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 relevant, descriptive details, speaking clearly at an understandable pace. |
| EXPECTATION | 3.SL4.1. | With guidance, select print, online, and multimedia sources with appropriate facts and relevant descriptive details about the topic (See MD SLM 2-3 2 B1.d). ReadyRosie Make a Neighborhood Map Nature Journaling |
| EXPECTATION | 3.SL4.2. | Interpret information to create new understandings and knowledge related to the topic (See MD SLM 2-3 2-3.4). ReadyRosie Daily Conclusions Who's Been Here? |
| EXPECTATION | 3.SL4.4. | Demonstrate command of the conventions of standard English grammar and usage when speaking. (CCSS L.3.1) ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| EXPECTATION | 3.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 | 3.SL4.6. | Speak at an appropriate rate, 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 | 3.SL5. | Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. |
| EXPECTATION | 3.SL5.1. | With guidance, create, organize, and display information in a variety of formats, including the use of technology (See MD SLM 2-3 5 A1.a). ReadyRosie Share Your Knowledge |
| EXPECTATION | 3.SL5.2. | Share information in an appropriate format for written, oral, sound, and/or visual presentations. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling Share Your Knowledge Sharing Chores and Your Day This Is Important |
| EXPECTATION | 3.SL5.5. | Speak at an appropriate rate, 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 | SL6.CCR. | Anchor Standard: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. |
| OBJECTIVE | 3.SL6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) |
| EXPECTATION | 3.SL6.1. | Differentiate between complete sentences and fragments. ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| EXPECTATION | 3.SL6.2. | Recognize and speak appropriately for audience, environment, and purpose. ReadyRosie Sharing Chores and Your Day |
| EXPECTATION | 3.SL6.3. | 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.SL6.4. | Use appropriate non-verbal techniques to enhance communication, e.g., posture, eye-contact, facial expressions, gestures. ReadyRosie I Love My Family Because... |
| EXPECTATION | 3.SL6.5. | Speak at an appropriate rate, volume, and tone. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says Take a Stand |
| 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 | 3.L1-a. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. |
| EXPECTATION | 3.L1-a.3. | Demonstrate correct use of parts of speech in oral and written language. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand 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 | 3.L1-b. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use regular and irregular plural nouns. |
| EXPECTATION | 3.L1-b.1. | Identify and define regular and irregular plural nouns in text presented in a variety of formats. ReadyRosie Noun Charades |
| EXPECTATION | 3.L1-b.2. | Distinguish between regular and irregular plural nouns. ReadyRosie Noun Charades |
| EXPECTATION | 3.L1-b.3. | Apply the correct form and use of regular and irregular plural nouns in oral and written language. ReadyRosie Family Interview Noun Charades Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| EXPECTATION | 3.L1-b.4. | Analyze writing models for correct use of regular and irregular plural nouns. ReadyRosie Noun Charades |
| 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 | 3.L1-c. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use abstract nouns (e.g., childhood). |
| EXPECTATION | 3.L1-c.1. | Identify and define abstract nouns in text presented in a variety of formats. ReadyRosie Noun Charades |
| EXPECTATION | 3.L1-c.2. | Distinguish between types of nouns, e.g., abstract, common. ReadyRosie Noun Charades |
| EXPECTATION | 3.L1-c.3. | Demonstrate the use of abstract nouns in oral and written language. ReadyRosie Family Interview Noun Charades Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| EXPECTATION | 3.L1-c.4. | Analyze writing models for correct use of abstract nouns. ReadyRosie Noun Charades |
| 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 | 3.L1-d. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use regular and irregular verbs. |
| EXPECTATION | 3.L1-d.2. | Demonstrate consistent and appropriate use of verb tenses, such as past, present, and future in oral and written language. ReadyRosie Family Interview Magical Creature Writing Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| EXPECTATION | 3.L1-d.3. | Analyze writing models for correct use of verb tenses. ReadyRosie Magical Creature Writing |
| 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 | 3.L1-e. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. |
| EXPECTATION | 3.L1-e.1. | Identify and define verb tenses in text presented in a variety of formats. ReadyRosie Magical Creature Writing |
| EXPECTATION | 3.L1-e.2. | Apply the correct use of past, present, and future tenses of verbs in speaking and writing. ReadyRosie Family Interview Magical Creature Writing Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| EXPECTATION | 3.L1-e.3. | Analyze writing models for correct use of verb tenses. ReadyRosie Magical Creature Writing |
| 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 | 3.L1-f. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Ensure subject-verb and pronoun-antecedent agreement. |
| EXPECTATION | 3.L1-f.4. | Apply correct subject-verb and pronoun-antecedent agreement in speaking and writing. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand 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 | 3.L1-g. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. |
| EXPECTATION | 3.L1-g.1. | Identify and explain the difference between comparative and superlative. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| EXPECTATION | 3.L1-g.3. | Demonstrate the correct use of comparative and superlative adjectives and adverbs in oral and written language. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| EXPECTATION | 3.L1-g.4. | Analyze writing models for correct use of comparatives and superlatives. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| 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 | 3.L1-i. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Produce simple, compound, and complex sentences. |
| EXPECTATION | 3.L1-i.1. | Distinguish between a sentence and a fragment. ReadyRosie Write a Favorite Family Recipe |
| EXPECTATION | 3.L1-i.2. | Distinguish between simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| EXPECTATION | 3.L1-i.3. | Strengthen writing by revising to use a variety of sentence types. 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 | 3.L2-e. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). |
| EXPECTATION | 3.L2-e.1. | Identify the correct spellings for grade-level frequently occurring irregular words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| EXPECTATION | 3.L2-e.2. | Modify spelling of base words as needed when adding inflectional endings and suffixes. ReadyRosie Change One Letter Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |
| EXPECTATION | 3.L2-e.4. | Analyze writing models for correct spelling of high-frequency words. 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 | 3.L2-f. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. |
| EXPECTATION | 3.L2-f.1. | Apply previously learned spelling patterns and generalizations to spell grade-appropriate words correctly. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| EXPECTATION | 3.L2-f.2. | Apply knowledge of syllable types to spell multisyllabic words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| EXPECTATION | 3.L2-f.4. | Analyze writing models for correct spelling. 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 | 3.L2-g. | 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 | 3.L2-g.1. | Identify the purpose of a variety of reference materials both print and digital. ReadyRosie Acrostic Poem |
| EXPECTATION | 3.L2-g.3. | Use reference materials, including beginning dictionaries, independently 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 | 3.L3-a. | Use knowledge of language and its conventions when writing, speaking, reading, or listening – Choose words and phrases for effect. |
| EXPECTATION | 3.L3-a.1. | Recognize and use figurative language. ReadyRosie Talking About Books |
| EXPECTATION | 3.L3-a.2. | Choose appropriate words to convey feelings or mood in writing. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty |
| EXPECTATION | 3.L3-a.3. | Use specific rather than vague language. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty |
| 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 | 3.L3-b. | Use knowledge of language and its conventions when writing, speaking, reading, or listening – Recognize and observe differences between the conventions of spoken and written standard English. |
| EXPECTATION | 3.L3-b.2. | Demonstrate conventions of spoken and written English in conversations and writing. ReadyRosie Change One Letter Conversation Starters Family Interview Magical Creature Writing Sharing Chores and Your Day Simon Says Spelling Pattern Game Take a Stand Thinking About Word Chunks Who's Coming to Dinner? Word Challenge 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 | 3.L4-a. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content – Use sentence-level context as a clue to the meaning of a word or phrase. |
| EXPECTATION | 3.L4-a.1. | Identify clues within a sentence that help determine or clarify the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| EXPECTATION | 3.L4-a.2. | Access and connect prior knowledge and experiences to determine the meaning of words and phrases. ReadyRosie Feelings Charades Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| EXPECTATION | 3.L4-a.3. | Discuss words and word meanings daily as they are encountered in text, instruction, and conversation. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty 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 | 3.L4-b. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content – 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). |
| EXPECTATION | 3.L4-b.1. | Identify the root word in multisyllabic words. ReadyRosie Digging Into Roots |
| EXPECTATION | 3.L4-b.2. | Identify meaning of common prefixes and suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION | 3.L4-b.3. | Use meaning of prefixes and suffixes to explain the meaning of new words. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION | 3.L4-b.4. | Identify relationships between and among words with the same prefixes and suffixes. ReadyRosie 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 | 3.L4-c. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). |
| EXPECTATION | 3.L4-c.1. | Identify and define the root word in unknown words. ReadyRosie Digging Into Roots |
| EXPECTATION | 3.L4-c.2. | Use meaning of prefixes and suffixes to explain the meaning of words with known roots. ReadyRosie Digging Into Roots 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 | 3.L4-d. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content – Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. |
| EXPECTATION | 3.L4-d.1. | Identify and explain purpose of glossaries and beginning dictionaries, both print and digital. ReadyRosie Comprehension Clues |
| EXPECTATION | 3.L4-d.2. | Use key words and text features to help find information within a specific source (See MD SLM 2-3 3 A1.a). ReadyRosie Comprehension Clues Reading Recipes |
| EXPECTATION | 3.L4-d.4. | Use the context in which words are used to choose among possible meanings. ReadyRosie Wondering About Words Word Detective |
| EXPECTATION | 3.L4-d.5. | Strengthen writing by using reference material to revise for precise word choice. ReadyRosie Acrostic Poem |
| 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 | 3.L5-a. | Demonstrate understanding of word relationships and nuances in word meanings – Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). |
| EXPECTATION | 3.L5-a.1. | Differentiate between the concepts of literal and nonliteral. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| EXPECTATION | 3.L5-a.2. | Recognize that word combinations have different meanings in different contexts. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| EXPECTATION | 3.L5-a.3. | Apply knowledge of literal and nonliteral meaning to understand text. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| 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 | 3.L5-b. | Demonstrate understanding of word relationships and nuances in word meanings – Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). |
| EXPECTATION | 3.L5-b.1. | Access prior knowledge and experiences to identify connections between words and their application to real life. ReadyRosie Random, Bizarre Facts |
| 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 | 3.L6. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). |
| EXPECTATION | 3.L6.1. | Through modeling and exposure to a variety of texts, develop rich oral language and writing, including general academic and domain-specific words. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Noun Charades Sharing Chores and Your Day |
| EXPECTATION | 3.L6.2. | Participate in collaborative conversations with diverse peers about grade 3 topics and text, building on other’s ideas and expressing their own clearly (See CCSS SL.3.1). 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 Who Are Your Heroes? Who's Coming to Dinner? |
| Maryland College and Career-Ready Standards |
| Mathematics |
| Grade: K - Adopted: 2015 |
| STRAND / TOPIC / STANDARD | MD.MP. | Mathematical Practices |
| TOPIC / INDICATOR | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| TOPIC / INDICATOR | MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| TOPIC / INDICATOR | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| TOPIC / INDICATOR | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| TOPIC / INDICATOR | MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| TOPIC / INDICATOR | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| STRAND / TOPIC / STANDARD | MD.MA.K.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | K.CC.A. | Know number names and the count sequence. |
| INDICATOR / PROFICIENCY LEVEL | K.CC.A.1. | Major Standard: Count to 100 by ones and by tens. |
| OBJECTIVE | K.CC.A.1.1. | Ability to use rote counting (e.g., simply reciting numbers using the correct number order with no meaning attached) to one hundred (first to 20, then count by tens to 100, then 1-50, then 1-100). ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| OBJECTIVE | K.CC.A.1.2. | Ability to make transitions to the next ten. ReadyRosie Salty Numbers What Am I Counting? What Comes Next? |
| STRAND / TOPIC / STANDARD | MD.MA.K.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | K.CC.A. | Know number names and the count sequence. |
| INDICATOR / PROFICIENCY LEVEL | K.CC.A.2. | Major Standard: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |
| OBJECTIVE | K.CC.A.2.1. | Ability to initially use concrete materials, hundreds chart or number line to model counting from a given number other than 1. ReadyRosie Car Race I See Three In Ten Seconds Sneaky Math Note Spill the Beans Ten in a Row What Do I Have? |
| OBJECTIVE | K.CC.A.2.2. | Knowledge that counting is the process of adding 1 to the previous number. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| STRAND / TOPIC / STANDARD | MD.MA.K.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | K.CC.A. | Know number names and the count sequence. |
| INDICATOR / PROFICIENCY LEVEL | K.CC.A.3. | Major Standard: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). |
| OBJECTIVE | K.CC.A.3.1. | Ability to match a set with a number card that states its quantity. ReadyRosie In Ten Seconds Numbers on My Back The Biggest Number |
| OBJECTIVE | K.CC.A.3.2. | Ability to build numbers with concrete materials and then write the numerals that represent those numbers. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| STRAND / TOPIC / STANDARD | MD.MA.K.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | K.CC.B. | Count to tell the number of objects. |
| INDICATOR / PROFICIENCY LEVEL | K.CC.B.4a. | Major Standard: Understand the relationship between numbers and quantities; connect counting to cardinality – When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). |
| OBJECTIVE | K.CC.B.4a.1. | Ability to apply one-to-one correspondence when counting. ReadyRosie Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Spill the Beans What Am I Counting? |
| OBJECTIVE | K.CC.B.4a.2. | Ability to keep track of which objects have been counted from those that have not been counted. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| OBJECTIVE | K.CC.B.4a.3. | Recounts the objects just counted to see if the count is the same without prompting. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| OBJECTIVE | K.CC.B.4a.4. | Notices if a recount of objects are different and self corrects by recounting. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| STRAND / TOPIC / STANDARD | MD.MA.K.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | K.CC.B. | Count to tell the number of objects. |
| INDICATOR / PROFICIENCY LEVEL | K.CC.B.4b. | Major Standard: Understand the relationship between numbers and quantities; connect counting to cardinality – Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. |
| OBJECTIVE | K.CC.B.4b.3. | Ability to apply Subitizing (e.g., the ability to immediately recognize a quantity) when counting objects. ReadyRosie Car Race Go Fish Spill the Beans |
| STRAND / TOPIC / STANDARD | MD.MA.K.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | K.CC.C. | Compare numbers. |
| INDICATOR / PROFICIENCY LEVEL | K.CC.C.6. | Major Standard: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (Include groups with up to ten objects). |
| OBJECTIVE | K.CC.C.6.1. | Knowledge of and the ability to apply a solid understanding of cardinality and one-to-one correspondence before beginning to compare sets. ReadyRosie Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Spill the Beans What Am I Counting? |
| OBJECTIVE | K.CC.C.6.2. | Ability to use of concrete materials when comparing sets. ReadyRosie Car Race I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| OBJECTIVE | K.CC.C.6.3. | Ability to compare visually, to compare by matching, and to compare by counting. ReadyRosie In Ten Seconds The Biggest Number |
| STRAND / TOPIC / STANDARD | MD.MA.K.CC. | Counting and Cardinality (CC) |
| TOPIC / INDICATOR | K.CC.C. | Compare numbers. |
| INDICATOR / PROFICIENCY LEVEL | K.CC.C.7. | Major Standard: Compare two numbers between 1 and 10 presented as written numerals. |
| OBJECTIVE | K.CC.C.7.1. | Ability to apply knowledge of and experience with comparing concrete sets of objects (K.CC.6). ReadyRosie Car Race I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| STRAND / TOPIC / STANDARD | MD.MA.K.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| INDICATOR / PROFICIENCY LEVEL | K.OA.A.1. | Major Standard: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, or verbal explanations, expressions, or equations. |
| OBJECTIVE | K.OA.A.1.1. | Ability to represent addition and subtraction processes in a variety of ways, using concrete materials, pictures, numbers, words, or acting it out. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| STRAND / TOPIC / STANDARD | MD.MA.K.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| INDICATOR / PROFICIENCY LEVEL | K.OA.A.2. | Major Standard: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |
| OBJECTIVE | K.OA.A.2.1. | Ability to represent the process of solving various types of addition and subtraction word problems (CCSS, Page 88, Tale 1) within 10 using objects and drawings to develop number sentences. ReadyRosie Bedtime Math Story Car Time Math Family Math Book Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| OBJECTIVE | K.OA.A.2.2. | Knowledge of the different types of word problems (e.g., add to, result unknown; take from, result unknown; put together/take apart, total unknown) which lays the foundation for more difficult word problems. ReadyRosie Bedtime Math Story Car Time Math Family Math Book Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| OBJECTIVE | K.OA.A.2.3. | Ability to use concrete materials or pictures and a Part-Part-Whole Mat to organize the manipulatives and make sense of the problem. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| OBJECTIVE | K.OA.A.2.4. | Solves problems using a variety of counting strategies (counting all, counting on, skip counting) progressing to more sophisticated mental math strategies and using known addend combinations. ReadyRosie Broken Calculator Keys Car Race Spill the Beans |
| STRAND / TOPIC / STANDARD | MD.MA.K.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| INDICATOR / PROFICIENCY LEVEL | K.OA.A.3. | Major Standard: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawing, and record each decomposition by a drawing or equation (e.g., 5 = 2+3 and 5 = 4+1). |
| OBJECTIVE | K.OA.A.3.1. | Knowledge that decomposition involves separating a number into two parts and understanding that there is a relationship between the sum of the parts and the whole. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| OBJECTIVE | K.OA.A.3.2. | Knowledge that there are a variety of combinations that represent a given number. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| OBJECTIVE | K.OA.A.3.3. | Ability to begin with the whole when decomposing numbers into pairs. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| OBJECTIVE | K.OA.A.3.4. | Knowledge that when writing an equation to represent the decomposition of a number, the values on each side of the equal sign are the same (e.g., 7 = 2+5). ReadyRosie Family Math Book Fishing for Tens Give Me Five Make Ten Math Journal Walk Sneaky Math Note What Do I Have? What's Left? |
| STRAND / TOPIC / STANDARD | MD.MA.K.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| INDICATOR / PROFICIENCY LEVEL | K.OA.A.4. | Major Standard: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings and record the answer with a drawing or equation. |
| OBJECTIVE | K.OA.A.4.1. | Ability to use experience with K.OA.A.3 to make sense of this Standard. ReadyRosie Family Math Book Fishing for Tens Give Me Five Make Ten Math Journal Walk Sneaky Math Note What Do I Have? What's Left? |
| OBJECTIVE | K.OA.A.4.2. | Use ten frames to find how many more is needed to make 10. ReadyRosie Count with Your Eyes In Ten Seconds Sneaky Math Note The Biggest Number What Do I Have? |
| OBJECTIVE | K.OA.A.4.3. | Knows the combinations to make 10. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND / TOPIC / STANDARD | MD.MA.K.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| INDICATOR / PROFICIENCY LEVEL | K.OA.A.5. | Major Standard: Fluently add and subtract within 5. |
| OBJECTIVE | K.OA.A.5.1. | Ability to apply decomposition knowledge and relationship between addition and subtraction to determine the sum or differences of various problems. ReadyRosie Car Race Finish My Set Fishing for Tens Give Me Five Make Ten Math Fact Memory Roll the Difference Sneaky Math Note Spill the Beans What Do I Have? What's Left? |
| OBJECTIVE | K.OA.A.5.2. | Knows the composition and decomposition to make 5 fluently. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND / TOPIC / STANDARD | MD.MA.K.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | K.NBT.A. | Work with numbers 11-19 to gain foundations for place value. |
| INDICATOR / PROFICIENCY LEVEL | K.NBT.A.1. | Major Standard: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
| OBJECTIVE | K.NBT.A.1.1. | Ability to rote count by 10s. ReadyRosie Salty Numbers What Am I Counting? What Comes Next? |
| OBJECTIVE | K.NBT.A.1.2. | Use multiple concrete materials to make groups of 10 and count the groups. ReadyRosie Car Race I See Three In Ten Seconds Salty Numbers Sneaky Math Note Spill the Beans What Am I Counting? What Comes Next? What Do I Have? |
| OBJECTIVE | K.NBT.A.1.3. | Ability to use concrete materials (e.g., Unifix cubes, snap cubes, Digi-blocks, base ten blocks, etc.) to represent the combination of one ten and ones for each number. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| OBJECTIVE | K.NBT.A.1.4. | Ability to record the representations of 11 through 19 in pictures, numbers, and/or equations to show 1 ten and x ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| OBJECTIVE | K.NBT.A.1.5. | Understand 11-19 represents one group of ten and x ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND / TOPIC / STANDARD | MD.MA.K.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | K.MD.A. | Describe and compare measurable attributes. |
| INDICATOR / PROFICIENCY LEVEL | K.MD.A.1. | Additional Standard: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. |
| OBJECTIVE | K.MD.A.1.1. | Ability to use measurement and geometric vocabulary when describing the attributes of objects. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| OBJECTIVE | K.MD.A.1.2. | Participates in multiple experiences using nonstandard measurement to distinguish between length and weight. ReadyRosie Hunt and Measure Measure your Steps |
| STRAND / TOPIC / STANDARD | MD.MA.K.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | K.MD.A. | Describe and compare measurable attributes. |
| INDICATOR / PROFICIENCY LEVEL | K.MD.A.2. | Additional Standard: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. |
| OBJECTIVE | K.MD.A.2.1. | Reference Essential Skills and Knowledge in K.MD.B.3 prior to making comparisons. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |
| OBJECTIVE | K.MD.A.2.2. | Reference Essential Skills and Knowledge in K.CC.C.6 for building the understanding of vocabulary “more of/less of”. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |
| STRAND / TOPIC / STANDARD | MD.MA.K.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | K.MD.B. | Classify objects and count the number of objects in each category. |
| INDICATOR / PROFICIENCY LEVEL | K.MD.B.3. | Supporting Standard: Classify objects into given categories; count the number of objects in each category and sort the categories by count (Limit category counts to be less than or equal to 10). |
| OBJECTIVE | K.MD.B.3.1. | Ability to sort objects by a given attribute. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| OBJECTIVE | K.MD.B.3.2. | Ability to classify objects by predetermined categories related to attributes (e.g., number of sides, number of corners). ReadyRosie Shape Scavenger Hunt |
| STRAND / TOPIC / STANDARD | MD.MA.K.G. | Geometry (G) |
| TOPIC / INDICATOR | K.G.A. | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |
| INDICATOR / PROFICIENCY LEVEL | K.G.A.1. | Additional Standard: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |
| OBJECTIVE | K.G.A.1.1. | Ability to use geometric vocabulary when describing objects. ReadyRosie Pattern Walk |
| OBJECTIVE | K.G.A.1.2. | Ability to use terms of relative positions when describing objects in the environment. ReadyRosie Pattern Walk |
| STRAND / TOPIC / STANDARD | MD.MA.K.G. | Geometry (G) |
| TOPIC / INDICATOR | K.G.A. | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |
| INDICATOR / PROFICIENCY LEVEL | K.G.A.2. | Additional Standard: Correctly name shapes regardless of their orientations or overall size. |
| OBJECTIVE | K.G.A.2.1. | Ability to name the various shapes regardless of their orientation or overall size (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). ReadyRosie Canned Is it a Triangle? Shape Scavenger Hunt |
| STRAND / TOPIC / STANDARD | MD.MA.K.G. | Geometry (G) |
| TOPIC / INDICATOR | K.G.A. | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |
| INDICATOR / PROFICIENCY LEVEL | K.G.A.3. | Additional Standard: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). |
| OBJECTIVE | K.G.A.3.1. | Ability to sort a variety of shapes into two-and three-dimensional categories and explain why their sorting is correct. ReadyRosie Shape Scavenger Hunt |
| STRAND / TOPIC / STANDARD | MD.MA.K.G. | Geometry (G) |
| TOPIC / INDICATOR | K.G.B. | Analyze, compare, create, and compose shape. |
| INDICATOR / PROFICIENCY LEVEL | K.G.B.4. | Additional Standard: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). |
| OBJECTIVE | K.G.B.4.1. | Identify and compare like and unlike shapes. ReadyRosie Canned Shape Scavenger Hunt |
| OBJECTIVE | K.G.B.4.2. | Identify, analyze and compare shapes of different sizes and orientations. ReadyRosie Canned Shape Scavenger Hunt |
| OBJECTIVE | K.G.B.4.3. | Describe similarities and differences, of the parts of the shapes. ReadyRosie Canned Shape Scavenger Hunt |
| OBJECTIVE | K.G.B.4.4. | Name the shapes. ReadyRosie Canned Is it a Triangle? Shape Scavenger Hunt |
| STRAND / TOPIC / STANDARD | MD.MA.K.G. | Geometry (G) |
| TOPIC / INDICATOR | K.G.B. | Analyze, compare, create, and compose shape. |
| INDICATOR / PROFICIENCY LEVEL | K.G.B.5. | Additional Standard: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. |
| OBJECTIVE | K.G.B.5.2. | Identify 2-dimensional shapes that make up 3-dimensional shapes. ReadyRosie Shape Scavenger Hunt |
| STRAND / TOPIC / STANDARD | MD.MA.K.G. | Geometry (G) |
| TOPIC / INDICATOR | K.G.B. | Analyze, compare, create, and compose shape. |
| INDICATOR / PROFICIENCY LEVEL | K.G.B.6. | Additional Standard: Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” |
| OBJECTIVE | K.G.B.6.1. | Ability to use concrete materials (e.g. pattern blocks, tangrams, and shape models to build composite figures. ReadyRosie Is it a Triangle? |
| OBJECTIVE | K.G.B.6.2. | Ability to explain how they composed their shape and name what shapes they used to make the composite shape. ReadyRosie Is it a Triangle? |
| Maryland College and Career-Ready Standards |
| Mathematics |
| Grade: 1 - Adopted: 2015 |
| STRAND / TOPIC / STANDARD | MD.MP. | Mathematical Practices |
| TOPIC / INDICATOR | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| TOPIC / INDICATOR | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| TOPIC / INDICATOR | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| TOPIC / INDICATOR | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| TOPIC / INDICATOR | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| TOPIC / INDICATOR | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STRAND / TOPIC / STANDARD | MD.MA.1.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 1.OA.A. | Represent and solve problems involving addition and subtraction. |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.A.1. | Major Standard: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |
| OBJECTIVE | 1.OA.A.1.1. | Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, unifix cubes, Digi-Blocks, number lines, and part-part-whole mats). ReadyRosie Car Race Fishing for Tens Ten Dimes |
| OBJECTIVE | 1.OA.A.1.2. | Ability to take apart and combine numbers in a wide variety of ways. ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| OBJECTIVE | 1.OA.A.1.3. | Ability to make sense of quantity and be able to compare numbers. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| OBJECTIVE | 1.OA.A.1.5. | Ability to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1). ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| STRAND / TOPIC / STANDARD | MD.MA.1.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 1.OA.A. | Represent and solve problems involving addition and subtraction. |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.A.2. | Major Standard: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |
| OBJECTIVE | 1.OA.A.2.1. | Ability to add numbers in any order and be able to identify the most efficient way to solve the problem. ReadyRosie Fishing for Doubles |
| OBJECTIVE | 1.OA.A.2.2. | Ability to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1). ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| STRAND / TOPIC / STANDARD | MD.MA.1.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 1.OA.B. | Understand and apply properties of operations and relationship between addition and subtraction. |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.B.3. | Major Standard: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8+3 = 11 is known, then 3+8 = 11 is also known (Commutative property of addition). To add 2+6+4, the second two numbers can be added to make a ten, so 2+6+4 = 2+10, which equals 12 (Associative property of addition). |
| OBJECTIVE | 1.OA.B.3.1. | Knowledge of and ability to use the properties of operations (CCSS, Page 90, Table 3). ReadyRosie Fishing for Doubles |
| STRAND / TOPIC / STANDARD | MD.MA.1.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 1.OA.B. | Understand and apply properties of operations and relationship between addition and subtraction. |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.B.4. | Major Standard: Understand subtraction as an unknown-addend problem. For example, subtract 10–8 by finding the number that makes 10 when added to 8. |
| OBJECTIVE | 1.OA.B.4.1. | Ability to connect addition to subtraction (Inverse Operation). ReadyRosie Ten Dimes |
| OBJECTIVE | 1.OA.B.4.2. | Ability to apply the strategy to think addition rather than take away: Rather than find 9-6 = ?, ask how many would you add to six to equal nine? ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| OBJECTIVE | 1.OA.B.4.3. | Ability to use concrete models with manipulatives to find the unknown. ReadyRosie Car Race Ten Dimes |
| OBJECTIVE | 1.OA.B.4.4. | Ability to use the open number line to find the unknown. ReadyRosie Car Race |
| STRAND / TOPIC / STANDARD | MD.MA.1.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 1.OA.C. | Add and subtract within 20. |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.C.5. | Major Standard: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). |
| OBJECTIVE | 1.OA.C.5.1. | Knowledge of and ability to use addition counting strategies (e.g., Counting All, Counting On, Counting On from the Larger Number) to solve addition problems. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Spill the Beans Ten Scoops |
| OBJECTIVE | 1.OA.C.5.2. | Knowledge of and ability to use subtraction counting strategies (Counting Up To, Counting Back From) to solve problems. ReadyRosie Broken Calculator Keys Car Race Domino Addition Domino Subtraction Roll the Difference Spill the Beans Ten Scoops |
| OBJECTIVE | 1.OA.C.5.3. | Ability to use skip counting to add, understanding when skip counting they are adding groups of, such as when counting by 2s to add 2, understand that a counting by 2s is counting groups of 2. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Spill the Beans Ten Scoops |
| STRAND / TOPIC / STANDARD | MD.MA.1.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 1.OA.C. | Add and subtract within 20. |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.C.6. | Major Standard: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten (e.g. 8+6 = 8+2+4, which leads to 10+4 = 14); decomposing a number leading to a ten (13–4 = 13–3–1, which leads to 10–1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8+4 = 12, one knows 12–8 = 4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 = 12+1, which equals 13). |
| OBJECTIVE | 1.OA.C.6.1. | Ability to use mental math strategies such as counting on, making ten, decomposing a number leading to ten, the relationship between addition and subtraction, and creating equivalent but easier or know sums to add and subtract within 20, first using visual models and then moving to mental math. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |
| OBJECTIVE | 1.OA.C.6.2. | Ability to demonstrate fluency for addition and subtraction within 10, building first on accurate recall of the facts using games, (including technology) and purposeful practice (Tasks which are timed should not be used unless students have demonstrated accurate recall of the facts). ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| STRAND / TOPIC / STANDARD | MD.MA.1.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 1.OA.D. | Work with addition and subtraction equations. |
| INDICATOR / PROFICIENCY LEVEL | 1.OA.D.8. | Major Standard: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the question true in each of the equations: 8+? = 11, 5 = ?-3, 6+6 = ?. |
| OBJECTIVE | 1.OA.D.8.1. | Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, connecting cubes, Digi-Blocks, number lines). ReadyRosie Car Race Fishing for Tens Ten Dimes |
| OBJECTIVE | 1.OA.D.8.2. | Ability to take apart and combine numbers in a wide variety of ways. ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| OBJECTIVE | 1.OA.D.8.3. | Ability to make sense of quantity and be able to compare numbers. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| OBJECTIVE | 1.OA.D.8.5. | Ability to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1). ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| STRAND / TOPIC / STANDARD | MD.MA.1.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 1.NBT.A. | Extend the counting sequence. |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.A.1. | Major Standard: Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |
| OBJECTIVE | 1.NBT.A.1.1. | Counting |
| EXPECTATION | 1.NBT.A.1.1.a. | Ability to produce the standard list of counting words in order. ReadyRosie Sneaky Math Note |
| EXPECTATION | 1.NBT.A.1.1.b. | Ability to represent one-to-one correspondence/match with concrete materials. ReadyRosie Pairs of Socks Spill the Beans |
| STRAND / TOPIC / STANDARD | MD.MA.1.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 1.NBT.A. | Extend the counting sequence. |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.A.1. | Major Standard: Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |
| OBJECTIVE | 1.NBT.A.1.2. | Reading |
| EXPECTATION | 1.NBT.A.1.2.a. | Ability to explore visual representations of numerals, matching a visual representation of a set to a numeral. ReadyRosie Ten in a Row |
| EXPECTATION | 1.NBT.A.1.2.b. | Ability to read a written numeral. ReadyRosie Sneaky Math Note |
| STRAND / TOPIC / STANDARD | MD.MA.1.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 1.NBT.A. | Extend the counting sequence. |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.A.1. | Major Standard: Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |
| OBJECTIVE | 1.NBT.A.1.3. | Writing |
| EXPECTATION | 1.NBT.A.1.3.a. | Ability to represent numerals in a variety of ways, including tracing numbers, repeatedly writing numbers, tactile experiences with numbers (e.g., making numbers out of clay, tracing them in the sand, and writing on the white board or in the air). ReadyRosie Sneaky Math Note |
| STRAND / TOPIC / STANDARD | MD.MA.1.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 1.NBT.B. | Understand Place Value. |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.B.2. | Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones. |
| OBJECTIVE | 1.NBT.B.2.2. | Knowledge of the connection between numerals, words, and quantities. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| OBJECTIVE | 1.NBT.B.2.3. | Knowledge that two-digit numbers are composed of bundles of tens and leftover ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| OBJECTIVE | 1.NBT.B.2.4. | Ability to count by tens and ones. ReadyRosie I Can Make You Say 21 Ten in a Row |
| STRAND / TOPIC / STANDARD | MD.MA.1.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 1.NBT.B. | Understand Place Value. |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.B.3. | Major Standard: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. |
| OBJECTIVE | 1.NBT.B.3.1. | Ability to apply their understanding of the value of tens and ones in order to compare the magnitude of two numbers. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| OBJECTIVE | 1.NBT.B.3.3. | Ability to represent their reasoning about the comparison of two two-digit numbers using pictures, numbers, and words. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STRAND / TOPIC / STANDARD | MD.MA.1.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 1.NBT.C. | Use place value understanding and properties of operations to add and subtract. |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.C.4. | Major Standard: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. |
| OBJECTIVE | 1.NBT.C.4.1. | Knowledge of addition and subtraction fact families. ReadyRosie Math Fact Memory |
| OBJECTIVE | 1.NBT.C.4.2. | Ability to model addition and subtraction using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix cubes) and explain the process. ReadyRosie Car Race Fishing for Tens Ten Dimes |
| STRAND / TOPIC / STANDARD | MD.MA.1.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 1.NBT.C. | Use place value understanding and properties of operations to add and subtract. |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.C.5. | Major Standard: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. |
| OBJECTIVE | 1.NBT.C.5.2. | Knowledge of addition and subtraction fact families. ReadyRosie Math Fact Memory |
| OBJECTIVE | 1.NBT.C.5.3. | Ability to model addition using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, connecting cubes) and explain the process. ReadyRosie Car Race Fishing for Tens Ten Dimes |
| STRAND / TOPIC / STANDARD | MD.MA.1.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 1.NBT.C. | Use place value understanding and properties of operations to add and subtract. |
| INDICATOR / PROFICIENCY LEVEL | 1.NBT.C.6. | Major Standard: Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |
| OBJECTIVE | 1.NBT.C.6.2. | Knowledge of addition and subtraction fact families. ReadyRosie Math Fact Memory |
| OBJECTIVE | 1.NBT.C.6.3. | Ability to model subtraction using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix cubes) and explain the process. ReadyRosie Car Race Fishing for Tens |
| OBJECTIVE | 1.NBT.C.6.4. | Knowledge of place value and skip counting by 10. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| STRAND / TOPIC / STANDARD | MD.MA.1.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 1.MD.A. | Measure lengths indirectly and by iterating length units. |
| INDICATOR / PROFICIENCY LEVEL | 1.MD.A.2. | Major Standard: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. |
| OBJECTIVE | 1.MD.A.2.1. | Knowledge that length is the distance between the two endpoints of an object. ReadyRosie Hunt and Measure Measurable Me |
| OBJECTIVE | 1.MD.A.2.2. | Ability to identify a unit of measure. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| OBJECTIVE | 1.MD.A.2.3. | Knowledge of nonstandard (e.g., paper clips, eraser length, toothpicks) as well as standard units of measurement. ReadyRosie How Far Does It Fly? Hunt and Measure Ramp Car Racing |
| STRAND / TOPIC / STANDARD | MD.MA.1.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 1.MD.B. | Tell and write time. |
| INDICATOR / PROFICIENCY LEVEL | 1.MD.B.3. | Additional Standard: Tell and write time in hours and half-hours using analog and digital clocks. |
| OBJECTIVE | 1.MD.B.3.1. | Ability to apply knowledge of fractional wholes and halves to telling time. ReadyRosie Body Clock |
| OBJECTIVE | 1.MD.B.3.2. | Ability to equate a number line to 12 with the face of a clock. ReadyRosie Body Clock Ten in a Row |
| OBJECTIVE | 1.MD.B.3.3. | Ability to match time on a digital clock with that on an analog clock. ReadyRosie Body Clock |
| STRAND / TOPIC / STANDARD | MD.MA.1.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 1.MD.C. | Represent and interpret data. |
| INDICATOR / PROFICIENCY LEVEL | 1.MD.C.4. | Supporting Standard: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. |
| OBJECTIVE | 1.MD.C.4.1. | Ability to sort data into separate categories. ReadyRosie Survey Says |
| OBJECTIVE | 1.MD.C.4.3. | Ability to answer questions about the data such as: ‘Which category has more?’ ‘Which category has less?’ ‘What is the favorite snack of our class?’ ‘How many more stickers does Sam have than John?’ ReadyRosie Survey Says |
| STRAND / TOPIC / STANDARD | MD.MA.1.G. | Geometry (G) |
| TOPIC / INDICATOR | 1.G.A. | Reason with shapes and their attributes. |
| INDICATOR / PROFICIENCY LEVEL | 1.G.A.1. | Additional Standard: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. |
| OBJECTIVE | 1.G.A.1.1. | Ability to sort shapes (e.g., attribute blocks, polygon figures) by shape, number of sides, size or number of angles. ReadyRosie Mystery Shape |
| OBJECTIVE | 1.G.A.1.3. | Ability to explain how two shapes are alike or how they are different from each other. ReadyRosie Mystery Shape |
| STRAND / TOPIC / STANDARD | MD.MA.1.G. | Geometry (G) |
| TOPIC / INDICATOR | 1.G.A. | Reason with shapes and their attributes. |
| INDICATOR / PROFICIENCY LEVEL | 1.G.A.2. | Additional Standard: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. |
| OBJECTIVE | 1.G.A.2.1. | Ability to use concrete manipulatives (e.g., pattern blocks, attribute blocks, cubes, rectangular prisms, cones, cylinders, geoboards, paper & pencil) to create composite shapes from 2 or 3 dimensional shapes. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| STRAND / TOPIC / STANDARD | MD.MA.1.G. | Geometry (G) |
| TOPIC / INDICATOR | 1.G.A. | Reason with shapes and their attributes. |
| INDICATOR / PROFICIENCY LEVEL | 1.G.A.3. | Additional Standard: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. |
| OBJECTIVE | 1.G.A.3.3. | Ability to model halves and fourths with concrete materials. ReadyRosie Folding Napkins |
| Maryland College and Career-Ready Standards |
| Mathematics |
| Grade: 2 - Adopted: 2015 |
| STRAND / TOPIC / STANDARD | MD.MP. | Mathematical Practices |
| TOPIC / INDICATOR | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| TOPIC / INDICATOR | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| TOPIC / INDICATOR | MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| TOPIC / INDICATOR | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| TOPIC / INDICATOR | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| TOPIC / INDICATOR | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STRAND / TOPIC / STANDARD | MD.MA.2.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 2.OA.A. | Represent and solve problems involving addition and subtraction. |
| INDICATOR / PROFICIENCY LEVEL | 2.OA.A.1. | Major Standard: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings, and equations with a symbol for the unknown number to represent the problem. |
| OBJECTIVE | 2.OA.A.1.1. | Ability to explore addition and subtraction with manipulatives to build their conceptual understanding (e.g., snap cubes, subitizing cards, tens frames, hundreds charts, number lines and empty number lines). ReadyRosie Dollars and Dice |
| OBJECTIVE | 2.OA.A.1.2. | Ability to take apart and combine numbers in a wide variety of ways. ReadyRosie Sneaky Math Note |
| OBJECTIVE | 2.OA.A.1.3. | Ability to make sense of quantity and be able to compare numbers. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| OBJECTIVE | 2.OA.A.1.6. | Knowledge of and ability to apply properties of addition and subtraction (CCSS, Page 90, Table 3). ReadyRosie Fishing for Doubles I Spy Sums and Products Multiplication War |
| OBJECTIVE | 2.OA.A.1.7. | Ability to apply the knowledge of addition and subtraction to choose the most efficient strategy to solve a problem. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| OBJECTIVE | 2.OA.A.1.8. | Ability to solve various types of addition and subtraction word problems (CCSS, Page 88, Table 1). ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| OBJECTIVE | 2.OA.A.1.10. | Ability to represent the mathematics in the problem with an equation, where there is only one equal sign. ReadyRosie Family Math Book |
| OBJECTIVE | 2.OA.A.1.11. | Ability to represent the multiple steps in a word problem by recording each steps individually using multiple equations (for example: There are 12 strawberries on the plate. The girls ate 9 of them. Mother put 6 more strawberries on the plate. How many strawberries are there now? Students record: 12-9 = 3; 3+6 = 9). ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| STRAND / TOPIC / STANDARD | MD.MA.2.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 2.OA.B. | Add and subtract within 20. |
| INDICATOR / PROFICIENCY LEVEL | 2.OA.B.2. | Major Standard: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. |
| OBJECTIVE | 2.OA.B.2.1. | Ability to apply counting strategies to develop automatic recall. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fifteen Fact Memory Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction War The Answer Is Thousand More |
| OBJECTIVE | 2.OA.B.2.2. | Ability to use reasoning strategies to make use of known facts (e.g., sums of ten, making ten, doubles, near doubles/inside doubles, doubles plus, counting on). ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fifteen Fact Memory Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction War The Answer Is Thousand More |
| STRAND / TOPIC / STANDARD | MD.MA.2.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 2.OA.C. | Work with equal groups of objects to gain foundations for multiplication. |
| INDICATOR / PROFICIENCY LEVEL | 2.OA.C.3. | Supporting Standard: Determine whether a group of objects (up to 20 has an odd or even number of members, e.g., by pairing objects or counting them by 2s); write an equation to express an even number as a sum of two equal addends. |
| OBJECTIVE | 2.OA.C.3.1. | Ability to use concrete materials to model the meaning of odd and even numbers. ReadyRosie Even or Odd? |
| OBJECTIVE | 2.OA.C.3.2. | Knowledge that writing an equation to express an even number as the sum of two equal addends is the same as using doubles (e.g., 4+4 = 8, 7+7 = 14). ReadyRosie Even or Odd? |
| OBJECTIVE | 2.OA.C.3.3. | Ability to skip count by twos. ReadyRosie Buzz on 3 |
| STRAND / TOPIC / STANDARD | MD.MA.2.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 2.OA.C. | Work with equal groups of objects to gain foundations for multiplication. |
| INDICATOR / PROFICIENCY LEVEL | 2.OA.C.4. | Supporting Standard: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. |
| OBJECTIVE | 2.OA.C.4.1. | Ability to construct rectangular arrays using concrete manipulatives. ReadyRosie An Array of Brownies |
| OBJECTIVE | 2.OA.C.4.2. | Ability to use repeated addition to find the number of objects in an array. ReadyRosie I Spy Sums and Products Table Times |
| OBJECTIVE | 2.OA.C.4.3. | Knowledge of rectangular arrays as a foundation for multiplication and a model of the connection between addition and multiplication. ReadyRosie An Array of Brownies |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.A. | Understand place value. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.A.1. | Major Standard: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. |
| OBJECTIVE | 2.NBT.A.1.1. | Ability to use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, stacks of cubes, bundles of sticks, place value arrow cards). ReadyRosie All About My Number Thousand More |
| OBJECTIVE | 2.NBT.A.1.2. | Knowledge of the value of each place in a number. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| OBJECTIVE | 2.NBT.A.1.3. | Knowledge of the value of a digit in a specific place. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| OBJECTIVE | 2.NBT.A.1.4. | Knowledge that the placement of a digit affects the value of that digit. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| OBJECTIVE | 2.NBT.A.1.5. | See 2.NBT.A.1a & b for additional skills and knowledge that are needed for this Standard. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.A. | Understand place value. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.A.1a. | Major Standard: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones – Understand the following as a special case: 100 can be thought of as a bundle of ten tens–called a “hundred”. |
| OBJECTIVE | 2.NBT.A.1a.1. | Ability to compose and decompose 100 in a variety of ways lays foundation for regrouping. ReadyRosie Sneaky Math Note |
| OBJECTIVE | 2.NBT.A.1a.2. | Apply the ability to count by tens. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.A. | Understand place value. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.A.1b. | Major Standard: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones – Understand the following as a special case: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (x hundreds and 0 tens and 0 ones). |
| OBJECTIVE | 2.NBT.A.1b.1. | Ability to count by hundreds using place value manipulatives. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| OBJECTIVE | 2.NBT.A.1b.2. | Ability to count by hundreds verbally. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.A. | Understand place value. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.A.2. | Major Standard: Count within 1000; skip-count by 5s, 10s, and 100s. |
| OBJECTIVE | 2.NBT.A.2.1. | Ability to skip count within 100 using the hundreds chart and 1000 using the thousands chart. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| OBJECTIVE | 2.NBT.A.2.2. | Ability to skip-count starting from various numbers (e.g., counting by tens starting with 27). ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| OBJECTIVE | 2.NBT.A.2.3. | Ability to determine patterns when skip-counting. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.A. | Understand place value. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.A.3. | Major Standard: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |
| OBJECTIVE | 2.NBT.A.3.1. | Knowledge of the value of digits within a multi-digit number. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| OBJECTIVE | 2.NBT.A.3.2. | Knowledge of and ability to represent numbers using concrete materials (e.g., base ten blocks, Digi-blocks, place value arrow cards) as well as written numerals and number words. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice Thousand More |
| OBJECTIVE | 2.NBT.A.3.3. | Ability to justify the representation with word form and written numerals. ReadyRosie Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.A. | Understand place value. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.A.4. | Major Standard: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |
| OBJECTIVE | 2.NBT.A.4.1. | Ability to apply place value knowledge to make comparisons (e.g., Look at greatest place value first and compare those digits to see which is greater). ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.B.5. | Major Standard: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| OBJECTIVE | 2.NBT.B.5.2. | Ability to model regrouping using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, place value arrow cards). ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is What's the Difference? |
| OBJECTIVE | 2.NBT.B.5.3. | Knowledge that when regrouping, the value of the number does not change but the place values of the digits within that number change (e.g., When regrouping the problem 324-116, 324 becomes 300+10+14 in order to regroup). ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is What's the Difference? |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.B.6. | Major Standard: Add up to four two-digit numbers using strategies based on place value, properties of operations. |
| OBJECTIVE | 2.NBT.B.6.1. | Knowledge of and ability to apply strategies such as expanded form, empty number line and partial sums. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.B.7. | Major Standard: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. |
| OBJECTIVE | 2.NBT.B.7.1. | Represent addition and subtraction three digit numbers within 1000 using concrete models or drawings and place value strategies, properties of operations, and/or the relationship between addition and subtraction. Then relate the strategy to a written method. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| OBJECTIVE | 2.NBT.B.7.2. | Demonstrate an understanding of place value when adding or subtraction three-digit numbers (see standard language). ReadyRosie Broken Calculator Keys Can I Stump You? How Much to 1,000? Race to Zero Subtraction Switch The Answer Is What's the Difference? |
| OBJECTIVE | 2.NBT.B.7.3. | Compose or decompose tens or hundreds in order to add or subtraction three digit numbers. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.B.8. | Major Standard: Use place value understanding and properties of operations to add and subtract – Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. |
| OBJECTIVE | 2.NBT.B.8.1. | Ability to skip count from a number by 10 and/or 100 including off the decades. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| OBJECTIVE | 2.NBT.B.8.2. | Ability to model using base ten manipulatives. ReadyRosie All About My Number Thousand More |
| STRAND / TOPIC / STANDARD | MD.MA.2.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| INDICATOR / PROFICIENCY LEVEL | 2.NBT.B.9. | Major Standard: Explain why addition and subtraction strategies work, using place value and the properties of operations. |
| OBJECTIVE | 2.NBT.B.9.1. | Ability to use the properties (commutative property for addition, associative property for addition, zero property, identity property) to compute and to support their explanation (CCSS, Page 90, Table 3). ReadyRosie Fishing for Doubles I Spy Sums and Products Multiplication War |
| OBJECTIVE | 2.NBT.B.9.2. | Ability to reason mathematically and explain why their chosen strategy works using words, pictures, and/or symbols to support their explanation. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STRAND / TOPIC / STANDARD | MD.MA.2.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 2.MD.A. | Measure and estimate lengths in standard units. |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.A.1. | Major Standard: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
| OBJECTIVE | 2.MD.A.1.1. | Ability to measure to the nearest inch, centimeter, yard, or meter. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| OBJECTIVE | 2.MD.A.1.2. | Knowledge of and ability to explain why we use standard units of measurement instead of non-standard units. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| OBJECTIVE | 2.MD.A.1.3. | Ability to estimate before measuring to help determine the appropriate measurement tool and unit. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| OBJECTIVE | 2.MD.A.1.4. | Knowledge of the connection between a ruler and a number line. ReadyRosie Three Questions |
| OBJECTIVE | 2.MD.A.1.5. | Ability to measure real-world objects. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| STRAND / TOPIC / STANDARD | MD.MA.2.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 2.MD.A. | Measure and estimate lengths in standard units. |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.A.3. | Major Standard: Estimate lengths using units of inches, feet, centimeters, and meters. |
| OBJECTIVE | 2.MD.A.3.1. | Ability to use a benchmark when estimating. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| OBJECTIVE | 2.MD.A.3.2. | Ability to compare estimates to actual measurements. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| STRAND / TOPIC / STANDARD | MD.MA.2.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 2.MD.A. | Measure and estimate lengths in standard units. |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.A.4. | Major Standard: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. |
| OBJECTIVE | 2.MD.A.4.1. | Ability to connect measurement comparisons to subtraction (comparing) and addition (counting on). ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND / TOPIC / STANDARD | MD.MA.2.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 2.MD.B. | Relate addition and subtraction to length. |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.B.5. | Major Standard: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. |
| OBJECTIVE | 2.MD.B.5.1. | Ability to develop equations to represent word problems. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| STRAND / TOPIC / STANDARD | MD.MA.2.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 2.MD.C. | Work with time and money. |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.C.7. | Supporting Standard: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| OBJECTIVE | 2.MD.C.7.1. | Knowledge of and ability to apply skip counting by 5. ReadyRosie Buzz on 3 Dollars and Dice |
| STRAND / TOPIC / STANDARD | MD.MA.2.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 2.MD.C. | Work with time and money. |
| INDICATOR / PROFICIENCY LEVEL | 2.MD.C.8. | Supporting Standard: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? |
| OBJECTIVE | 2.MD.C.8.1. | Ability to identify both sides of currency. ReadyRosie Coupon Savings Dollars and Dice |
| OBJECTIVE | 2.MD.C.8.2. | Ability to count money (dollar bills, quarters, dimes, nickels, and pennies). ReadyRosie Coupon Savings Dollars and Dice |
| OBJECTIVE | 2.MD.C.8.3. | Ability to count mixed sets of currency. ReadyRosie Coupon Savings Dollars and Dice |
| OBJECTIVE | 2.MD.C.8.4. | Ability to count on. ReadyRosie What's in a Dollar? |
| OBJECTIVE | 2.MD.C.8.5. | Knowledge of and ability to apply possible strategies such as drawing pictures, using coins, using a number grid, using a number line, using symbols and/or numbers. ReadyRosie What's in a Dollar? |
| STRAND / TOPIC / STANDARD | MD.MA.2.G. | Geometry (G) |
| TOPIC / INDICATOR | 2.G.A. | Reason with shapes and their attributes. |
| INDICATOR / PROFICIENCY LEVEL | 2.G.A.1. | Additional Standard: Recognize and draw shapes having specific attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
| OBJECTIVE | 2.G.A.1.1. | Ability to sort shapes by common attributes. ReadyRosie Mystery Shape |
| OBJECTIVE | 2.G.A.1.2. | Knowledge that plane figures are named by the number of sides. ReadyRosie Mystery Shape |
| STRAND / TOPIC / STANDARD | MD.MA.2.G. | Geometry (G) |
| TOPIC / INDICATOR | 2.G.A. | Reason with shapes and their attributes. |
| INDICATOR / PROFICIENCY LEVEL | 2.G.A.2. | Additional Standard: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. |
| OBJECTIVE | 2.G.A.2.1. | Ability to partition rectangles into rows and columns of same-size squares lays the foundation for the development of multiplication, area, and fractions. ReadyRosie Counting Fractions |
| OBJECTIVE | 2.G.A.2.2. | Ability to use concrete materials (e.g., color tiles and cubes) to partition a rectangle. ReadyRosie Counting Fractions |
| OBJECTIVE | 2.G.A.2.3. | Ability to apply repeated addition when counting total number of partitions. ReadyRosie I Spy Sums and Products Table Times |
| STRAND / TOPIC / STANDARD | MD.MA.2.G. | Geometry (G) |
| TOPIC / INDICATOR | 2.G.A. | Reason with shapes and their attributes. |
| INDICATOR / PROFICIENCY LEVEL | 2.G.A.3. | Additional Standard: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. |
| OBJECTIVE | 2.G.A.3.1. | Ability to partition circles and rectangles into equal parts lays the foundation for the development of fractions. ReadyRosie Counting Fractions |
| OBJECTIVE | 2.G.A.3.2. | Ability to model using concrete materials (e.g., paper folding, geoboards, fraction manipulatives) to create equal shares. ReadyRosie Fair Share |
| Maryland College and Career-Ready Standards |
| Mathematics |
| Grade: 3 - Adopted: 2015 |
| STRAND / TOPIC / STANDARD | MD.MP. | Mathematical Practices |
| TOPIC / INDICATOR | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| TOPIC / INDICATOR | MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| TOPIC / INDICATOR | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| TOPIC / INDICATOR | MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| TOPIC / INDICATOR | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| TOPIC / INDICATOR | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STRAND / TOPIC / STANDARD | MD.MA.3.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 3.OA.A. | Represent and solve problems involving multiplication and division. |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.A.1. | Major Standard: Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5x7. |
| OBJECTIVE | 3.OA.A.1.1. | Knowledge that multiplication is the process of repeated addition and equal groups. ReadyRosie I Spy Sums and Products Table Times |
| OBJECTIVE | 3.OA.A.1.2. | Interprets a multiplication expression as X number of groups of X number of objects. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| OBJECTIVE | 3.OA.A.1.4. | Knowledge that the product represented by the array is equivalent to the total of equal addends (2.OA.B.4). ReadyRosie I Spy Sums and Products Table Times |
| OBJECTIVE | 3.OA.A.1.5. | Ability to apply knowledge of repeated addition up to 5 rows and 5 columns and partitioning, which leads to multiplication (2.OA.B.4). ReadyRosie I Spy Sums and Products Table Times |
| OBJECTIVE | 3.OA.A.1.6. | Knowledge that the example in Standard 3.0A.A.1 can also represent the total number of objects with 5 items in each of 7 groups (Commutative Property). ReadyRosie I Spy Sums and Products Multiplication War |
| STRAND / TOPIC / STANDARD | MD.MA.3.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 3.OA.A. | Represent and solve problems involving multiplication and division. |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.A.2. | Major Standard: Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56÷8. |
| OBJECTIVE | 3.OA.A.2.1. | Knowledge that division is the inverse of multiplication and the process of repeated subtraction. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| OBJECTIVE | 3.OA.A.2.2. | Ability to use concrete objects to represent the total number and represent how these objects could be shared equally. ReadyRosie Fair Share |
| STRAND / TOPIC / STANDARD | MD.MA.3.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 3.OA.A. | Represent and solve problems involving multiplication and division. |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.A.3. | Major Standard: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. |
| OBJECTIVE | 3.OA.A.3.1. | Ability to determine when to use multiplication or division to solve a given word problem situation. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Make One Up Table Times |
| OBJECTIVE | 3.OA.A.3.3. | Ability to solve different types of multiplication and division word problems (CCSS, Page 89, Table 2). ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| STRAND / TOPIC / STANDARD | MD.MA.3.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 3.OA.A. | Represent and solve problems involving multiplication and division. |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.A.4. | Major Standard: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations: 8x? = 48, 5 = ☐÷3, 6x6 = ?. |
| OBJECTIVE | 3.OA.A.4.1. | Ability to use concrete objects to compose and decompose sets of numbers. ReadyRosie Fair Share |
| OBJECTIVE | 3.OA.A.4.2. | Ability to use the inverse operation as it applies to given equation. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| OBJECTIVE | 3.OA.A.4.4. | Ability to find the unknown in a given multiplication or division equation, where the unknown is represented by a question mark, a box, or a blank line. ReadyRosie Math Mind Reading Parts Unknown |
| OBJECTIVE | 3.OA.A.4.5. | Ability to solve problems that employ different placements for the unknown and product/quotient. ReadyRosie Math Mind Reading Parts Unknown |
| STRAND / TOPIC / STANDARD | MD.MA.3.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 3.OA.B. | Understand properties of multiplication and the relationship between multiplication and division. |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.B.5. | Major Standard: Apply properties of operations as strategies to multiply and divide: If 6x4 = 24 is known, then 4x6 = 24 is also known (Commutative property of multiplication); 3x5x2 can be found by 3x5 = 15, then 15x2 = 30, or by 5x2 = 10, then 3x10 = 30 (Associative property of multiplication); Knowing that 8x5 = 40 and 8x2 = 16, one can find 8x7 as 8x(5+2) = (8x5)+(8x2) which leads to 40+16 = 56 (Distributive property). |
| OBJECTIVE | 3.OA.B.5.2. | Knowledge of the properties of multiplication include Zero, Identity, Commutative, Associative and Distributive properties (CCSS, Page 90, Table 3). ReadyRosie I Spy Sums and Products Multiplication War |
| OBJECTIVE | 3.OA.B.5.3. | Knowledge that the properties of division include the Distributive Property, but not Commutative or Associative. ReadyRosie I Spy Sums and Products |
| OBJECTIVE | 3.OA.B.5.4. | Ability to understand and apply the Properties of Operations as opposed to simply naming them. ReadyRosie I Spy Sums and Products Multiplication War |
| OBJECTIVE | 3.OA.B.5.5. | Ability to apply of the Properties of Operations as strategies for increased efficiency. ReadyRosie I Spy Sums and Products Multiplication War |
| STRAND / TOPIC / STANDARD | MD.MA.3.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 3.OA.B. | Understand properties of multiplication and the relationship between multiplication and division. |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.B.6. | Major Standard: Understand division as an unknown-factor problem. For example, find 32÷8 by finding the number that makes 32 when multiplied by 8. |
| OBJECTIVE | 3.OA.B.6.1. | Knowledge that multiplication is the inverse operation of division. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| OBJECTIVE | 3.OA.B.6.2. | Ability to apply knowledge of multiplication to solve division problems. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| STRAND / TOPIC / STANDARD | MD.MA.3.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 3.OA.C. | Multiply and divide within 100. |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.C.7. | Major Standard: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8x5 = 40, one knows 40÷5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. |
| OBJECTIVE | 3.OA.C.7.3. | Ability to model the various properties using concrete materials. ReadyRosie I Spy Sums and Products Multiplication War |
| STRAND / TOPIC / STANDARD | MD.MA.3.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 3.OA.D. | Solve problems involving the four operations, and identify and explain patterns in arithmetic. |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.D.8. | Major Standard: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. |
| OBJECTIVE | 3.OA.D.8.1. | Knowledge of strategies for word problems as established for addition and subtraction (2.OA.A.1). ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems |
| OBJECTIVE | 3.OA.D.8.2. | Ability to solve word problems that use whole numbers and yield whole-number solutions. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| OBJECTIVE | 3.OA.D.8.6. | Ability to use various strategies applied in one-step word problems to solve multi-step word problems. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| OBJECTIVE | 3.OA.D.8.9. | Ability to apply knowledge of place value to estimation. ReadyRosie Round Showdown The Greater Number |
| STRAND / TOPIC / STANDARD | MD.MA.3.OA. | Operations and Algebraic Thinking (OA) |
| TOPIC / INDICATOR | 3.OA.D. | Solve problems involving the four operations, and identify and explain patterns in arithmetic. |
| INDICATOR / PROFICIENCY LEVEL | 3.OA.D.9. | Major Standard: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends. |
| OBJECTIVE | 3.OA.D.9.1. | Ability to apply knowledge of skip counting (1.OA C.5 and 2.NBT.B.2) and explain “why” the pattern works the way it does as it relates to the properties of operations. ReadyRosie Buzz on 3 |
| OBJECTIVE | 3.OA.D.9.3. | Knowledge that subtraction and division are not commutative. ReadyRosie I Spy Sums and Products Multiplication War |
| OBJECTIVE | 3.OA.D.9.4. | Knowledge of multiplication and division properties (CCSS, Page 90, Tables 3 & 4). ReadyRosie I Spy Sums and Products Multiplication War |
| OBJECTIVE | 3.OA.D.9.5. | Ability to apply knowledge of Properties of operations to explain patterns and why they remain consistent. ReadyRosie I Spy Sums and Products Multiplication War |
| STRAND / TOPIC / STANDARD | MD.MA.3.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 3.NBT.A. | Use place value understanding and properties of operation to perform multi-digit arithmetic. |
| INDICATOR / PROFICIENCY LEVEL | 3.NBT.A.1. | Additional Standard: Use place value understanding to round whole numbers to the nearest 10 or 100. |
| OBJECTIVE | 3.NBT.A.1.1. | Knowledge of place value through 1,000 (2.NBT.A.1) to provide the foundation for rounding whole numbers. ReadyRosie How Much to 1,000? Place Value Battle Place Value Dice |
| OBJECTIVE | 3.NBT.A.1.2. | Knowledge that place value refers to what a digit is worth in a number. ReadyRosie How Much to 1,000? Place Value Dice |
| OBJECTIVE | 3.NBT.A.1.3. | Knowledge that each place in a number is worth 10 times more than the place to the right of it (The tens column is worth 10 ones, the hundreds column is worth 10 tens). ReadyRosie How Much to 1,000? Place Value Dice |
| OBJECTIVE | 3.NBT.A.1.4. | Ability to use a variety of strategies when rounding (e.g., number line, proximity, and hundreds chart). ReadyRosie Round Showdown The Greater Number |
| OBJECTIVE | 3.NBT.A.1.5. | Ability to round a three-digit number to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| STRAND / TOPIC / STANDARD | MD.MA.3.NBT. | Number and Operations in Base Ten (NBT) |
| TOPIC / INDICATOR | 3.NBT.A. | Use place value understanding and properties of operation to perform multi-digit arithmetic. |
| INDICATOR / PROFICIENCY LEVEL | 3.NBT.A.3. | Additional Standard: Multiply one-digit whole numbers by multiples of 10 in the range of 1090 (e.g., 9x80, 5x60) using strategies based on place value and properties of operations. |
| OBJECTIVE | 3.NBT.A.3.1. | Ability to apply knowledge of place value (e.g., 9x80 is 9 times 8 tens = 72 tens). ReadyRosie How Much to 1,000? Place Value Dice |
| OBJECTIVE | 3.NBT.A.3.2. | Ability to apply the Properties of Operations (CCSS, Page 90, Tables 3 & 4). ReadyRosie I Spy Sums and Products Multiplication War |
| STRAND / TOPIC / STANDARD | MD.MA.3.NF. | Number and Operations – Fractions (NF) |
| TOPIC / INDICATOR | 3.NF.A. | Develop the understanding of fractions as numbers. |
| INDICATOR / PROFICIENCY LEVEL | 3.NF.A.1. | Major Standard: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. |
| OBJECTIVE | 3.NF.A.1.1. | Knowledge of the relationship between the number of equal shares and the size of the share (1.G.A.3). ReadyRosie Fair Share |
| OBJECTIVE | 3.NF.A.1.2. | Knowledge of the relationship between the number of equal shares and the size of the share (1.G.A.3). ReadyRosie Fair Share |
| OBJECTIVE | 3.NF.A.1.3. | Knowledge that unit fractions represent 1 of the total number of parts, for example, the fraction is formed by 1 part of a whole which is divided into 4 equal parts. ReadyRosie Counting Fractions Shape Up! |
| OBJECTIVE | 3.NF.A.1.5. | Knowledge of the terms numerator (the number of parts being counted) and denominator (the total number of equal parts in the whole). ReadyRosie Fractions on a Number Line Shape Up! |
| OBJECTIVE | 3.NF.A.1.7. | Ability to identify and create fractions of a region and of a set, including the use of concrete materials. ReadyRosie Counting Fractions Shape Up! |
| OBJECTIVE | 3.NF.A.1.8. | Knowledge of the size or quantity of the original whole when working with fractional parts. ReadyRosie Counting Fractions Shape Up! |
| STRAND / TOPIC / STANDARD | MD.MA.3.NF. | Number and Operations – Fractions (NF) |
| TOPIC / INDICATOR | 3.NF.A. | Develop the understanding of fractions as numbers. |
| INDICATOR / PROFICIENCY LEVEL | 3.NF.A.2. | Major Standard: Understand a fraction as a number on the number line; represent fractions on a number line diagram. |
| OBJECTIVE | 3.NF.A.2.2. | Ability to apply knowledge of unit fractions to represent and compute fractions on a number line. ReadyRosie Counting Fractions Shape Up! |
| STRAND / TOPIC / STANDARD | MD.MA.3.NF. | Number and Operations – Fractions (NF) |
| TOPIC / INDICATOR | 3.NF.A. | Develop the understanding of fractions as numbers. |
| INDICATOR / PROFICIENCY LEVEL | 3.NF.A.3. | Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| OBJECTIVE | 3.NF.A.3.1. | Ability to use concrete manipulatives and visual models to explain reasoning about fractions. ReadyRosie Counting Fractions Shape Up! |
| OBJECTIVE | 3.NF.A.3.2. | Knowledge that equivalent fractions are ways of describing the same amount by using different-sized fractional parts. (e.g., 1/2 is the same as 2/4 or 3/6 or 4/8). ReadyRosie Sharing an Apple |
| OBJECTIVE | 3.NF.A.3.3. | Ability to use a variety of models when investigating equivalent fractions (e.g., number line, Cuisenaire rods, fraction towers, fraction circles, equivalence table, fraction strips). ReadyRosie Sharing an Apple |
| OBJECTIVE | 3.NF.A.3.4. | Ability to relate equivalency to fractions of a region or fractions of a set. ReadyRosie Sharing an Apple |
| OBJECTIVE | 3.NF.A.3.6. | Knowledge of and experience with fractional number sense to lay foundation for manipulating, comparing, finding equivalent fractions, etc. ReadyRosie Fractions on a Number Line Sharing an Apple |
| STRAND / TOPIC / STANDARD | MD.MA.3.NF. | Number and Operations – Fractions (NF) |
| TOPIC / INDICATOR | 3.NF.A. | Develop the understanding of fractions as numbers. |
| INDICATOR / PROFICIENCY LEVEL | 3.NF.A.3a. | Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – Represent two fractions as equivalent (equal) if they are the same size, or the same point on the number line. |
| OBJECTIVE | 3.NF.A.3a.1. | Ability to describe the same amount by using different-sized fractional parts (e.g., 1/2 is the same as 2/4 or 3/6 or 4/8). ReadyRosie Sharing an Apple |
| OBJECTIVE | 3.NF.A.3a.2. | Ability to use number lines as well as fractions of a set or fractions of a region to model equivalent fractions. ReadyRosie Sharing an Apple |
| OBJECTIVE | 3.NF.A.3a.3. | Ability to use a variety of models to investigate relationships of equivalency. ReadyRosie Fractions on a Number Line Sharing an Apple |
| STRAND / TOPIC / STANDARD | MD.MA.3.NF. | Number and Operations – Fractions (NF) |
| TOPIC / INDICATOR | 3.NF.A. | Develop the understanding of fractions as numbers. |
| INDICATOR / PROFICIENCY LEVEL | 3.NF.A.3b. | Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. |
| OBJECTIVE | 3.NF.A.3b.1. | Ability to describe the same amount by using different-sized fractional parts (e.g., 1/2 is the same as 2/4 or 3/6 or 4/8). ReadyRosie Sharing an Apple |
| OBJECTIVE | 3.NF.A.3b.2. | Ability to use fraction models (e.g., fraction towers, fraction strips) to justify understanding of equivalent fractions. ReadyRosie Sharing an Apple |
| STRAND / TOPIC / STANDARD | MD.MA.3.NF. | Number and Operations – Fractions (NF) |
| TOPIC / INDICATOR | 3.NF.A. | Develop the understanding of fractions as numbers. |
| INDICATOR / PROFICIENCY LEVEL | 3.NF.A.3c. | Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. |
| OBJECTIVE | 3.NF.A.3c.1. | Knowledge of the denominator as the number of parts that a whole is divided into in order to explain why a denominator of 1 indicates whole number. ReadyRosie Fractions on a Number Line Shape Up! |
| STRAND / TOPIC / STANDARD | MD.MA.3.NF. | Number and Operations – Fractions (NF) |
| TOPIC / INDICATOR | 3.NF.A. | Develop the understanding of fractions as numbers. |
| INDICATOR / PROFICIENCY LEVEL | 3.NF.A.3d. | Major Standard: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size – Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |
| OBJECTIVE | 3.NF.A.3d.2. | Knowledge that as the denominator increases the size of the part decreases. ReadyRosie Fractions on a Number Line Shape Up! |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.A. | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.A.1. | Major Standard: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. |
| OBJECTIVE | 3.MD.A.1.2. | Ability to tell time to the nearest minute in a.m. and p.m. ReadyRosie Now is the Time |
| OBJECTIVE | 3.MD.A.1.3. | Ability to measure time intervals in minutes. ReadyRosie Now is the Time |
| OBJECTIVE | 3.MD.A.1.5. | Ability to initially add minutes in order to find the end time followed by working backwards to find start time. ReadyRosie Now is the Time |
| OBJECTIVE | 3.MD.A.1.6. | Ability to find the elapsed time of an event. ReadyRosie Now is the Time |
| OBJECTIVE | 3.MD.A.1.8. | Ability to find start time, end time, or elapsed time. ReadyRosie Now is the Time |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.A. | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.A.2. | Major Standard: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. |
| OBJECTIVE | 3.MD.A.2.3. | Ability to explain the differences between mass and volume. ReadyRosie Cooking Estimation Double the Recipe |
| OBJECTIVE | 3.MD.A.2.4. | Ability to solve one step word problems involving masses or volumes that are given in the same units using drawings with understanding. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| OBJECTIVE | 3.MD.A.2.5. | Ability to solve one-step word problems involving masses or volumes using the four operations. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.B. | Represent and interpret data. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.B.3. | Supporting Standard: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how may less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. |
| OBJECTIVE | 3.MD.B.3.2. | Ability to apply experience with constructing and analyzing simple, single-unit scaled bar and picture graphs (pictograph) with no more than 4 categories (2.MD.D.10). ReadyRosie Graphing Walking Goals |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.C.5. | Major Standard: Recognize area as an attribute of plane figures and understand concept of area measurement. |
| OBJECTIVE | 3.MD.C.5.1. | Ability to apply experience with partitioning rectangles into rows and columns to count the squares within (2.OA.C.4). ReadyRosie An Array of Brownies |
| OBJECTIVE | 3.MD.C.5.2. | Knowledge that area is the measure of total square units inside a region or how many square units it takes to cover a region. ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.C.5a. | Major Standard: Recognize area as an attribute of plane figures and understand concept of area measurement – A square with side length 1 unit, called “a unit square”, is said to have “one square unit” of area, and can be used to measure area. |
| OBJECTIVE | 3.MD.C.5a.1. | Ability to use square units of measure (inch tile) to measure figures and identify length, perimeter, or area to give the total measure. ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.C.5b. | Major Standard: Recognize area as an attribute of plane figures and understand concept of area measurement – A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. |
| OBJECTIVE | 3.MD.C.5b.1. | Ability to use square units of measure to cover a variety of plane figures without gaps or overlaps to provide the total area of the figure. ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.C.6. | Major Standard: Measure areas by counting unit squares (square cm, square m, square in., square ft., and improvised units). |
| OBJECTIVE | 3.MD.C.6.1. | Ability to use manipulatives and visual models to calculate area. ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.C.7. | Major Standard: Relate area to the operations of multiplication and addition. |
| OBJECTIVE | 3.MD.C.7.1. | Ability to explain the relationship of multiplication arrays and area (3.OA.A.3). ReadyRosie An Array of Brownies |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.C.7a. | Major Standard: Relate area to the operations of multiplication and addition – Find the area of a rectangle with whole- number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. |
| OBJECTIVE | 3.MD.C.7a.1. | Ability to justify the understanding of area by comparing tiling and counting with repeated addition/multiplication. ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.C.7b. | Major Standard: Relate area to the operations of multiplication and addition – Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. |
| OBJECTIVE | 3.MD.C.7b.2. | Ability to apply the formula for area when the measurement of one side is not given. ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.C.7c. | Major Standard: Major Standard: Relate area to the operations of multiplication and addition – Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b+c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning |
| OBJECTIVE | 3.MD.C.7c.3. | Knowledge that, for example, when working with a rectangle with side lengths of 7 units by 8 units, let a represent 7 and b+c represent a decomposition of 8 (e.g., 5+3, 6+2, 4+4, 7+1, etc.). In other words, 7x8 is the same as (7x2)+(7x6). ReadyRosie I Spy Sums and Products |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.C.7d. | Major Standard: Major Standard: Relate area to the operations of multiplication and addition – Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems. |
| OBJECTIVE | 3.MD.C.7d.1. | This is an extension of 3.MD.C.7c. ReadyRosie I Spy Sums and Products |
| OBJECTIVE | 3.MD.C.7d.4. | Ability to apply knowledge of area for one rectangle to finding the area of rectilinear figures when the measurement for one side is missing. ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC / STANDARD | MD.MA.3.MD. | Measurement and Data (MD) |
| TOPIC / INDICATOR | 3.MD.D. | Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. |
| INDICATOR / PROFICIENCY LEVEL | 3.MD.D.8. | Additional Standard: Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. |
| OBJECTIVE | 3.MD.D.8.1. | Knowledge that the perimeter is the distance around a region. ReadyRosie Cracker Perimeter & Area |
| OBJECTIVE | 3.MD.D.8.7. | Ability to use concrete materials to divide shapes into equal areas (e.g., pattern blocks, color tiles, geoboards). ReadyRosie Counting Fractions Shape Up! |
| STRAND / TOPIC / STANDARD | MD.MA.3.G. | Geometry (G) |
| TOPIC / INDICATOR | 3.G.A. | Reason with shapes and their attributes. |
| INDICATOR / PROFICIENCY LEVEL | 3.G.A.2. | Supporting Standard: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. |
| OBJECTIVE | 3.G.A.2.2. | Ability to use concrete materials to divide shapes into equal areas (e.g., pattern blocks, color tiles, geoboards). ReadyRosie Counting Fractions Shape Up! |
| Maryland College and Career-Ready Standards |
| Science |
| Grade: K - Adopted: 2008 |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.A.1. | Constructing Knowledge: Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out. |
| INDICATOR / PROFICIENCY LEVEL | 1.A.1.a. | Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens. ReadyRosie Nature Journaling |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.C.1. | Communicating Scientific Information: Ask, 'How do you know?' in appropriate situations and attempt reasonable answers when others ask them the same question. |
| INDICATOR / PROFICIENCY LEVEL | 1.C.1.d. | Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean. ReadyRosie Building a Fort |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.D.1. | Technology: Design and make things with simple tools and a variety of materials. |
| INDICATOR / PROFICIENCY LEVEL | 1.D.1.e. | Explain that sometimes it is not possible to make or do everything that is designed. ReadyRosie Ramp Car Racing |
| STRAND / TOPIC / STANDARD | MD.2.0. | Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. |
| TOPIC / INDICATOR | 2.A.1. | Materials and Processes That Shape A Planet: Investigate objects and materials in the environment. |
| INDICATOR / PROFICIENCY LEVEL | 2.A.1.b. | Examine and describe Earth materials: rocks; soil; water. ReadyRosie I Found This |
| STRAND / TOPIC / STANDARD | MD.3.0. | Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. |
| TOPIC / INDICATOR | 3.E.1. | Flow of Matter and Energy: Develop an awareness of the relationship of features of living things and their ability to satisfy basic needs that support their growth and survival. |
| INDICATOR / PROFICIENCY LEVEL | 3.E.1.a. | Make observations of the features and behaviors of many different kinds of animals within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, air, etc. ReadyRosie Family Sensory Walk |
| INDICATOR / PROFICIENCY LEVEL | 3.E.1.c. | Make observations of the features of many different kinds of plants within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, light, etc. ReadyRosie Family Sensory Walk |
| STRAND / TOPIC / STANDARD | MD.3.0. | Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. |
| TOPIC / INDICATOR | 3.F.1. | Ecology: Investigate a variety of familiar places where plants and animals live to describe the place and the living things found there. |
| INDICATOR / PROFICIENCY LEVEL | 3.F.1.a. | Describe observations using drawings, oral or written text of the place and some of the living things found there. ReadyRosie Family Sensory Walk |
| INDICATOR / PROFICIENCY LEVEL | 3.F.1.b. | Based on the observations collected at each place compare the plants and animals found there: Location; Activity; Movement; Features. ReadyRosie Family Sensory Walk |
| Maryland College and Career-Ready Standards |
| Science |
| Grade: 1 - Adopted: 2008 |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.A.1. | Constructing Knowledge: Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out. |
| INDICATOR / PROFICIENCY LEVEL | 1.A.1.a. | Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens. ReadyRosie Nature Journaling |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.C.1. | Communicating Scientific Information: Ask, 'How do you know?' in appropriate situations and attempt reasonable answers when others ask them the same question. |
| INDICATOR / PROFICIENCY LEVEL | 1.C.1.d. | Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean. ReadyRosie Building a Fort |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.D.1. | Technology: Design and make things with simple tools and a variety of materials. |
| INDICATOR / PROFICIENCY LEVEL | 1.D.1.e. | Explain that sometimes it is not possible to make or do everything that is designed. ReadyRosie Ramp Car Racing |
| STRAND / TOPIC / STANDARD | MD.3.0. | Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. |
| TOPIC / INDICATOR | 3.A.1. | Diversity of Life: Compare and explain how external features of plants and animals help them survive in different environments. |
| INDICATOR / PROFICIENCY LEVEL | 3.A.1.b. | Compare similar features in some animals and plants and explain how each of these enables the organism to satisfy basic needs. ReadyRosie Family Sensory Walk |
| STRAND / TOPIC / STANDARD | MD.3.0. | Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. |
| TOPIC / INDICATOR | 3.B.1. | Cells: Describe evidence from investigations that living things are made of parts too small to be seen with the unaided eye. |
| INDICATOR / PROFICIENCY LEVEL | 3.B.1.a. | Use magnifying instruments to observe parts of a variety of living things, such as leaves, seeds, insects, worms, etc. to describe (drawing or text) parts seen with the magnifier. ReadyRosie I Found This |
| STRAND / TOPIC / STANDARD | MD.3.0. | Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. |
| TOPIC / INDICATOR | 3.B.2. | Cells: Provide evidence that all organisms are made of parts that help them carry out the basic functions of life. |
| INDICATOR / PROFICIENCY LEVEL | 3.B.2.c. | Describe some parts of plants and describe what they do for the plant. ReadyRosie I Found This |
| STRAND / TOPIC / STANDARD | MD.3.0. | Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. |
| TOPIC / INDICATOR | 3.C.2. | Genetics: Recognize that all living things have offspring, usually with two parents involved. |
| INDICATOR / PROFICIENCY LEVEL | 3.C.2.a. | Examine a variety of living things and their offspring and describe what each parent and offspring looks like. ReadyRosie Family Sensory Walk |
| INDICATOR / PROFICIENCY LEVEL | 3.C.2.b. | Identify similarities and differences among the offspring and between the offspring and each parent. ReadyRosie Family Sensory Walk |
| INDICATOR / PROFICIENCY LEVEL | 3.C.2.c. | Based on observations, construct an appropriate response to the question 'Are parents and offspring more similar than they are different?' ReadyRosie Family Sensory Walk |
| Maryland College and Career-Ready Standards |
| Science |
| Grade: 2 - Adopted: 2008 |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.A.1. | Constructing Knowledge: Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out. |
| INDICATOR / PROFICIENCY LEVEL | 1.A.1.a. | Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens. ReadyRosie Nature Journaling |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.C.1. | Communicating Scientific Information: Ask, 'How do you know?' in appropriate situations and attempt reasonable answers when others ask them the same question. |
| INDICATOR / PROFICIENCY LEVEL | 1.C.1.d. | Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean. ReadyRosie Building a Fort |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.D.1. | Technology: Design and make things with simple tools and a variety of materials. |
| INDICATOR / PROFICIENCY LEVEL | 1.D.1.e. | Explain that sometimes it is not possible to make or do everything that is designed. ReadyRosie Ramp Car Racing |
| Maryland College and Career-Ready Standards |
| Science |
| Grade: 3 - Adopted: 2008 |
| STRAND / TOPIC / STANDARD | MD.1.0. | Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. |
| TOPIC / INDICATOR | 1.D.1. | Technology: Develop designs and analyze the products: 'Does it work?' 'Could I make it work better?' 'Could I have used better materials?' |
| INDICATOR / PROFICIENCY LEVEL | 1.D.1.b. | Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance). ReadyRosie Ramp Car Racing |