Turn, Your Turn
Reading Strategies: Punctuation Expression
EXPECTATION 2.RF4.b.5.Fluently read on-level text with accuracy and prosody.

ReadyRosie
Building a Fort
Reading Strategies: Punctuation Expression
Reading Strategies: Slow Down, Reread
Reading Strategy: Give the Word
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL 2.RF4.Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE 2.RF4.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
EXPECTATION 2.RF4.c.1.Use prior knowledge and experiences to confirm or self-correct word recognition and understanding.

ReadyRosie
Random, Bizarre Facts
Reading Strategy: Give the Word
Thinking About Word Chunks
EXPECTATION 2.RF4.c.2.Demonstrate a conceptual understanding of new words, e.g., classify and categorize into groups, identify antonyms, synonyms, homophones.

ReadyRosie
Hink Pink
EXPECTATION 2.RF4.c.4.Use context cues, sentence structure, and visual clues to guide self-correction.

ReadyRosie
How Far Does It Fly?
How To
Reading Strategies: Slow Down, Reread
Wondering About Words
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 2.W1-a.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 – Introduce the topic or book they are writing about and state an opinion.
EXPECTATION 2.W1-a.1.Apply the prewriting and planning stages of the writing process: identify the topic or book; establish or build upon a personal schema of a topic or book; gather information on a specific topic (See MD SLM 2-3 2A1); form an opinion based on prior knowledge and information provided.

ReadyRosie
Who Are Your Heroes?
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 2.W1-b.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 – Supply reasons that support the opinion.
EXPECTATION 2.W1-b.3.Draft a paragraph or multiple paragraphs to support an opinion: Use reflexive pronouns (e.g., myself, ourselves) (CCSS L.2.1c); Produce complete simple and compound sentences (See CCSS L.2.1f); Use knowledge of language conventions when writing (See CCSS .2.L3).

ReadyRosie
Hidden Messages
Magical Creature Writing
Write a Letter
Writing Telephone Game
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 2.W1-d.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 – Provide a concluding statement or section.
EXPECTATION 2.W1-d.1.Draft a concluding sentence that restates the opinion.

ReadyRosie
This Is Important
Who Are Your Heroes?
EXPECTATION 2.W1-d.2.Apply the revising and editing stages of the writing process (See CSS W.2.5): Revise to verify a clear statement of opinion supported by a list of reasons; Add relevant details to strengthen writing; Expand and rearrange complete simple and compound sentences (See CCSS L.2.1f); Edit to correct errors in capitalization, punctuation, and spelling (See CCSS L2.2).

ReadyRosie
Magical Creature Writing
This Is Important
EXPECTATION 2.W1-d.4.Prepare the final product for presentation and/or publication in a variety of formats (See CCSS L.2.6; CCSS SL.2.4, 5, 6; and MD SLM 2-3 5A1.d).

ReadyRosie
Write to the Tooth Fairy
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 2.W2-a.Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section – Introduce a topic.
EXPECTATION 2.W2-a.1.Apply the prewriting stage of the writing process: identify the topic; establish or build upon a personal schema of a topic; gather facts and definitions from basic print or multimedia resources (See CCSS 2 W7; CCSS 2 W8; and MD SLM PK-1 2A1.a).

ReadyRosie
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 2.W2-b.Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section – Use facts and definitions to develop points.
EXPECTATION 2.W2-b.2.Gather facts and definitions from basic print and multimedia resources in an ethical and appropriate manner (See CCSS W.2.6, and MD SLM 2-3 2B1.d).

ReadyRosie
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
EXPECTATION 2.W2-b.3.Participate in shared research on a topic (See CCSS W.2.7).

ReadyRosie
I Want to Know About
This Is Important
EXPECTATION 2.W2-b.4.Organize facts and definitions to write a paragraph or multiple paragraphs related to a topic: Produce complete simple and compound sentences (CCSS L.2.1f); Use knowledge of language and its conventions when writing (See CCSS L.2.3).

ReadyRosie
Create a Song
Family Adventure List
Hidden Messages
I'd Really Like
Magical Creature Writing
Make a Neighborhood Map
Nature Journaling
Tell Me How
Write About a Family Tradition
Write a Favorite Family Recipe
Write a Letter
Writing Telephone Game
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 2.W2-c.Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section – Provide a concluding statement or section.
EXPECTATION 2.W2-c.1.Use information presented and gathered to write an effective conclusion.

ReadyRosie
I'd Really Like
Tell Me How
Who Are Your Heroes?
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 2.W2-c.2.Apply the revision and editing stages of the writing process (See CCSS W.2.5): Revise to verify a clear statement of topic and points developed by related facts and definitions; Expand and rearrange complete simple and compound sentences (CCSS L.2.1f); Edit to correct errors in capitalization, punctuation, and spelling (See CCSS L.2.2).

ReadyRosie
Family Adventure List
I Love My Family Because...
I'd Really Like
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Tell Me How
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 2.W2-c.4.Prepare the final product for presentation and/or publication in a variety of formats (See CCSS L.2.6; CCSS SL.2.4, 5, 6, and MD SLM 2-3 5A1.d).

ReadyRosie
Write to the Tooth Fairy
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 2.W3-a.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 – Recount a well-elaborated event or short sequence of events.
EXPECTATION 2.W3-a.1.Apply the prewriting and planning stages of the writing process: identify an event or situation; identify characters and the problem; sequence the events in a logical order.

ReadyRosie
Family Journaling
Magical Creature Writing
Make a Neighborhood Map
My Family Comic Strip
Sharing Chores and Your Day
Sketching the Story
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Around
Writing Telephone Game
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 2.W3-b.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 – Include details to describe actions, thoughts, and feelings.
EXPECTATION 2.W3-b.1.Apply knowledge of story structure.

ReadyRosie
Family Journaling
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
EXPECTATION 2.W3-b.2.Include details that personalize the experience (thoughts, actions, and feelings) (See CCSS W.2.8): Produce complete simple and compound sentences (CCSS L.2.1f); Use adjectives and adverbs, and choose between them depending on what is to be modified (CCSS L.2.1e); Form and use frequently occurring irregular plural nouns (CCSS L.2.1b); Use knowledge of language conventions when writing (CCSS L.2.3).

ReadyRosie
Acrostic Poem
Create a Song
Family Journaling
Funny Pictures
Hidden Messages
I'd Really Like
Magical Creature Writing
Make a Neighborhood Map
My Family Comic Strip
Nature Journaling
Noun Charades
Picture Talk
Sharing Chores and Your Day
Story Train
Tell Me How
Write a Favorite Family Recipe
Writing Telephone Game
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 2.W3-c.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 – Use temporal words to signal event order.
EXPECTATION 2.W3-c.1.Define and identify temporal words.

ReadyRosie
Create a Song
Picture Talk
Write Around
EXPECTATION 2.W3-c.2.Use words and phrases acquired through conversations, reading and being read to (See CCSS 2 L6).

ReadyRosie
Color Poem Free Verse
Feelings Charades
Hink Pink
How can I help my child learn new words?
Share Your Knowledge
What Makes a Good Storyteller
Wondering About Words
EXPECTATION 2.W3-c.3.Write sentences in a meaningful order using temporal words to signal the sequence.

ReadyRosie
Create a Song
Family Journaling
Hidden Messages
My Family Comic Strip
Picture Talk
Sharing Chores and Your Day
Sketching the Story
Write Around
Writing Telephone Game
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 2.W3-d.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 – Provide a sense of closure.
EXPECTATION 2.W3-d.1.Draft a conclusion that resolves the narrative.

ReadyRosie
Family Journaling
Funny Pictures
I'd Really Like
Magical Creature Writing
My Family Comic Strip
Story Train
Tell Me How
Write About a Family Tradition
Write Around
Write a Favorite Family Recipe
EXPECTATION 2.W3-d.2.Apply the revision and editing stages of the writing process (See CCSS W.2.5): Revise to ensure that the elements of a narrative are incorporated; Edit to correct errors in capitalization, punctuation, and spelling (See CCSS L.2.1.1, 2).

ReadyRosie
Family Journaling
Make a Neighborhood Map
My Family Comic Strip
Sharing Chores and Your Day
This Is Important
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Around
EXPECTATION 2.W3-d.4.Prepare the final product for presentation and/or publication (See CCSS L.2.6; CCSS SL.2.4, 5, 6, and MD SLM 2-3 5 A1.d).

ReadyRosie
Write to the Tooth Fairy
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Production and Distribution of Writing
INDICATOR / PROFICIENCY LEVEL W5.CCR.Anchor Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
OBJECTIVE 2.W5.With guidance and support from adults and peers, focus on a topic and strengthen writing as needed.
EXPECTATION 2.W5.1.See W1, W2, W3, and W7 of CCSC Framework for specific application.

ReadyRosie
I'd Really Like
Magical Creature Writing
This Is Important
EXPECTATION 2.W5.2.Follow agreed upon rules for discussions, (e.g., listening to others with care, speaking one at a time about topics and texts under discussion) (See CCSS SL.2.1a).

ReadyRosie
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.W5.3.Ask and answer questions about key details in a text read aloud or information presented orally or through other media (See CCSS SL.2.2).

ReadyRosie
20 Questions
Chapter Books
How To
Reading Recipes
Reading is Thinking
That's So Cool
What Do You Wonder?
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Production and Distribution of Writing
INDICATOR / PROFICIENCY LEVEL W6.CCR.Anchor Standard: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
OBJECTIVE 2.W6.With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
EXPECTATION 2.W6.2.With guidance, select print, online, and multimedia sources. (MD SLM 2-3 2B1.d)

ReadyRosie
Let's Explore
Make a Neighborhood Map
Nature Journaling
EXPECTATION 2.W6.4.With guidance, use technology to present findings/conclusions in a variety of formats (See MD SLM 2-3 5A1.d).

ReadyRosie
Write to the Tooth Fairy
EXPECTATION 2.W6.5.Contribute to a learning community. (MD SLM 2-3 5A1.d)

ReadyRosie
Family Adventure List
I'd Really Like
Make a Neighborhood Map
Nature Journaling
Write to the Tooth Fairy
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Research to Build and Present Knowledge
INDICATOR / PROFICIENCY LEVEL W7.CCR.Anchor Standard: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
OBJECTIVE 2.W7.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).
EXPECTATION 2.W7.1.With guidance, identify an assigned or personal information need. (MD SLM 2-3 1B1)

ReadyRosie
Family Interview
I Want to Know About
Nature Journaling
EXPECTATION 2.W7.2.Formulate and refine questions to meet an information need.

ReadyRosie
Family Interview
Guess Who
I Want to Know About
Let's Explore
Nature Journaling
EXPECTATION 2.W7.3.With guidance, explore and identify human, print, online, and multimedia resources. (MD SLM 2-3 21.a)

ReadyRosie
Let's Explore
Make a Neighborhood Map
Nature Journaling
EXPECTATION 2.W7.4.With guidance, use technology tools to find data/information within a specific source. (MD SLM 2-3 3A1.c)

ReadyRosie
Let's Explore
EXPECTATION 2.W7.5.With guidance and support from adults, formulate and refine questions to meet an information need (MD SLM 2-3 1B3).

ReadyRosie
Family Interview
Guess Who
I Want to Know About
Let's Explore
Nature Journaling
EXPECTATION 2.W7.6.Prepare the final product for presentation and/or publication in a variety of formats (See CCSS 2 L6; CCSS 2 SL5, 6, and MD SLM 2-3 5 A1.d).

ReadyRosie
Write to the Tooth Fairy
EXPECTATION 2.W7.8.Contribute to a learning community. (MD SLM 2-3 5A1.d)

ReadyRosie
Family Adventure List
I'd Really Like
Make a Neighborhood Map
Nature Journaling
Write to the Tooth Fairy
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Research to Build and Present Knowledge
INDICATOR / PROFICIENCY LEVEL W8.CCR.Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
OBJECTIVE 2.W8.Recall information from experiences or gather information from provided sources to answer a question.
EXPECTATION 2.W8.1.Access prior knowledge to formulate and refine questions to meet an information need (See MD SLM 2-3 B3.a).

ReadyRosie
Guess Who
Let's Explore
EXPECTATION 2.W8.2.With guidance, select print, online, and multimedia sources. (MD SLM 2-3 2B.d)

ReadyRosie
Let's Explore
Make a Neighborhood Map
Nature Journaling
EXPECTATION 2.W8.3.With guidance, use technology tools to find data/information within a specific source. (MD SLM 2-3 3A1.c)

ReadyRosie
Let's Explore
EXPECTATION 2.W8.4.Record data/information in a variety of formats.

ReadyRosie
Who Are Your Heroes?
Write to the Tooth Fairy
EXPECTATION 2.W8.5.With guidance and support, draw conclusions from the recorded data/information to create new understandings. (MD SLM 2-3 4B1.b)

ReadyRosie
Who Are Your Heroes?
EXPECTATION 2.W8.6.With guidance and support, practice responsible and appropriate use of technology systems, software, and information. (MD TL 2 2B1)

ReadyRosie
Let's Explore
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 2.SL1-a.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups – 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).
EXPECTATION 2.SL1-a.1.Create rules to ensure respectful group discussions.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.SL1-a.3.Participate in group discussions on a variety of topics.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.SL1-a.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS 2 L1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 2.SL1-b.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups – Build on others’ talk in conversation by linking their comments to the remarks of others.
EXPECTATION 2.SL1-b.1.Use linking phrases to connect comments from others involved in a conversation.

ReadyRosie
Picture Talk
EXPECTATION 2.SL1-b.2.Demonstrate ability to stay on topic during conversations.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.SL1-b.3.Add appropriate ideas to support or extend a conversation.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.SL1-b.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.2.1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 2.SL1-b.5.Contribute to a learning community. (MD SLM 2-3 5 A2.a)

ReadyRosie
Building a Fort
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?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 2.SL1-c.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups – Ask for clarification and further explanation as needed about the topics and texts under discussion.
EXPECTATION 2.SL1-c.3.Use prior knowledge to formulate and refine questions to meet an information need. (MD SLM 2-3 1 3a)

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
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?
EXPECTATION 2.SL1-c.4.Generate appropriate questions to meet the information need. (MD SLM 2-3 3 B1 a)

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
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?
EXPECTATION 2.SL1-c.5.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS 2 L1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL2.CCR.Anchor Standard: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
OBJECTIVE 2.SL2.Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
EXPECTATION 2.SL2.5.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.2.1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL3.CCR.Anchor Standard: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
OBJECTIVE 2.SL3.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.
EXPECTATION 2.SL3.2.Ask and answer such questions as who, what, where, when, why, and how to facilitate understanding of key details (See CCSS RI.2.1; MD SLM 2-3 3B1.a).

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
I Love My Family Because...
Interview an Expert
Library Visit
This Is Important
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.SL3.3.Identify an assigned or personal information need. (MD SLM 2-3 1B1.b)

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
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?
EXPECTATION 2.SL3.4.Demonstrate command of the conventions of standard English grammar and usage when speaking. (CCSS L.2.1)

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL4.CCR.Anchor Standard: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
OBJECTIVE 2.SL4.Tell a story or recount an experience with appropriate facts and relevant descriptive details, speaking audibly in coherent sentences.
EXPECTATION 2.SL4.1.Distinguish between relevant and irrelevant details.

ReadyRosie
20 Questions
20 Questions Draw
Family Interview
Sharing Chores and Your Day
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 2.SL4.2.Use temporal words to sequence the important events in a story or experience (See CCSS W.2.2).

ReadyRosie
Picture Talk
EXPECTATION 2.SL4.3.Use descriptive adjectives and adverbs, and choose between them depending on what is to be modified (See CCSS L.2.1e).

ReadyRosie
Acrostic Poem
Picture Talk
EXPECTATION 2.SL4.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.2.1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 2.SL4.5.Use appropriate non-verbal techniques to enhance communication, e.g., posture, eye-contact, facial expressions, gestures.

ReadyRosie
I Love My Family Because...
EXPECTATION 2.SL4.6.Speak at an appropriate pace, volume, and tone.

ReadyRosie
Conversation Starters
Sharing Chores and Your Day
Simon Says
Take a Stand
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL5.CCR.Anchor Standard: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
OBJECTIVE 2.SL5.Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
EXPECTATION 2.SL5.1.Use illustrations and details in a story to describe its characters, setting, or events (See CCSS RL.2.7).

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
EXPECTATION 2.SL5.2.Use a variety of formats to prepare the findings/conclusions of an information need for sharing (See MD SLM 2-3 5 A1).

ReadyRosie
20 Questions Draw
Color Poem
Color Poem Free Verse
Conversation Starters
Describe It
Funny Pictures
Hink Pink
Sharing Chores and Your Day
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 2.SL5.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.2.1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL6.CCR.Anchor Standard: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
OBJECTIVE 2.SL6.Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)
EXPECTATION 2.SL6.1.Identify components and purpose of various types of sentences.

ReadyRosie
20 Questions
Family Interview
Guess Who
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 2.SL6.2.Distinguish between fragments, complete, and run on sentences.

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 2.SL6.3.Produce, expand, and rearrange complete simple and compound sentences. (CCSS L.2.1f)

ReadyRosie
20 Questions
Guess Who
Simon Says
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 2.SL6.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.2.1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 2.L1-a.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use collective nouns (e.g., group).
EXPECTATION 2.L1-a.1.Identify and define collective nouns presented in a variety of texts.

ReadyRosie
20 Questions
Noun Charades
EXPECTATION 2.L1-a.2.Distinguish between common, proper, and possessive, and collective nouns.

ReadyRosie
20 Questions
Noun Charades
EXPECTATION 2.L1-a.3.Demonstrate the use of collective nouns in oral and written language.

ReadyRosie
20 Questions
Family Interview
Noun Charades
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 2.L1-b.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
EXPECTATION 2.L1-b.1.Identify and define frequently occurring irregular plural nouns in text presented in a variety of formats.

ReadyRosie
Noun Charades
Picture Talk
EXPECTATION 2.L1-b.2.Form the plurals of frequently occurring singular irregular nouns.

ReadyRosie
Noun Charades
Picture Talk
EXPECTATION 2.L1-b.3.Demonstrate the use of plural irregular nouns in oral and written language.

ReadyRosie
Family Interview
Noun Charades
Picture Talk
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 2.L1-c.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use reflexive pronouns (e.g., myself, ourselves).
EXPECTATION 2.L1-c.2.Demonstrate the use of reflexive pronouns in oral and written language.

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 2.L1-d.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
EXPECTATION 2.L1-d.1.Identify and define past tense of frequently occurring irregular verbs in text presented in a variety of formats.

ReadyRosie
Family Journaling
EXPECTATION 2.L1-d.2.Form the past tense of frequently occurring irregular verbs.

ReadyRosie
Family Journaling
EXPECTATION 2.L1-d.3.Demonstrate the correct use of past tense verbs in oral and written language.

ReadyRosie
Family Interview
Magical Creature Writing
Picture Talk
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 2.L1-d.4.Analyze writing models for correct use of irregular verbs.

ReadyRosie
Family Journaling
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 2.L1-e.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use adjectives and adverbs, and choose between them depending on what is to be modified.
EXPECTATION 2.L1-e.1.Identify and define adjectives and adverbs in text presented in a variety of formats.

ReadyRosie
Acrostic Poem
Picture Talk
EXPECTATION 2.L1-e.2.Distinguish between adjectives and adverbs.

ReadyRosie
Acrostic Poem
Picture Talk
EXPECTATION 2.L1-e.3.Demonstrate the correct use of adjectives and adverbs in oral and written language.

ReadyRosie
Acrostic Poem
Family Interview
Picture Talk
Sharing Chores and Your Day
Simon Says
Take a Stand
What I Like About Me
Who's Coming to Dinner?
EXPECTATION 2.L1-e.4.Strengthen writing by using adjectives and adverbs correctly to expand sentences.

ReadyRosie
Acrostic Poem
Picture Talk
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L1.CCR.Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
OBJECTIVE 2.L1-f.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – 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).
EXPECTATION 2.L1-f.1.Distinguish between a sentence and a fragment.

ReadyRosie
Write a Favorite Family Recipe
EXPECTATION 2.L1-f.2.Distinguish between declarative, interrogative, imperative, and exclamatory sentences.

ReadyRosie
Picture Talk
EXPECTATION 2.L1-f.3.Produce simple and compound sentences independently or in response to prompts.

ReadyRosie
Hidden Messages
Magical Creature Writing
Writing Telephone Game
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE 2.L2-a.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Capitalize holidays, product names, and geographic names.
EXPECTATION 2.L2-a.1.Distinguish between common and proper nouns.

ReadyRosie
Noun Charades
Picture Talk
EXPECTATION 2.L2-a.2.Demonstrate correct capitalization of holidays, product names, and geographic names in writing.

ReadyRosie
Writing Telephone Game
EXPECTATION 2.L2-a.3.Analyze writing models for correct capitalization.

ReadyRosie
Writing Telephone Game
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE 2.L2-b.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use commas in greetings and closings of letters.
EXPECTATION 2.L2-b.1.Identify the components of a letter.

ReadyRosie
Hidden Messages
Write a Thank You Note
Write to the Tooth Fairy
EXPECTATION 2.L2-b.2.Demonstrate the correct use of commas when writing letters (correspondence).

ReadyRosie
Hidden Messages
Write a Thank You Note
Write to the Tooth Fairy
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE 2.L2-d.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Generalize learned spelling patterns when writing words (e.g., cage→badge; boy→boil).
EXPECTATION 2.L2-d.1.Identify common spelling patterns.

ReadyRosie
Change One Letter
Word Challenge
EXPECTATION 2.L2-d.2.Demonstrate use of learned spelling patterns when writing.

ReadyRosie
Change One Letter
Magical Creature Writing
Spelling Pattern Game
Thinking About Word Chunks
Word Challenge
Write a Letter
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Conventions of Standard English
INDICATOR / PROFICIENCY LEVEL L2.CCR.Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
OBJECTIVE 2.L2-e.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
EXPECTATION 2.L2-e.1.Apply alphabet knowledge to use beginning dictionaries to check and correct spelling.

ReadyRosie
I Went to the Zoo and Saw
EXPECTATION 2.L2-e.2.Strengthen writing by using reference materials when drafting and editing.

ReadyRosie
Acrostic Poem
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Knowledge of Language
INDICATOR / PROFICIENCY LEVEL L3.CCR.Anchor Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
OBJECTIVE 2.L3-a.Use knowledge of language and its conventions when writing, speaking, reading, or listening.
EXPECTATION 2.L3-a.1.Identify and distinguish between formal and informal English.

ReadyRosie
Sharing Chores and Your Day
EXPECTATION 2.L3-a.2.Identify purposes, audiences, and environments that require formal and informal English.

ReadyRosie
Family Adventure List
I'd Really Like
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Write to the Tooth Fairy
EXPECTATION 2.L3-a.3.Adjust use of formal and informal English for purpose, audience, and environment.

ReadyRosie
Sharing Chores and Your Day
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L4.CCR.Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE 2.L4-a.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 – Use sentence-level context as a clue to the meaning of a word or phrase.
EXPECTATION 2.L4-a.1.Identify sentence clues that help determine or clarify the meaning of a word or phrase.

ReadyRosie
Reading Strategies: Slow Down, Reread
Wondering About Words
EXPECTATION 2.L4-a.2.Access prior knowledge to help determine or clarify the meaning of a word or phrase.

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
Wondering About Words
EXPECTATION 2.L4-a.3.Discuss words and word meanings as they are encountered.

ReadyRosie
Color Poem Free Verse
Feelings Charades
Hink Pink
How can I help my child learn new words?
Share Your Knowledge
What Makes a Good Storyteller
Wondering About Words
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L4.CCR.Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE 2.L4-b.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 – Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
EXPECTATION 2.L4-b.1.Identify common prefixes and their meaning.

ReadyRosie
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
EXPECTATION 2.L4-b.2.Use meaning of known words and prefixes to explain the meaning of new words.

ReadyRosie
Reading Strategy: Give the Word
Shopping for Syllables
Thinking About Word Chunks
Understanding Big Words
Unpacking Prefixes
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L4.CCR.Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE 2.L4-c.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 – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
EXPECTATION 2.L4-c.1.Identify and define the root word in unknown words.

ReadyRosie
Digging Into Roots
EXPECTATION 2.L4-c.2.Identify common suffixes and their meanings.

ReadyRosie
Reading Strategy: Cover the Suffix
Shopping for Syllables
Understanding Big Words
EXPECTATION 2.L4-c.3.Use meaning of prefixes and suffixes to explain the meaning of known root words.

ReadyRosie
Digging Into Roots
Reading Strategy: Cover the Suffix
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L4.CCR.Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE 2.L4-d.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 – Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
EXPECTATION 2.L4-d.1.Identify compound words presented orally and in a variety of texts.

ReadyRosie
Playground Compounds
EXPECTATION 2.L4-d.2.Combine meanings of individual words together to determine meaning of new compound words.

ReadyRosie
Playground Compounds
EXPECTATION 2.L4-d.3.Use compound words orally and in writing.

ReadyRosie
Playground Compounds
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L4.CCR.Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
OBJECTIVE 2.L4-e.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 – Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
EXPECTATION 2.L4-e.1.Apply alphabet knowledge to use glossaries and dictionaries.

ReadyRosie
I Went to the Zoo and Saw
EXPECTATION 2.L4-e.2.Use keywords and text features to help find information within a specific source. (MD SLM.2-3 3A1.a)

ReadyRosie
Comprehension Clues
How To
Reading Recipes
What's Up with That?
EXPECTATION 2.L4-e.3.Strengthen writing by using glossaries and beginning dictionaries to determine word choice.

ReadyRosie
Acrostic Poem
Comprehension Clues
Finding Information
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE 2.L5-a.Demonstrate understanding of word relationships and nuances in word meanings – Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
EXPECTATION 2.L5-a.1.Access and connect to prior knowledge and experiences to make connections to words for meaning and application in real life.

ReadyRosie
I Read to You, You Read to Me
Random, Bizarre Facts
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L5.CCR.Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
OBJECTIVE 2.L5-b.Demonstrate understanding of word relationships and nuances in word meanings – Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
EXPECTATION 2.L5-b.1.Identify synonyms for given verbs and adjectives.

ReadyRosie
Acrostic Poem
Picture Talk
EXPECTATION 2.L5-b.2.Use context clues to distinguish intensity (nuances) of meaning among synonyms.

ReadyRosie
Hink Pink
Reading Strategies: Slow Down, Reread
Wondering About Words
EXPECTATION 2.L5-b.3.Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meanings of words and phrases. (CCSS L.2.4e)

ReadyRosie
Comprehension Clues
Finding Information
STRAND / TOPIC / STANDARD MD.L.Standards for Language (L)
TOPIC / INDICATOR Vocabulary Acquisition and Use
INDICATOR / PROFICIENCY LEVEL L6.CCR.Anchor Standard: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
OBJECTIVE 2.L6.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).
EXPECTATION 2.L6.1.Develop rich oral language and strengthen writing through modeling and exposure to a variety of texts.

ReadyRosie
Color Poem Free Verse
Feelings Charades
Hink Pink
How can I help my child learn new words?
EXPECTATION 2.L6.2.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups (See CCSS SL.2.1).

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
What Do You Wonder?
What I Like About Me
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 2.L6.3.Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS L.2.1e)

ReadyRosie
Acrostic Poem
Picture Talk

Maryland College and Career-Ready Standards
Language Arts
Grade: 3 - Adopted: 2014
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL1.CCR.Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE 3.RL1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
EXPECTATION 3.RL1.1.Apply appropriate strategies before reading, viewing, or listening to a text: preview and survey the text; access prior knowledge about the text; formulate purpose-setting questions; make predictions.

ReadyRosie
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
EXPECTATION 3.RL1.2.Apply appropriate strategies to monitor understanding when reading, viewing, or listening to a text: reread as necessary; determine main ideas of portions of the text; periodically restate, retell, paraphrase, and/or summarize (See CCSS RL.4.2; SL.3.4-6); connect ideas within the text; make, confirm, and/or modify questions, inferences, and predictions; visualize.

ReadyRosie
Chapter Books
Daily Conclusions
It's All In Your Head
Pow Wow Crunch
Read a Little, Think a Little
Sequence and Summarize
Story Train
Talking About Books
Using Clues to Figure it Out
What Makes a Good Storyteller
Who's Been Here?
EXPECTATION 3.RL1.3.Demonstrate understanding, either orally or in writing, after reading, viewing, or listening to a text: determine and explain the main idea (explicit or inferred) of the text; summarize the text (See CCSS RL.4.2; SL.3.4-6); identify what is directly stated in the text; draw inferences and conclusions from the text; confirm, refute, and/or make predictions about the text; connect prior knowledge or experience to the text.

ReadyRosie
Chapter Books
Daily Conclusions
It's All In Your Head
Read a Little, Think a Little
Sequence and Summarize
Story Train
Talking About Books
Using Clues to Figure it Out
What Makes a Good Storyteller
Who's Been Here?
EXPECTATION 3.RL1.4.Apply a questioning schema to generate, either orally or in writing, text-specific questions at varying levels of cognitive demand.

ReadyRosie
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
EXPECTATION 3.RL1.5.Select relevant textual evidence when responding either orally or in writing to text-specific questions.

ReadyRosie
Chapter Books
Story Train
Talking About Books
What Makes a Good Storyteller
EXPECTATION 3.RL1.6.Participate actively and appropriately in discussions about literary text (See CCSS SL.3.1-3).

ReadyRosie
My Turn, Your Turn
EXPECTATION 3.RL1.7.Apply knowledge of standard English when writing about or discussing literature (See CCSS L.3.1-2).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
EXPECTATION 3.RL1.8.Apply appropriate academic and/or domain-specific vocabulary when responding either orally or in writing to text-specific questions (See CCSS L.3.6).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL2.CCR.Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE 3.RL2.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.
EXPECTATION 3.RL2.1.Identify and distinguish among literary texts, including types of stories, poems, and plays.

ReadyRosie
Chapter Books
EXPECTATION 3.RL2.2.Restate, retell, paraphrase, and/or summarize the text and/or parts of the text either orally or in writing (See CCSS RL.4.2; W.4.9; SL.3.4, 6): Differentiate between key and minor details and events from the beginning, middle, and end of a literary text (See CCSS RI.3.2); Identify and explain the elements of a story (e.g., character(s), setting, problem, solution, sequence of events); Identify and explain plot-based relationships, including sequence/chronology, problem/solution, cause/effect (See CCSS RI.3.2).

ReadyRosie
Chapter Books
Reading Strategy: Reading and Making Connections
Sequence and Summarize
Story Train
Talking About Books
What Makes a Good Storyteller
EXPECTATION 3.RL2.3.Analyze details and events in a literary text to determine a message, lesson, or moral: Differentiate between a main idea and a central message, lesson, or moral; Connect appropriate key details to determine how the author conveys a message, lesson, or moral (See CCSS W.3.2).

ReadyRosie
Chapter Books
Story Train
Talking About Books
What Makes a Good Storyteller
EXPECTATION 3.RL2.4.Participate actively and appropriately in discussions about literary text (See CCSS SL.3.1-3).

ReadyRosie
My Turn, Your Turn
EXPECTATION 3.RL2.5.Apply knowledge of standard English when writing about or discussing literature (See CCSS L.3.1-2).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
EXPECTATION 3.RL2.6.Apply academic and domain-specific vocabulary when discussing or writing about literature (See CCSS W.4.9; L.3.6).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RL3.CCR.Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE 3.RL3.Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
EXPECTATION 3.RL3.1.Draw conclusions and make inferences about characters, referring to the text for support.

ReadyRosie
Chapter Books
Character Chat
Feelings Charades
Inside Outside Traits
Reading Strategy: Reading and Making Connections
Story Train
Talking About Books
What Makes a Good Storyteller
EXPECTATION 3.RL3.2.Connect the actions of the characters to the development of the plot by identifying and explaining cause/effect relationships.

ReadyRosie
Chapter Books
Character Chat
Feelings Charades
Inside Outside Traits
Reading Strategy: Reading and Making Connections
Story Train
Talking About Books
What Makes a Good Storyteller
EXPECTATION 3.RL3.3.Participate actively and appropriately in discussions about literary text (See CCSS SL.3.1-3).

ReadyRosie
My Turn, Your Turn
EXPECTATION 3.RL3.4.Apply knowledge of standard English when writing about or discussing literature (See CCSS L.3.1-2).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
EXPECTATION 3.RL3.5.Apply academic and domain-specific vocabulary when discussing or writing about literature (See CCSS W.4.9; L.3.6).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL4.CCR.Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
OBJECTIVE 3.RL4.Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
EXPECTATION 3.RL4.1.Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS L.3.4a)

ReadyRosie
Wondering About Words
Word Detective
EXPECTATION 3.RL4.2.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). (CCSS L.3.4b)

ReadyRosie
Shopping for Syllables
EXPECTATION 3.RL4.3.Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (CCSS L.3.4c)

ReadyRosie
Digging Into Roots
EXPECTATION 3.RL4.4.Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps) (See CCSS L.3.5a).

ReadyRosie
Hinky Pinky and Hinketty Pinketty
Let's Look Closer
EXPECTATION 3.RL4.5.Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (CCSS L.3.5b)

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
EXPECTATION 3.RL4.6.Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (CCSS L.3.5c)

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
EXPECTATION 3.RL4.7.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in context. (CCSS L.3.4d)

ReadyRosie
Comprehension Clues
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL5.CCR.Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE 3.RL5.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.
EXPECTATION 3.RL5.1.Apply academic and domain-specific vocabulary when writing or speaking about the structure of a specific type of literary text (e.g., chapter, scene, stanza) (See CCSS W.4.9; L.3.6).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
EXPECTATION 3.RL5.2.Explain the relationship between events in different parts of a literary text (e.g., cause/effect, problem/solution).

ReadyRosie
Reading Strategy: Reading and Making Connections
EXPECTATION 3.RL5.3.Apply knowledge of standard English when writing about or discussing literature (See CCSS L.3.1-2).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
EXPECTATION 3.RL5.4.Participate actively and appropriately in discussions about literary text (See CCSS SL.3.1-3).

ReadyRosie
My Turn, Your Turn
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RL6.CCR.Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE 3.RL6.Distinguish their own point of view from that of the narrator or those of the characters.
EXPECTATION 3.RL6.1.Analyze the narrator as a character (e.g., the narrator’s feelings about the characters, setting, events).

ReadyRosie
Chapter Books
Character Chat
Feelings Charades
Inside Outside Traits
Reading Strategy: Reading and Making Connections
Story Train
Talking About Books
What Makes a Good Storyteller
EXPECTATION 3.RL6.2.Analyze characters and distinguish them from the narrator.

ReadyRosie
Chapter Books
Character Chat
Feelings Charades
Inside Outside Traits
Reading Strategy: Reading and Making Connections
Story Train
Talking About Books
What Makes a Good Storyteller
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RL7.CCR.Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE 3.RL7.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).
EXPECTATION 3.RL7.1.Demonstrate the behaviors of a strategic reader by applying before, during, and after strategies to the non-print aspects of a literary text.

ReadyRosie
Pow Wow Crunch
EXPECTATION 3.RL7.2.Apply an understanding of the relationship between text features, specifically illustrations, and the characters, setting, and mood of a story.

ReadyRosie
Chapter Books
Character Chat
Feelings Charades
Inside Outside Traits
Pow Wow Crunch
Reading Strategy: Reading and Making Connections
Story Train
Talking About Books
What Makes a Good Storyteller
EXPECTATION 3.RL7.3.Support inferences about the relationship between text features with relevant textual evidence.

ReadyRosie
Chapter Books
Story Train
Talking About Books
What Makes a Good Storyteller
EXPECTATION 3.RL7.4.Apply knowledge of standard English when writing about or discussing literature (See CCSS L.3.1-2).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
EXPECTATION 3.RL7.5.Apply academic and domain-specific vocabulary when discussing or writing about literature (See CCSS W.4.9; L.3.6).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
EXPECTATION 3.RL7.6.Participate actively and appropriately in discussions about literary text (See CCSS SL.3.1-3).

ReadyRosie
My Turn, Your Turn
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RL9.CCR.Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
OBJECTIVE 3.RL9.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).
EXPECTATION 3.RL9.1.Apply skills from CCSS RL.3.1-7 to compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

ReadyRosie
What Makes a Good Storyteller
EXPECTATION 3.RL9.2.Support inferences about the relationship between text features with relevant textual evidence.

ReadyRosie
Chapter Books
Story Train
Talking About Books
What Makes a Good Storyteller
EXPECTATION 3.RL9.3.Apply knowledge of standard English when writing about or discussing literature (See CCSS L.3.1-2).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
EXPECTATION 3.RL9.4.Apply academic and domain-specific vocabulary when discussing or writing about literature (See CCSS W.4.9; L.3.6).

ReadyRosie
Feelings Charades
Share Your Knowledge
What Makes a Good Storyteller
STRAND / TOPIC / STANDARD MD.RL.Standards for Reading Literature (RL)
TOPIC / INDICATOR Range of Reading and Level of Text Complexity
INDICATOR / PROFICIENCY LEVEL RL10.CCR.Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE 3.RL10.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.
EXPECTATION 3.RL10.1.Demonstrate understanding of a wide variety of sufficiently complex literary texts representing diverse cultures, perspectives, ethnicities, and time periods (See MD SLM 2-3 6.0).

ReadyRosie
Chapter Books
EXPECTATION 3.RL10.2.Demonstrate understanding of assigned literary texts of steadily increasing complexity.

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
Pow Wow Crunch
Read a Little, Think a Little
Reading Dialogue
Reading Strategy: Model Expressive Reading
EXPECTATION 3.RL10.3.Use self-selected literary texts to explore personal interests and learn about themselves as readers (See MD SLM 2-3 6.0).

ReadyRosie
Building a Fort
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI1.CCR.Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
OBJECTIVE 3.RI1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
EXPECTATION 3.RI1.1.Apply appropriate strategies before reading, viewing, or listening to a text: preview and survey the text; access prior knowledge about the text; formulate purpose-setting questions; make predictions.

ReadyRosie
Random, Bizarre Facts
Reading Recipes
That's So Cool
What Will You Learn?
EXPECTATION 3.RI1.2.Apply appropriate strategies to monitor understanding when reading, viewing, or listening to a text: reread as necessary; determine main ideas of portions of the text; periodically restate, retell, paraphrase, and/or summarize (See CCSS RL.4.2; SL.3.4, 6); connect ideas within the text; make, confirm, and/or modify questions, inferences, and predictions; visualize.

ReadyRosie
Daily Conclusions
Reading Recipes
That's So Cool
Using Clues to Figure it Out
What Will You Learn?
Who's Been Here?
EXPECTATION 3.RI1.3.Demonstrate understanding, either orally or in writing, after reading, viewing, or listening to a text: determine and explain the main idea (explicit or inferred) of the text; summarize the text (See CCSS RL.4.2; SL.3.4, 6); identify what is directly stated in the text; draw inferences and conclusions from the text; confirm, refute, and/or make predictions about the text; connect prior knowledge or experience to the text.

ReadyRosie
Daily Conclusions
Random, Bizarre Facts
That's So Cool
Using Clues to Figure it Out
What Will You Learn?
Who's Been Here?
EXPECTATION 3.RI1.4.Apply a questioning schema to generate and respond either orally or in writing to text-specific questions.

ReadyRosie
Reading Recipes
That's So Cool
What Will You Learn?
EXPECTATION 3.RI1.5.Select relevant textual evidence when responding either orally or in writing to text-specific questions.

ReadyRosie
What Will You Learn?
EXPECTATION 3.RI1.6.Participate actively and appropriately in discussions about informational text (See CCSS SL.3.1-3).

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.RI1.7.Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.3.1-2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 3.RI1.8.Apply appropriate academic and/or domain-specific vocabulary when responding either orally or in writing to text-specific questions (See CCSS L.3.6).

ReadyRosie
Hinky Pinky and Hinketty Pinketty
Share Your Knowledge
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI2.CCR.Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
OBJECTIVE 3.RI2.Determine the main idea of a text; recount the key details and explain how they support the main idea.
EXPECTATION 3.RI2.1.Differentiate between a topic and an idea (e.g., exercise versus the value of exercise).

ReadyRosie
That's So Cool
What Will You Learn?
EXPECTATION 3.RI2.2.Determine the main idea of individual paragraphs or selections of a text either by identifying explicitly stated ideas or inferring implied ideas.

ReadyRosie
That's So Cool
What Will You Learn?
EXPECTATION 3.RI2.3.Connect explicitly stated or inferred ideas from across the text to determine a main idea.

ReadyRosie
That's So Cool
What Will You Learn?
EXPECTATION 3.RI2.4.Differentiate key details in an informational text from minor details (See CCSS RL.3.2).

ReadyRosie
What Will You Learn?
EXPECTATION 3.RI2.5.Paraphrase key details or information.

ReadyRosie
What Will You Learn?
EXPECTATION 3.RI2.7.Explain how key details, including those found in text features, support the main idea.

ReadyRosie
Comprehension Clues
Reading Recipes
That's So Cool
What Will You Learn?
EXPECTATION 3.RI2.9.Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.3.1-2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 3.RI2.10.Apply academic and domain-specific vocabulary when writing about or discussing informational texts (See CCSS L.3.6).

ReadyRosie
Hinky Pinky and Hinketty Pinketty
Share Your Knowledge
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Key Ideas and Details
INDICATOR / PROFICIENCY LEVEL RI3.CCR.Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
OBJECTIVE 3.RI3.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.
EXPECTATION 3.RI3.2.Apply content knowledge to determine relationships in an informational text.

ReadyRosie
That's So Cool
What Will You Learn?
EXPECTATION 3.RI3.3.Use text-relevant information and language to explain connections between and/or among events, ideas or concepts, and steps in a text.

ReadyRosie
What Will You Learn?
EXPECTATION 3.RI3.4.Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.3.1-2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 3.RI3.6.See also MD SLM 2-3 4.0, as needed.

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 / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI4.CCR.Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
OBJECTIVE 3.RI4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
EXPECTATION 3.RI4.1.Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS L.3.4a)

ReadyRosie
Wondering About Words
Word Detective
EXPECTATION 3.RI4.2.Determine the meaning of a new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (CCSS L.3.4b)

ReadyRosie
Shopping for Syllables
EXPECTATION 3.RI4.3.Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (CCSS L.3.4c)

ReadyRosie
Digging Into Roots
EXPECTATION 3.RI4.4.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (CCSS L.3.4d; See MD TL 3 3C.)

ReadyRosie
Comprehension Clues
EXPECTATION 3.RI4.5.Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps) (See CCSS 3 L5.a).

ReadyRosie
Hinky Pinky and Hinketty Pinketty
Let's Look Closer
EXPECTATION 3.RI4.6.Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (CCSS L.3.5b)

ReadyRosie
Random, Bizarre Facts
EXPECTATION 3.RI4.7.Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (CCSS L.3c)

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI5.CCR.Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
OBJECTIVE 3.RI5.Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
EXPECTATION 3.RI5.1.Use text features (e.g., print features, graphic aids, informational aids, online features, etc.) to facilitate understanding.

ReadyRosie
Comprehension Clues
How Far Does It Fly?
Reading Recipes
EXPECTATION 3.RI5.2.Explain how text features clarify the information in the text.

ReadyRosie
Comprehension Clues
Reading Recipes
EXPECTATION 3.RI5.3.Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.3.1-2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 3.RI5.4.Use academic and domain-specific vocabulary when discussing or writing about text features (See CCSS L.3.6).

ReadyRosie
Comprehension Clues
Hinky Pinky and Hinketty Pinketty
Reading Recipes
Share Your Knowledge
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Craft and Structure
INDICATOR / PROFICIENCY LEVEL RI6.CCR.Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
OBJECTIVE 3.RI6.Distinguish their own point of view from that of the author of a text.
EXPECTATION 3.RI6.1.Identify the author’s implied or directly-stated point of view about the topic of the text (e.g., by looking at specific language, punctuation choices, etc.).

ReadyRosie
My Turn, Your Turn
EXPECTATION 3.RI6.4.Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.3.1-2).

ReadyRosie
Family Adventure List
Family Interview
I Love My Family Because...
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Sharing Chores and Your Day
Simon Says
Take a Stand
Who's Coming to Dinner?
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 3.RI6.5.Use academic and domain-specific vocabulary when discussing or writing about text features (See CCSS L.3.6).

ReadyRosie
Comprehension Clues
Hinky Pinky and Hinketty Pinketty
Reading Recipes
Share Your Knowledge
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI7.CCR.Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
OBJECTIVE 3.RI7.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).
EXPECTATION 3.RI7.1.Draw conclusions about the relationship between text features and the meaning and/or purpose of a text.

ReadyRosie
Comprehension Clues
Random, Bizarre Facts
Reading Recipes
That's So Cool
EXPECTATION 3.RI7.2.See CCSS W.3.7-8 in the CCSC Framework for further application.

ReadyRosie
How Far Does It Fly?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI8.CCR.Anchor Standard: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
OBJECTIVE 3.RI8.Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
EXPECTATION 3.RI8.2.Explain the relationships between the ideas and information in sentences and/or paragraphs.

ReadyRosie
That's So Cool
What Will You Learn?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Integration of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL RI9.CCR.Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
OBJECTIVE 3.RI9.Compare and contrast the most important points and key details presented in two texts on the same topic.
EXPECTATION 3.RI9.1.Differentiate the main points from less important points in two texts on the same topic.

ReadyRosie
That's So Cool
What Will You Learn?
EXPECTATION 3.RI9.2.Differentiate the key details from less important details in two texts on the same topic.

ReadyRosie
What Will You Learn?
STRAND / TOPIC / STANDARD MD.RI.Standards for Reading Informational Text (RI)
TOPIC / INDICATOR Range of Reading and Level of Text Complexity
INDICATOR / PROFICIENCY LEVEL RI10.CCR.Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
OBJECTIVE 3.RI10.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.
EXPECTATION 3.RI10.2.Demonstrate understanding of assigned informational texts of steadily increasing complexity.

ReadyRosie
Books on the Go
Daily Reading Routines
Favorite Genres
Five Finger Rule
That's So Cool
What Will You Learn?
EXPECTATION 3.RI10.3.Use self-selected informational texts to explore personal interests and learn about themselves as readers.

ReadyRosie
Building a Fort
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 3.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 3.RF3.a.Identify and know the meaning of the most common prefixes and derivational suffixes.
EXPECTATION 3.RF3.a.1.Identify and know the meanings of the most common prefixes and derivational suffixes (See CCSS L.3.4).

ReadyRosie
Shopping for Syllables
Understanding Big Words
Unpacking Prefixes
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 3.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 3.RF3.b.Decode words with common Latin suffixes.
EXPECTATION 3.RF3.b.1.Decode words with common Latin suffixes.

ReadyRosie
Shopping for Syllables
Understanding Big Words
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Phonics and Word Recognition
INDICATOR / PROFICIENCY LEVEL 3.RF3.Know and apply grade-level phonics and word analysis skills in decoding words.
OBJECTIVE 3.RF3.c.Decode multisyllable words.
EXPECTATION 3.RF3.c.3.Confirm decoding efforts through word meanings and word order.

ReadyRosie
Category Competition
Hinky Pinky and Hinketty Pinketty
Million Dollar Words
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL 3.RF4.Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE 3.RF4.a.Read on-level text with purpose and understanding.
EXPECTATION 3.RF4.a.1.Listen to daily Interactive Read Alouds of complex text in a variety of text structures in order to attend to and apply models of fluent reading.

ReadyRosie
Random, Bizarre Facts
EXPECTATION 3.RF4.a.2.Adjust reading rate to purpose for reading.

ReadyRosie
Books on the Go
Daily Reading Routines
Favorite Genres
Five Finger Rule
My Library List
What Will You Learn?
EXPECTATION 3.RF4.a.3.Engage in opportunities for daily independent reading of grade-level text in order to build fluency.

ReadyRosie
Building a Fort
EXPECTATION 3.RF4.a.4.Demonstrate fluent reading in order to fully comprehend text by responding accurately (e.g., discussion, written response).

ReadyRosie
Tips for helping your child love reading
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL 3.RF4.Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE 3.RF4.b.Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
EXPECTATION 3.RF4.b.1.Listen to Interactive Read Alouds of steadily increasing complexity (informational and literary, across all structures and genres of text, representing a wide variety of cultures) in order to observe models of fluent reading and apply skills to their own reading.

ReadyRosie
Random, Bizarre Facts
EXPECTATION 3.RF4.b.3.Use punctuation as cues to appropriate expression.

ReadyRosie
My Turn, Your Turn
EXPECTATION 3.RF4.b.6.Demonstrate appropriate use of phrasing by attending to sentence patterns and structures and by adjusting to intonation and pitch.

ReadyRosie
Conversation Starters
Sharing Chores and Your Day
Simon Says
Take a Stand
EXPECTATION 3.RF4.b.7.Read a variety of texts with expression and volume appropriate to the context in which it is read.

ReadyRosie
Building a Fort
Conversation Starters
Sharing Chores and Your Day
Simon Says
Take a Stand
STRAND / TOPIC / STANDARD MD.RF.Standards for Reading Foundational Skills (RF)
TOPIC / INDICATOR Fluency
INDICATOR / PROFICIENCY LEVEL 3.RF4.Read with sufficient accuracy and fluency to support comprehension.
OBJECTIVE 3.RF4.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
EXPECTATION 3.RF4.c.1.Use prior knowledge and experiences to confirm or self-correct word recognition and understanding.

ReadyRosie
Random, Bizarre Facts
Thinking About Word Chunks
EXPECTATION 3.RF4.c.2.Use context clues, sentence structure, and visual clues to guide self-correction.

ReadyRosie
How Far Does It Fly?
Wondering About Words
Word Detective
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 3.W1-a.Write opinion pieces on topics or texts, supporting a point of view with reasons – Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
EXPECTATION 3.W1-a.1.Apply the prewriting and planning stages of the writing process: gather information on a specific topic (See MD SLM 2-3 2A1, as needed); paraphrase when taking notes from sources (See MD SLM 2-3 4A); generate a point of view or opinion; brainstorm reasons that support the point of view or opinion (See CCSS W.3.4, W.3.5, W.3.6).

ReadyRosie
Who Are Your Heroes?
EXPECTATION 3.W1-a.2.Draft an introduction that: establishes the focus with a topic sentence; orients the reader to the topic or text; states a point of view or opinion; anticipates an organizational structure (e.g., one or more paragraphs, as appropriate) (See CCSS W.3.4, W.3.6).

ReadyRosie
This Is Important
Who Are Your Heroes?
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 3.W1-b.Write opinion pieces on topics or texts, supporting a point of view with reasons – Provide reasons that support the opinion.
EXPECTATION 3.W1-b.3.Draft the body to support an opinion or point of view through effective organization of reasons (See CCSS W.3.4, W.3.6): Establish the focus of the paragraph/each paragraph with a topic sentence; Organize paragraph(s) effectively (e.g., list, cause/effect, order of importance); Use coordinating and subordinating conjunctions (CCSS L.3.1h); Produce simple, compound, and complex sentences (CCSS L.3.1i); Use commas in addresses (CCSS L.3.2b).

ReadyRosie
Magical Creature Writing
This Is Important
Who Are Your Heroes?
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 3.W1-c.Write opinion pieces on topics or texts, supporting a point of view with reasons – Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
EXPECTATION 3.W1-c.3.Apply domain-specific vocabulary to clarify ideas.

ReadyRosie
Hinky Pinky and Hinketty Pinketty
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W1.CCR.Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
OBJECTIVE 3.W1-d.Write opinion pieces on topics or texts, supporting a point of view with reasons – Provide a concluding statement or section.
EXPECTATION 3.W1-d.1.Draft a conclusion that paraphrases the opinion or point of view (See CCSS W.3.4, W.3.6).

ReadyRosie
This Is Important
Who Are Your Heroes?
EXPECTATION 3.W1-d.2.Apply the revision and editing stages of the writing process (See CCSS W.3.5, W.3.6) – Revise to: ensure a clear statement of opinion supported by a list of reasons, choose words and phrases for effect (See CCSS L.3.3a); Edit to correct errors in: the use of linking words and phrases (See CCSS W.3.1c), regular and irregular plural nouns and regular and irregular verbs (See CCSS L.3.1b, d), subject-verb and pronoun-antecedent agreement (See CCSS L.3.1f), capitalization in titles (See CCSS L.3.2a), conventional spelling of high-frequency words (See CCSS L.3.2e); Consult reference materials and spelling patterns and generalizations to check and correct spellings (CCSS L.3.2f, g).

ReadyRosie
This Is Important
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 3.W2-a.Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
EXPECTATION 3.W2-a.1.Apply the prewriting stage of the writing process: gather information on a topic (See MD SLM 2-3 2A1, as needed); paraphrase when taking notes from sources; group information by topic or idea; identify, select, and/or create supportive text features, as necessary (See CCSS W.3.4, W.3.5, W.3.6, W.3.7).

ReadyRosie
Who Are Your Heroes?
EXPECTATION 3.W2-a.2.Draft an introduction that: orients the reader to the topic; establishes the focus with a topic sentence; presents similar information grouped appropriately (e.g., in one or more paragraphs, as appropriate); includes supportive text features, as necessary; handles copyrighted material appropriately (See CCSS W.3.4, W.3.6; MD SLM 2-3: 3C2).

ReadyRosie
Write About a Family Tradition
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 3.W2-b.Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Develop the topic with facts, definitions, and details.
EXPECTATION 3.W2-b.1.Differentiate between a fact and an opinion.

ReadyRosie
Create a Song
Make a Neighborhood Map
Nature Journaling
Write a Favorite Family Recipe
EXPECTATION 3.W2-b.3.Draft the body to examine a topic with well-organized facts, definitions, and details (See CCSS W.3.4, W.3.6): Use coordinating and subordinating conjunctions (CCSS L.3.1h); Produce simple, compound, and complex sentences (CCSS L.3.1i); Recognize and observe differences between the conventions of spoken and written standard English (CCSS L.3.3b).

ReadyRosie
Create a Song
Family Adventure List
Magical Creature Writing
Make a Neighborhood Map
Nature Journaling
This Is Important
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 3.W2-c.Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
EXPECTATION 3.W2-c.1.Organize information by categories and correctly link ideas within each category.

ReadyRosie
Create a Song
Family Adventure List
Make a Neighborhood Map
Nature Journaling
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 3.W2-c.3.Apply domain-specific vocabulary to clarify information.

ReadyRosie
Hinky Pinky and Hinketty Pinketty
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W2.CCR.Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
OBJECTIVE 3.W2-d.Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Provide a concluding statement or section.
EXPECTATION 3.W2-d.1.Draft a conclusion that draws inferences or conclusions from the information presented (See CCSS W.3.4, W.3.6).

ReadyRosie
Write About a Family Tradition
Write a Favorite Family Recipe
EXPECTATION 3.W2-d.2.Apply the revision and editing stages of the writing process (See CCSS W.3.5, W.3.6) – Revise to: ensure a clear statement of the topic and clearly conveyed ideas and information, choose words and phrases for effect (CCSS L.4.3a); Edit to correct errors in: the use of linking words and phrases (See CCSS W.3.1c), regular and irregular plural nouns and regular and irregular verbs (See CCSS L.3.1b, d), subject-verb and pronoun-antecedent agreement (See CCSS L.3.1f), conventional spelling of high-frequency words (See CCSS L.3.2e).

ReadyRosie
Create a Song
Family Adventure List
I Love My Family Because...
Interview an Expert
Make a Neighborhood Map
Nature Journaling
Write About a Family Tradition
Write a Favorite Family Recipe
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 3.W3-a.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
EXPECTATION 3.W3-a.1.Apply the prewriting stage of the writing process, e.g., select and narrow an event or situation; identify the characters and the problem; order the events by sequence (See CCSS W.3.4, W.3.5, W.3.6).

ReadyRosie
A Really Good Story
Family Journaling
Magical Creature Writing
Make a Neighborhood Map
My Family Comic Strip
Sharing Chores and Your Day
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Around
Writing Telephone Game
EXPECTATION 3.W3-a.2.Draft an introduction that: orients the reader to the narrator and/or the characters; establishes the situation or problem (See CCSS W.3.4, W.3.6) – Apply knowledge of characterization (See CCSS 3 RL 3), Apply knowledge of story structure (e.g., problem and solution) (See CCSS RL.3.5).

ReadyRosie
A Really Good Story
Magical Creature Writing
Write About a Family Tradition
Write Around
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 3.W3-b.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
EXPECTATION 3.W3-b.1.Draft the body using a plausible sequence of events and effective descriptions of characters (See CCSS W.3.4, W.3.6): Apply knowledge of characterization (See CCSS RL.3.3); Apply knowledge of story structure (e.g., problem and solution, rise and fall of action, etc.) (See CCSS RL.3.5); Form and use the simple verb tenses (See CCSS L.3.1e); Form and use comparative and superlative adjectives and adverbs (See CCSS L.3.1g); Use commas and quotation marks in dialogue (CCSS L.3.2c); Form and use possessives (CCSS L.3.2d).

ReadyRosie
A Really Good Story
Category Competition
Create a Song
Family Journaling
Hinky Pinky and Hinketty Pinketty
Magical Creature Writing
Make a Neighborhood Map
Million Dollar Words
My Family Comic Strip
Nature Journaling
Sharing Chores and Your Day
This Is Important
Write About a Family Tradition
Write Around
Writing Telephone Game
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Text Types and Purposes
INDICATOR / PROFICIENCY LEVEL W3.CCR.Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
OBJECTIVE 3.W3-d.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Provide a sense of closure.
EXPECTATION 3.W3-d.1.Draft a conclusion that provides an ending to the narrative (See CCSS W.3.4, W.3.6).

ReadyRosie
Family Journaling
Magical Creature Writing
My Family Comic Strip
Story Train
Write About a Family Tradition
Write Around
Write a Favorite Family Recipe
EXPECTATION 3.W3-d.2.Apply the revision and editing stages of the writing process to the narrative piece (See CCSS W.3.4, W.3.6) – Revise to: ensure that characters and events are clearly described (See CCSS RL.3.3), ensure that the narrative is organized chronologically and has a clear beginning, middle, and end (See CCSS RL.3.5), choose words and phrases for effect and for precision (See CCSS L.3.1c, L.3.3a, L.3.5c); Edit to correct errors in: temporal words and phrases (See CCSS W.3.3c), formation and use of simple verb tenses (See CCSS L.3.1e), subject-verb and pronoun-antecedent agreement (See CCSS L.3.1f), punctuation of dialogue (See CCSS L.3.2c), formation and use possessives (CCSS L.3.2d), conventional spelling of high-frequency words (See CCSS L.3.2e); Consult reference materials and spelling patterns and generalizations to check and correct spellings (See CCSS L.3.2f, g).

ReadyRosie
A Really Good Story
Family Journaling
Magical Creature Writing
Make a Neighborhood Map
My Family Comic Strip
Sharing Chores and Your Day
This Is Important
Tips for storytelling: Using gestures
Why is storytelling important?
Why should we tell family stories?
Write Around
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Production and Distribution of Writing
INDICATOR / PROFICIENCY LEVEL W4.CCR.Anchor Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
OBJECTIVE 3.W4.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.)
EXPECTATION 3.W4.1.See CCSS W.3.1, W.3.2, W.3.3, W.3.7; SL.3.1, 4, and 5 of CCSC Framework for specific application.

ReadyRosie
Family Adventure List
Make a Neighborhood Map
Nature Journaling
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Production and Distribution of Writing
INDICATOR / PROFICIENCY LEVEL W5.CCR.Anchor Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
OBJECTIVE 3.W5.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 on pages 28 and 29.)
EXPECTATION 3.W5.1.See CCSS W.3.1, W.3.2, W.3.3, W.3.7; SL.3.1, 4, and 5 of CCSC Framework for specific application.

ReadyRosie
Magical Creature Writing
This Is Important
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Production and Distribution of Writing
INDICATOR / PROFICIENCY LEVEL W6.CCR.Anchor Standard: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
OBJECTIVE 3.W6.With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
EXPECTATION 3.W6.7.Use technology to locate, evaluate, and gather information and/or data. (MD TL 3 5A1; MD SLM 3 C1)

ReadyRosie
Who Are Your Heroes?
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Research to Build and Present Knowledge
INDICATOR / PROFICIENCY LEVEL W7.CCR.Anchor Standard: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
OBJECTIVE 3.W7.Conduct short research projects that build knowledge about a topic.
EXPECTATION 3.W7.1.Follow an inquiry process. (MD SLM 2-3 1A1; MD TL 3 6A, 6B)

ReadyRosie
Family Interview
I Want to Know About
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
EXPECTATION 3.W7.2.Define a problem, formulate questions, and refine a problem and/or question. (MD SLM 2-3 1B1, 1B2, 1B3)

ReadyRosie
Family Interview
Guess Who
I Want to Know About
Nature Journaling
EXPECTATION 3.W7.5.Locate and select sources to meet the information need. (MD SLM 2-3 2B1)

ReadyRosie
Make a Neighborhood Map
Nature Journaling
EXPECTATION 3.W7.7.Find data and/or information within a variety of sources. (MD SLM 2-3 3A1)

ReadyRosie
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Research to Build and Present Knowledge
INDICATOR / PROFICIENCY LEVEL W8.CCR.Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
OBJECTIVE 3.W8.Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
EXPECTATION 3.W8.1.Access prior knowledge (e.g., from science investigations, personal experiences, interactions with others, etc.).

ReadyRosie
Random, Bizarre Facts
EXPECTATION 3.W8.2.Find data and/or information within a variety of sources. (MD SLM 2-3 3A1)

ReadyRosie
Make a Neighborhood Map
Nature Journaling
Who Are Your Heroes?
EXPECTATION 3.W8.3.Take purposeful notes in a variety of formats that meet the demands of the writing task and medium (e.g., differentiate between relevant and irrelevant or important and unimportant information based on the need). (MD SLM 2-3 3C1)

ReadyRosie
Who Are Your Heroes?
EXPECTATION 3.W8.5.Evaluate and analyze the quality, accuracy, and sufficiency of notes. (MD SLM 2-3 4Al)

ReadyRosie
Who Are Your Heroes?
EXPECTATION 3.W8.6.Sort evidence into specified categories. (MD SLM 2-3 4A2)

ReadyRosie
Who Are Your Heroes?
STRAND / TOPIC / STANDARD MD.W.Standards for Writing (W)
TOPIC / INDICATOR Range of Writing
INDICATOR / PROFICIENCY LEVEL W10.CCR.Anchor Standard: 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 tasks, purposes, and audiences.
OBJECTIVE 3.W10.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.
EXPECTATION 3.W10.1.Adjust the writing process as appropriate for different writing tasks, purposes, and audiences and time frames.

ReadyRosie
Family Adventure List
Family Journaling
Make a Neighborhood Map
Nature Journaling
This Is Important
EXPECTATION 3.W10.2.Set personal goals and conference regularly with adults and peers to improve writing.

ReadyRosie
Family Journaling
Magical Creature Writing
This Is Important
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 3.SL1-a.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 – 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.
EXPECTATION 3.SL1-a.1.Identify appropriate questions about a topic or an assigned information need (See MD SLM 2-3 1B1).

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
Interview an Expert
Library Visit
This Is Important
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.SL1-a.2.Collect information using a variety of multi-media resources, e.g., books, interviews, and technology (See MD TL 3 5A1.f as needed).

ReadyRosie
Family Interview
Interview an Expert
Random, Bizarre Facts
That's So Cool
EXPECTATION 3.SL1-a.3.Access prior knowledge and experience to extend the topic.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.SL1-a.4.Use relevant information to engage in discussion.

ReadyRosie
Building a Fort
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 / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 3.SL1-b.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 – 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).
EXPECTATION 3.SL1-b.1.Collaborate with adults and peers to create rules to ensure respectful group discussions.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.SL1-b.3.Participate in group discussions on a variety of topics.

ReadyRosie
Building a Fort
Conversation Starters
Conversations in the Car
Family Interview
Guess Who
I Love My Family Because...
Kitchen Conversations
Noun Charades
Sharing Chores and Your Day
Simon Says
Story Train
Story of Your Name
Take a Stand
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.SL1-b.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.3.1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
Who's Coming to Dinner?
EXPECTATION 3.SL1-b.5.Contribute to a learning community. (MD SLM 2-3 5 A2.a)

ReadyRosie
Building a Fort
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 / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 3.SL1-c.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 – Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
EXPECTATION 3.SL1-c.1.Ask appropriate questions about the topic.

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
Interview an Expert
Library Visit
This Is Important
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.SL1-c.3.During/after discussion, confirm, dispute, and/or change ideas on the topic.

ReadyRosie
My Library List
Please Can I?
EXPECTATION 3.SL1-c.4.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.3.1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL1.CCR.Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE 3.SL1-d.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 – Explain their own ideas and understanding in light of the discussion.
EXPECTATION 3.SL1-d.2.Formulate an opinion based on experiences, prior knowledge of the topic, and the information presented.

ReadyRosie
My Library List
EXPECTATION 3.SL1-d.3.Use appropriate non-verbal techniques to enhance communication, e.g., posture, eye-contact, facial expressions, gestures.

ReadyRosie
I Love My Family Because...
EXPECTATION 3.SL1-d.4.Speak at an appropriate pace, volume, and tone.

ReadyRosie
Conversation Starters
Sharing Chores and Your Day
Simon Says
Take a Stand
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL2.CCR.Anchor Standard: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
OBJECTIVE 3.SL2.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.
EXPECTATION 3.SL2.3.Identify words, phrases, graphic aids, and organizational features that support the main idea.

ReadyRosie
My Family Comic Strip
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Comprehension and Collaboration
INDICATOR / PROFICIENCY LEVEL SL3.CCR.Anchor Standard: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
OBJECTIVE 3.SL3.Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
EXPECTATION 3.SL3.3.Use prior knowledge and details from the information presented to generate appropriate questions.

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Freeze Dance
Guess Who
Interview an Expert
Library Visit
This Is Important
Who Are Your Heroes?
Who's Coming to Dinner?
EXPECTATION 3.SL3.4.Use and expand on information from a speaker when responding to questions.

ReadyRosie
20 Questions
20 Questions Draw
Conversation Starters
Family Interview
Guess Who
I Love My Family Because...
This Is Important
EXPECTATION 3.SL3.5.Demonstrate command of the conventions of standard English grammar and usage when speaking (See CCSS L.3.1).

ReadyRosie
Family Interview
Sharing Chores and Your Day
Simon Says
Take a Stand
Who's Coming to Dinner?
STRAND / TOPIC / STANDARD MD.SL.Standards for Speaking and Listening (SL)
TOPIC / INDICATOR Presentation of Knowledge and Ideas
INDICATOR / PROFICIENCY LEVEL SL4.CCR.Anchor Standard: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
OBJECTIVE 3.SL4.Report on a topic or text, tell a story, or recount an experience with appropriate facts and