Massachusetts Curriculum Frameworks
| Main Criteria: Massachusetts Curriculum Frameworks | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Massachusetts Curriculum Frameworks |
| Health and PE |
| Grade: K - Adopted: 1999 |
| FOCUS / COURSE | MA.2. | Physical Activity and Fitness: Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics and exercise physiology, and will apply the concept of wellness to their lives. |
| STRAND | 2.7. | Personal and Social Competency: Demonstrate responsible personal and social conduct used in physical activity settings. ReadyRosie Clap and Count Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim Super Kindness |
| FOCUS / COURSE | MA.5. | Mental Health: Students will acquire knowledge about emotions and physical health, the management of emotions, personality and character development, and social awareness; and will learn skills to promote self-acceptance, make decisions, and cope with stress, including suicide prevention. |
| STRAND | 5.1. | Feelings and Emotions: Identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intense positive and negative feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| STRAND | 5.2. | Feelings and Emotions: Apply methods to accommodate a variety of feelings in a constructive manner in order to promote well being. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| STRAND | 5.3. | Identity: Define character traits such as honesty, trustworthiness, self-discipline, respectfulness, and kindness and describe their contribution to identity, self-concept, decision-making, and interpersonal relationships. ReadyRosie Family Poem Favorite People Place Cards Routine Strategy: Routine Chart |
| STRAND | 5.6. | Decision Making: Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control where possible) positively influence self-concept. ReadyRosie Red Light Purple Light Challenge |
| FOCUS / COURSE | MA.6. | Family Life: Students will gain knowledge about the significance of the family on individuals and society, and will learn skills to support the family, balance work and family life, be an effective parent, and nurture the development of children. |
| STRAND | 6.1. | Functions and Purpose: Describe different types of families, addressing membership and social influences, and the functions of family members. ReadyRosie Sharing Chores and Your Day |
| STRAND | 6.2. | Functions and Purpose: Describe factors, such as character traits of individuals and life events, that can strengthen families. ReadyRosie Family Poem Favorite People Place Cards Routine Strategy: Routine Chart Story of Your Name |
| STRAND | 6.3. | Supports: Identify whom to talk with about family problems and successes. ReadyRosie Sharing Chores and Your Day |
| STRAND | 6.4. | Parenting: Identify what parents do to provide a safe, healthy environment for their children. ReadyRosie Sharing Chores and Your Day |
| FOCUS / COURSE | MA.7. | Interpersonal Relationships: Students will learn that relationships with others are an integral part of the human life experience and the factors that contribute to healthy interpersonal relationships, and will acquire skills to enhance and make many of these relationships more fulfilling through commitment and communication. |
| STRAND | 7.2. | Communication: Apply both verbal and non-verbal communication skills to develop positive relationships and improve the social environment of the school. ReadyRosie Clap and Count |
| FOCUS / COURSE | MA.8. | Disease Prevention and Control: Students will learn the signs, causes, and treatment of chronic and communicable diseases, and will gain skills related to health promotion, disease prevention, and health maintenance. |
| STRAND | 8.4. | Health Maintenance: Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such as choosing healthy tooth snacks, brushing, flossing). ReadyRosie Brushing Your Teeth |
| FOCUS / COURSE | MA.11. | Violence Prevention: Students will learn how their actions affect others, will understand the power that positive character traits can have in violence prevention, will gain skills to report incidents of violence and hurtful behavior to adults in the school and community, will avoid engaging in violence, and will identify constructive alternatives to violence, including how to discourage others from engaging in violence. |
| STRAND | 11.1. | Awareness: Describe some of the ways that young children can be intentionally helpful and intentionally hurtful to one another. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| STRAND | 11.2. | Contributing Factors: Identify factors (such as internal character and personality attributes and forces external to individuals, such as the media or society) related to both violent and nonviolent attitudes. ReadyRosie Family Poem Favorite People Place Cards Routine Strategy: Routine Chart |
| STRAND | 11.3. | Alternatives: Differentiate between one's personal rights and those of others and use communication and problem-solving to set personal boundaries, resolve conflicts, and develop positive relationships. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| FOCUS / COURSE | MA.12. | Consumer Health and Resource Management: Students will acquire the knowledge and skills necessary to obtain, manage, and evaluate resources to maintain physical and mental health and well being for themselves, their family, and the community. |
| STRAND | 12.4. | Resource Management Practices: Identify resources used by individuals to manage their daily lives (such as time and money). ReadyRosie All About My Family Family Poem Super Kindness |
| FOCUS / COURSE | MA.14. | Community and Public Health: Students will learn the influence of social factors on health, the contribution of public health, and will gain skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive communities. |
| STRAND | 14.1. | School and Community Efforts: List the jobs carried out by people at school and in the community that support health and success in school. ReadyRosie Super Kindness |
| Massachusetts Curriculum Frameworks |
| Health and PE |
| Grade: 1 - Adopted: 1999 |
| FOCUS / COURSE | MA.2. | Physical Activity and Fitness: Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics and exercise physiology, and will apply the concept of wellness to their lives. |
| STRAND | 2.7. | Personal and Social Competency: Demonstrate responsible personal and social conduct used in physical activity settings. ReadyRosie Clap and Count Conversation Starters Fishing for Tens Folding a Blanket How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim Super Kindness |
| FOCUS / COURSE | MA.5. | Mental Health: Students will acquire knowledge about emotions and physical health, the management of emotions, personality and character development, and social awareness; and will learn skills to promote self-acceptance, make decisions, and cope with stress, including suicide prevention. |
| STRAND | 5.1. | Feelings and Emotions: Identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intense positive and negative 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 |
| STRAND | 5.2. | Feelings and Emotions: Apply methods to accommodate a variety of feelings in a constructive manner in order to promote well being. 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 | 5.3. | Identity: Define character traits such as honesty, trustworthiness, self-discipline, respectfulness, and kindness and describe their contribution to identity, self-concept, decision-making, and interpersonal relationships. ReadyRosie Family Poem Routine Strategy: Routine Chart |
| STRAND | 5.6. | Decision Making: Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control where possible) positively influence self-concept. ReadyRosie Red Light Purple Light Challenge |
| FOCUS / COURSE | MA.6. | Family Life: Students will gain knowledge about the significance of the family on individuals and society, and will learn skills to support the family, balance work and family life, be an effective parent, and nurture the development of children. |
| STRAND | 6.1. | Functions and Purpose: Describe different types of families, addressing membership and social influences, and the functions of family members. ReadyRosie Sharing Chores and Your Day |
| STRAND | 6.2. | Functions and Purpose: Describe factors, such as character traits of individuals and life events, that can strengthen families. ReadyRosie Family Poem Routine Strategy: Routine Chart Story of Your Name |
| STRAND | 6.3. | Supports: Identify whom to talk with about family problems and successes. ReadyRosie Sharing Chores and Your Day |
| STRAND | 6.4. | Parenting: Identify what parents do to provide a safe, healthy environment for their children. ReadyRosie Sharing Chores and Your Day |
| FOCUS / COURSE | MA.7. | Interpersonal Relationships: Students will learn that relationships with others are an integral part of the human life experience and the factors that contribute to healthy interpersonal relationships, and will acquire skills to enhance and make many of these relationships more fulfilling through commitment and communication. |
| STRAND | 7.2. | Communication: Apply both verbal and non-verbal communication skills to develop positive relationships and improve the social environment of the school. ReadyRosie Clap and Count Making Playdough Together |
| FOCUS / COURSE | MA.8. | Disease Prevention and Control: Students will learn the signs, causes, and treatment of chronic and communicable diseases, and will gain skills related to health promotion, disease prevention, and health maintenance. |
| STRAND | 8.4. | Health Maintenance: Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such as choosing healthy tooth snacks, brushing, flossing). ReadyRosie Brushing Your Teeth |
| FOCUS / COURSE | MA.11. | Violence Prevention: Students will learn how their actions affect others, will understand the power that positive character traits can have in violence prevention, will gain skills to report incidents of violence and hurtful behavior to adults in the school and community, will avoid engaging in violence, and will identify constructive alternatives to violence, including how to discourage others from engaging in violence. |
| STRAND | 11.1. | Awareness: Describe some of the ways that young children can be intentionally helpful and intentionally hurtful to one another. 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 | 11.2. | Contributing Factors: Identify factors (such as internal character and personality attributes and forces external to individuals, such as the media or society) related to both violent and nonviolent attitudes. ReadyRosie Family Poem Routine Strategy: Routine Chart |
| STRAND | 11.3. | Alternatives: Differentiate between one's personal rights and those of others and use communication and problem-solving to set personal boundaries, resolve conflicts, and develop positive relationships. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| FOCUS / COURSE | MA.12. | Consumer Health and Resource Management: Students will acquire the knowledge and skills necessary to obtain, manage, and evaluate resources to maintain physical and mental health and well being for themselves, their family, and the community. |
| STRAND | 12.4. | Resource Management Practices: Identify resources used by individuals to manage their daily lives (such as time and money). ReadyRosie All About My Family Family Poem I Love My Family Because... Super Kindness |
| FOCUS / COURSE | MA.14. | Community and Public Health: Students will learn the influence of social factors on health, the contribution of public health, and will gain skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive communities. |
| STRAND | 14.1. | School and Community Efforts: List the jobs carried out by people at school and in the community that support health and success in school. ReadyRosie Super Kindness |
| Massachusetts Curriculum Frameworks |
| Health and PE |
| Grade: 2 - Adopted: 1999 |
| FOCUS / COURSE | MA.2. | Physical Activity and Fitness: Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics and exercise physiology, and will apply the concept of wellness to their lives. |
| STRAND | 2.7. | Personal and Social Competency: Demonstrate responsible personal and social conduct used in physical activity settings. ReadyRosie Conversation Starters Fair Share How do I get my child to______? Routine Strategy: Transition Timer Subtraction War Super Kindness |
| FOCUS / COURSE | MA.5. | Mental Health: Students will acquire knowledge about emotions and physical health, the management of emotions, personality and character development, and social awareness; and will learn skills to promote self-acceptance, make decisions, and cope with stress, including suicide prevention. |
| STRAND | 5.1. | Feelings and Emotions: Identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intense positive and negative feelings. 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 | 5.2. | Feelings and Emotions: Apply methods to accommodate a variety of feelings in a constructive manner in order to promote well being. 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 | 5.3. | Identity: Define character traits such as honesty, trustworthiness, self-discipline, respectfulness, and kindness and describe their contribution to identity, self-concept, decision-making, and interpersonal relationships. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| STRAND | 5.6. | Decision Making: Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control where possible) positively influence self-concept. ReadyRosie Red Light Purple Light Challenge |
| FOCUS / COURSE | MA.6. | Family Life: Students will gain knowledge about the significance of the family on individuals and society, and will learn skills to support the family, balance work and family life, be an effective parent, and nurture the development of children. |
| STRAND | 6.1. | Functions and Purpose: Describe different types of families, addressing membership and social influences, and the functions of family members. ReadyRosie Sharing Chores and Your Day |
| STRAND | 6.2. | Functions and Purpose: Describe factors, such as character traits of individuals and life events, that can strengthen families. ReadyRosie Family Poem Routine Strategy: Routine Chart Story of Your Name Who Are Your Heroes? |
| STRAND | 6.3. | Supports: Identify whom to talk with about family problems and successes. ReadyRosie Sharing Chores and Your Day |
| STRAND | 6.4. | Parenting: Identify what parents do to provide a safe, healthy environment for their children. ReadyRosie Sharing Chores and Your Day |
| FOCUS / COURSE | MA.8. | Disease Prevention and Control: Students will learn the signs, causes, and treatment of chronic and communicable diseases, and will gain skills related to health promotion, disease prevention, and health maintenance. |
| STRAND | 8.4. | Health Maintenance: Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such as choosing healthy tooth snacks, brushing, flossing). ReadyRosie Brushing Your Teeth |
| FOCUS / COURSE | MA.11. | Violence Prevention: Students will learn how their actions affect others, will understand the power that positive character traits can have in violence prevention, will gain skills to report incidents of violence and hurtful behavior to adults in the school and community, will avoid engaging in violence, and will identify constructive alternatives to violence, including how to discourage others from engaging in violence. |
| STRAND | 11.1. | Awareness: Describe some of the ways that young children can be intentionally helpful and intentionally hurtful to one another. 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 | 11.2. | Contributing Factors: Identify factors (such as internal character and personality attributes and forces external to individuals, such as the media or society) related to both violent and nonviolent attitudes. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| STRAND | 11.3. | Alternatives: Differentiate between one's personal rights and those of others and use communication and problem-solving to set personal boundaries, resolve conflicts, and develop positive relationships. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| FOCUS / COURSE | MA.12. | Consumer Health and Resource Management: Students will acquire the knowledge and skills necessary to obtain, manage, and evaluate resources to maintain physical and mental health and well being for themselves, their family, and the community. |
| STRAND | 12.4. | Resource Management Practices: Identify resources used by individuals to manage their daily lives (such as time and money). ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| FOCUS / COURSE | MA.14. | Community and Public Health: Students will learn the influence of social factors on health, the contribution of public health, and will gain skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive communities. |
| STRAND | 14.1. | School and Community Efforts: List the jobs carried out by people at school and in the community that support health and success in school. ReadyRosie Super Kindness Who Are Your Heroes? |
| Massachusetts Curriculum Frameworks |
| Health and PE |
| Grade: 3 - Adopted: 1999 |
| FOCUS / COURSE | MA.2. | Physical Activity and Fitness: Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics and exercise physiology, and will apply the concept of wellness to their lives. |
| STRAND | 2.7. | Personal and Social Competency: Demonstrate responsible personal and social conduct used in physical activity settings. ReadyRosie Conversation Starters Fair Share How do I get my child to______? Routine Strategy: Transition Timer Super Kindness |
| FOCUS / COURSE | MA.5. | Mental Health: Students will acquire knowledge about emotions and physical health, the management of emotions, personality and character development, and social awareness; and will learn skills to promote self-acceptance, make decisions, and cope with stress, including suicide prevention. |
| STRAND | 5.1. | Feelings and Emotions: Identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intense positive and negative feelings. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| STRAND | 5.2. | Feelings and Emotions: Apply methods to accommodate a variety of feelings in a constructive manner in order to promote well being. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| STRAND | 5.3. | Identity: Define character traits such as honesty, trustworthiness, self-discipline, respectfulness, and kindness and describe their contribution to identity, self-concept, decision-making, and interpersonal relationships. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| STRAND | 5.6. | Decision Making: Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control where possible) positively influence self-concept. ReadyRosie Red Light Purple Light Challenge |
| FOCUS / COURSE | MA.6. | Family Life: Students will gain knowledge about the significance of the family on individuals and society, and will learn skills to support the family, balance work and family life, be an effective parent, and nurture the development of children. |
| STRAND | 6.1. | Functions and Purpose: Describe different types of families, addressing membership and social influences, and the functions of family members. ReadyRosie Sharing Chores and Your Day |
| STRAND | 6.2. | Functions and Purpose: Describe factors, such as character traits of individuals and life events, that can strengthen families. ReadyRosie Family Poem Routine Strategy: Routine Chart Story of Your Name Who Are Your Heroes? |
| STRAND | 6.3. | Supports: Identify whom to talk with about family problems and successes. ReadyRosie Sharing Chores and Your Day |
| STRAND | 6.4. | Parenting: Identify what parents do to provide a safe, healthy environment for their children. ReadyRosie Sharing Chores and Your Day |
| FOCUS / COURSE | MA.8. | Disease Prevention and Control: Students will learn the signs, causes, and treatment of chronic and communicable diseases, and will gain skills related to health promotion, disease prevention, and health maintenance. |
| STRAND | 8.4. | Health Maintenance: Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such as choosing healthy tooth snacks, brushing, flossing). ReadyRosie Brushing Your Teeth |
| FOCUS / COURSE | MA.11. | Violence Prevention: Students will learn how their actions affect others, will understand the power that positive character traits can have in violence prevention, will gain skills to report incidents of violence and hurtful behavior to adults in the school and community, will avoid engaging in violence, and will identify constructive alternatives to violence, including how to discourage others from engaging in violence. |
| STRAND | 11.1. | Awareness: Describe some of the ways that young children can be intentionally helpful and intentionally hurtful to one another. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| STRAND | 11.2. | Contributing Factors: Identify factors (such as internal character and personality attributes and forces external to individuals, such as the media or society) related to both violent and nonviolent attitudes. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| STRAND | 11.3. | Alternatives: Differentiate between one's personal rights and those of others and use communication and problem-solving to set personal boundaries, resolve conflicts, and develop positive relationships. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| FOCUS / COURSE | MA.12. | Consumer Health and Resource Management: Students will acquire the knowledge and skills necessary to obtain, manage, and evaluate resources to maintain physical and mental health and well being for themselves, their family, and the community. |
| STRAND | 12.4. | Resource Management Practices: Identify resources used by individuals to manage their daily lives (such as time and money). ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| FOCUS / COURSE | MA.14. | Community and Public Health: Students will learn the influence of social factors on health, the contribution of public health, and will gain skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive communities. |
| STRAND | 14.1. | School and Community Efforts: List the jobs carried out by people at school and in the community that support health and success in school. ReadyRosie Super Kindness Who Are Your Heroes? |
| Massachusetts Curriculum Frameworks |
| Language Arts |
| Grade: K - Adopted: 2017 |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | CCRA.R.1. | Read closely to determine what a text states explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text. ReadyRosie Daily Conclusions Isn't That Bold? Making Connections Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller Who Am I? Wordless Picture Books |
| STANDARD / CONCEPT / SKILL | CCRA.R.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | CCRA.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 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 |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | CCRA.R.4. | 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. ReadyRosie Nursery Rhymes Share Your Knowledge |
| STANDARD / CONCEPT / SKILL | CCRA.R.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text relate to each other and the whole. ReadyRosie Reading Rhymes |
| STANDARD / CONCEPT / SKILL | CCRA.R.6. | Assess how point of view or purpose shapes the content and style of a text. ReadyRosie Is It Real? |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie How Far Does It Fly? |
| STANDARD / CONCEPT / SKILL | CCRA.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | CCRA.R.10. | Independently and proficiently read and comprehend complex literary and informational texts. ReadyRosie Books I Like Building a Fort Daily Reading Routines I Read to You, You Read to Me Making Connections 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? You Know It! |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | CCRA.W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 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 Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / CONCEPT / SKILL | CCRA.W.3. | Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Nature Journaling Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Me a Story Write a Favorite Family Recipe |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie A Memorable Story All About Me All About My Family Captioning Your Childhood Create a Crazy Character Family Adventure List Here Are the Facts I Found This I Know All About Labeling Your Story Make a Card Make a List Make an Invitation Math Journal Walk My Family Journal My First Journal Nature Journaling Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / CONCEPT / SKILL | CCRA.W.6. | Use technology to produce and publish writing and to interact and collaborate with others. ReadyRosie Color Poem Create a Crazy Character Family Adventure List Make a Card Nature Journaling Write Me a Story |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Research to Build and Present Knowledge | |
| STANDARD / CONCEPT / SKILL | CCRA.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Guess Who I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD / CONCEPT / SKILL | CCRA.W.8. | When conducting research, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ReadyRosie Nature Journaling |
| STANDARD / CONCEPT / SKILL | CCRA.W.9. | Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Range of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ReadyRosie Captioning Your Childhood Family Adventure List I Found This I Want to Know About Let's Explore Make a Card Make a List Make an Invitation Math Journal Walk My First Journal Nature Journaling |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.1. | 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. 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? |
| STANDARD / CONCEPT / SKILL | CCRA.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie How Far Does It Fly? |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.4. | Present information, findings, and supporting evidence such that: |
| INDICATOR | CCRA.SL.4.a. | Listeners can follow the line of reasoning. ReadyRosie 20 Questions Draw A Memorable Story Here Are the Facts I Know All About Share Your Knowledge Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| INDICATOR | CCRA.SL.4.b. | The organization, development, vocabulary, and style are appropriate to task, purpose, and audience. ReadyRosie Here Are the Facts Share Your Knowledge Sharing Chores and Your Day |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. ReadyRosie Here Are the Facts |
| STANDARD / CONCEPT / SKILL | CCRA.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Sharing Chores and Your Day |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | CCRA.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? Write a Letter |
| STANDARD / CONCEPT / SKILL | CCRA.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Knowledge of Language | |
| STANDARD / CONCEPT / SKILL | CCRA.L.3. | 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. ReadyRosie Is It Real? What Makes a Good Storyteller |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | CCRA.L.4. | 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. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread |
| STANDARD / CONCEPT / SKILL | CCRA.L.5. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ReadyRosie Nursery Rhymes |
| STANDARD / CONCEPT / SKILL | CCRA.L.6. | 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. ReadyRosie Share Your Knowledge |
| FOCUS / COURSE | MA.RL.K. | Kindergarten Reading Standards for Literature [RL] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RL.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.K.2. | With prompting and support, retell familiar stories, including key details. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.K.3. | With prompting and support, identify characters, settings, and major events in a story. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| FOCUS / COURSE | MA.RL.K. | Kindergarten Reading Standards for Literature [RL] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RL.K.4. | Ask and answer questions about unknown words in a text. (See kindergarten Language Standards 4–6 on applying knowledge of vocabulary to reading.) ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.K.5. | Recognize common types of texts and characteristics of their structure (e.g., story elements in books; rhyme, rhythm, and repetition in poems). ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| FOCUS / COURSE | MA.RL.K. | Kindergarten Reading Standards for Literature [RL] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RL.K.7. | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| STANDARD / CONCEPT / SKILL | RL.K.9. | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. 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 |
| FOCUS / COURSE | MA.RL.K. | Kindergarten Reading Standards for Literature [RL] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RL.K.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| FOCUS / COURSE | MA.RI.K. | Kindergarten Reading Standards for Informational Text [RI] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RI.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie What's Cool About Nonfiction? |
| STANDARD / CONCEPT / SKILL | RI.K.2. | With prompting and support, identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| FOCUS / COURSE | MA.RI.K. | Kindergarten Reading Standards for Informational Text [RI] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RI.K.4. | With prompting and support, ask and answer questions about unknown words in a text. (See kindergarten Language Standards 4–6 on applying knowledge of vocabulary to reading.) ReadyRosie What's Cool About Nonfiction? |
| FOCUS / COURSE | MA.RI.K. | Kindergarten Reading Standards for Informational Text [RI] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RI.K.7. | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). ReadyRosie Books I Like How Far Does It Fly? |
| STANDARD / CONCEPT / SKILL | RI.K.8. | With prompting and support, identify the reasons an author gives to support points in a text. ReadyRosie Is It Real? |
| FOCUS / COURSE | MA.RI.K. | Kindergarten Reading Standards for Informational Text [RI] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RI.K.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| FOCUS / COURSE | MA.RF.K. | Kindergarten Reading Standards for Foundational Skills [RF] |
| STRAND | Print Concepts | |
| STANDARD / CONCEPT / SKILL | RF.K.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | RF.K.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| INDICATOR | RF.K.1.c. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | RF.K.1.d. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| FOCUS / COURSE | MA.RF.K. | Kindergarten Reading Standards for Foundational Skills [RF] |
| STRAND | Phonological Awareness | |
| STANDARD / CONCEPT / SKILL | RF.K.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| INDICATOR | RF.K.2.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATOR | RF.K.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| INDICATOR | RF.K.2.d. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Conversation Starters Family Alliteration Name Game Favorite People Place Cards Here Are the Facts Sharing Chores and Your Day Simon Says Stinkle, Stinkle, Stittle Star Super Hero Names Where Would You Go? |
| FOCUS / COURSE | MA.RF.K. | Kindergarten Reading Standards for Foundational Skills [RF] |
| STRAND | Phonics and Word Recognition | |
| STANDARD / CONCEPT / SKILL | RF.K.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.K.3.a. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| INDICATOR | RF.K.3.b. | Associate the long and short sounds with common spellings (graphemes) for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | RF.K.3.c. | Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| INDICATOR | RF.K.3.d. | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| FOCUS / COURSE | MA.RF.K. | Kindergarten Reading Standards for Foundational Skills [RF] |
| STRAND | Fluency | |
| STANDARD / CONCEPT / SKILL | RF.K.4. | Read early-emergent-reader texts with purpose and understanding. ReadyRosie A Memorable Story Captioning Your Childhood Daily Reading Routines Labeling Your Story Making Connections My Family Journal My First Journal My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures What Do I Like? Why is storytelling important? Why should we tell family stories? |
| FOCUS / COURSE | MA.W.K. | Kindergarten Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.K.1. | Use a combination of drawing, dictating, and writing to compose opinion pieces that 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...). ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| STANDARD / CONCEPT / SKILL | W.K.2. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply some information about a topic. ReadyRosie All About Me All About My Family Captioning Your Childhood Create a Crazy Character Family Adventure List Here Are the Facts I Found This I Know All About Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write Me a Story Write a Favorite Family Recipe |
| FOCUS / COURSE | MA.W.K. | Kindergarten Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.K.3. | Use a combination of drawing, dictating, and writing to narrate a single event or experience, or several loosely linked events or experiences; sequence the narrative appropriately and provide a reaction to what it describes. |
| INDICATOR | W.K.3.a. | For poems, use rhyming words to create structure. (See kindergarten Reading Foundational Skills Standard 2a.) ReadyRosie Color Poem Family Poem |
| FOCUS / COURSE | MA.W.K. | Kindergarten Writing Standards [W] |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | W.K.6. | With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers. ReadyRosie Color Poem Create a Crazy Character Family Adventure List Make a Card Nature Journaling Write Me a Story |
| FOCUS / COURSE | MA.W.K. | Kindergarten Writing Standards [W] |
| STRAND | Research to Build and Present Knowledge | |
| STANDARD / CONCEPT / SKILL | W.K.7. | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). ReadyRosie Captioning Your Childhood I Want to Know About My First Journal |
| STANDARD / CONCEPT / SKILL | W.K.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| FOCUS / COURSE | MA.W.K. | Kindergarten Writing Standards [W] |
| STRAND | Range of Writing | |
| STANDARD / CONCEPT / SKILL | W.K.10. | Write or dictate writing routinely for a range of tasks, purposes, and audiences. ReadyRosie Family Adventure List Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling |
| FOCUS / COURSE | MA.SL.K. | Kindergarten Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.K.1. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| INDICATOR | SL.K.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ReadyRosie Who Am I? |
| INDICATOR | SL.K.1.b. | Continue a conversation through multiple exchanges. 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? |
| FOCUS / COURSE | MA.SL.K. | Kindergarten Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.K.2. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| STANDARD / CONCEPT / SKILL | SL.K.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| FOCUS / COURSE | MA.SL.K. | Kindergarten Speaking and Listening Standards [SL] |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | SL.K.4. | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| STANDARD / CONCEPT / SKILL | SL.K.5. | Add drawings or other visual displays to descriptions as desired to provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| STANDARD / CONCEPT / SKILL | SL.K.6. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| FOCUS / COURSE | MA.L.K. | Kindergarten Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned previously. |
| INDICATOR | Sentence Structure and Meaning | |
| EXPECTATION | L.K.1.a. | Demonstrate the ability to produce and expand complete sentences using frequently occurring nouns, pronouns, adjectives, verbs, question words, and prepositions; name and use in context numbers 0–100 (see kindergarten mathematics standards for Counting and Cardinality). ReadyRosie Captioning Your Childhood Make a Card Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| EXPECTATION | L.K.1.b. | Form questions that seek additional information, rather than a simple yes/no answer. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| FOCUS / COURSE | MA.L.K. | Kindergarten Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned previously. |
| INDICATOR | Word Usage | |
| EXPECTATION | L.K.1.c. | Form regular plural nouns orally by adding /s/ or /es/. ReadyRosie All About My Family |
| FOCUS / COURSE | MA.L.K. | Kindergarten Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.K.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | L.K.2.a. | Print upper- and lowercase letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | L.K.2.b. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| INDICATOR | L.K.2.c. | Recognize and name end punctuation. ReadyRosie Write a Letter |
| INDICATOR | L.K.2.d. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). ReadyRosie All About My Family Captioning Your Childhood Favorite People Place Cards I Found This Letters on My Back Make an Invitation Race to the Letter Sound Write Your Name |
| INDICATOR | L.K.2.e. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| FOCUS / COURSE | MA.L.K. | Kindergarten Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.K.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| INDICATOR | L.K.5.a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| INDICATOR | L.K.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie All About Me All About My Family Make a Card Speedy Synonyms |
| INDICATOR | L.K.5.d. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie All About My Family Nursery Rhymes |
| FOCUS / COURSE | MA.L.K. | Kindergarten Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.K.6. | Use words and phrases acquired through conversations, activities in the kindergarten curriculum, reading and being read to, and responding to texts. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| Massachusetts Curriculum Frameworks |
| Language Arts |
| Grade: 1 - Adopted: 2017 |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | CCRA.R.1. | Read closely to determine what a text states explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text. ReadyRosie Chapter Books Daily Conclusions Funny Pictures Story Train Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | CCRA.R.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | CCRA.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 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 |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | CCRA.R.4. | 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. ReadyRosie Let's Look Closer Nursery Rhymes Share Your Knowledge Wondering About Words |
| STANDARD / CONCEPT / SKILL | CCRA.R.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text relate to each other and the whole. ReadyRosie Reading Rhymes |
| STANDARD / CONCEPT / SKILL | CCRA.R.6. | Assess how point of view or purpose shapes the content and style of a text. ReadyRosie Is It Real? What Was That For? |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie How Far Does It Fly? |
| STANDARD / CONCEPT / SKILL | CCRA.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | CCRA.R.10. | Independently and proficiently read and comprehend complex literary and informational texts. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me 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? You Know It! |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | CCRA.W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ReadyRosie I'd Really Like |
| STANDARD / CONCEPT / SKILL | CCRA.W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / CONCEPT / SKILL | CCRA.W.3. | Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences. ReadyRosie Captioning Your Childhood Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing My First Journal Nature Journaling Remember The Story Sharing Chores and Your Day Story Train Tell Me How Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie All About My Family Captioning Your Childhood Create a Crazy Character Family Adventure List Funny Pictures I Found This I Love My Family Because... I'd Really Like I'm An Expert Labeling Your Story Magical Creature Writing Make a Card Make a List Make an Invitation Math Journal Walk My First Journal Nature Journaling Picture Talk Remember The Story Sharing Chores and Your Day Story Train Tell Me How Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| STANDARD / CONCEPT / SKILL | CCRA.W.6. | Use technology to produce and publish writing and to interact and collaborate with others. ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Research to Build and Present Knowledge | |
| STANDARD / CONCEPT / SKILL | CCRA.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Guess Who I Found This I Want to Know About Let's Explore Nature Journaling |
| STANDARD / CONCEPT / SKILL | CCRA.W.8. | When conducting research, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ReadyRosie Nature Journaling |
| STANDARD / CONCEPT / SKILL | CCRA.W.9. | Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Range of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ReadyRosie Captioning Your Childhood Family Adventure List I Found This I Want to Know About I'd Really Like I'm An Expert Let's Explore Make a Card Make a List Make an Invitation Math Journal Walk My First Journal Nature Journaling Write to the Tooth Fairy |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.1. | 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. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... I'd Really Like 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? |
| STANDARD / CONCEPT / SKILL | CCRA.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie How Far Does It Fly? |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.4. | Present information, findings, and supporting evidence such that: |
| INDICATOR | CCRA.SL.4.a. | Listeners can follow the line of reasoning. ReadyRosie 20 Questions Draw Share Your Knowledge Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| INDICATOR | CCRA.SL.4.b. | The organization, development, vocabulary, and style are appropriate to task, purpose, and audience. ReadyRosie Noun Charades Share Your Knowledge Sharing Chores and Your Day |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Sharing Chores and Your Day |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | CCRA.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Magical Creature Writing Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? Write a Letter |
| STANDARD / CONCEPT / SKILL | CCRA.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when 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 |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Knowledge of Language | |
| STANDARD / CONCEPT / SKILL | CCRA.L.3. | 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. ReadyRosie Is It Real? What Makes a Good Storyteller What Was That For? |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | CCRA.L.4. | 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. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| STANDARD / CONCEPT / SKILL | CCRA.L.5. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ReadyRosie Let's Look Closer Nursery Rhymes |
| STANDARD / CONCEPT / SKILL | CCRA.L.6. | 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. ReadyRosie Share Your Knowledge Wondering About Words |
| FOCUS / COURSE | MA.RL.1. | Grade 1 Reading Standards for Literature [RL] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RL.1.1. | Ask and answer questions about key details in a text. ReadyRosie Chapter Books Preview & Predict Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.1.2. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.1.3. | Describe characters, settings, and major events in a story, using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| FOCUS / COURSE | MA.RL.1. | Grade 1 Reading Standards for Literature [RL] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RL.1.4. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language Standards 4–6 on applying knowledge of vocabulary to reading.) 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? |
| STANDARD / CONCEPT / SKILL | RL.1.5. | Identify characteristics of common types of stories, including folktales and fairy tales. ReadyRosie Chapter Books Retelling the Fable What Do I Like? |
| STANDARD / CONCEPT / SKILL | RL.1.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| FOCUS / COURSE | MA.RL.1. | Grade 1 Reading Standards for Literature [RL] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RL.1.7. | Use illustrations and details in a story to describe its characters, setting, or events. 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 |
| STANDARD / CONCEPT / SKILL | RL.1.9. | Compare and contrast the adventures and experiences of characters 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 |
| FOCUS / COURSE | MA.RL.1. | Grade 1 Reading Standards for Literature [RL] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RL.1.10. | With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1. 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? |
| FOCUS / COURSE | MA.RI.1. | Grade 1 Reading Standards for Informational Text [RI] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RI.1.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD / CONCEPT / SKILL | RI.1.2. | Identify the main topic and retell key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| FOCUS / COURSE | MA.RI.1. | Grade 1 Reading Standards for Informational Text [RI] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RI.1.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language Standards 4–6 on applying knowledge of vocabulary to reading.) ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| STANDARD / CONCEPT / SKILL | RI.1.5. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| STANDARD / CONCEPT / SKILL | RI.1.6. | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ReadyRosie How Far Does It Fly? How To |
| FOCUS / COURSE | MA.RI.1. | Grade 1 Reading Standards for Informational Text [RI] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RI.1.7. | Use the illustrations and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| FOCUS / COURSE | MA.RI.1. | Grade 1 Reading Standards for Informational Text [RI] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RI.1.10. | With prompting and support, read and comprehend informational texts exhibiting complexity appropriate for at least grade 1. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| FOCUS / COURSE | MA.RF.1. | Grade 1 Reading Standards for Foundational Skills [RF] |
| STRAND | Print Concepts | |
| STANDARD / CONCEPT / SKILL | RF.1.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | RF.1.1.a. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| FOCUS / COURSE | MA.RF.1. | Grade 1 Reading Standards for Foundational Skills [RF] |
| STRAND | Phonological Awareness | |
| STANDARD / CONCEPT / SKILL | RF.1.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| INDICATOR | RF.1.2.a. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | RF.1.2.b. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Family Adventure List Make an Invitation Write to the Tooth Fairy |
| INDICATOR | RF.1.2.c. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| FOCUS / COURSE | MA.RF.1. | Grade 1 Reading Standards for Foundational Skills [RF] |
| STRAND | Phonics and Word Recognition | |
| STANDARD / CONCEPT / SKILL | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.1.3.a. | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Alphabet Dice Game Letters on My Back Looking for Chunks Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man |
| INDICATOR | RF.1.3.b. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | RF.1.3.c. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Race to the Letter Sound |
| INDICATOR | RF.1.3.d. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound Rhyming Hand Game |
| INDICATOR | RF.1.3.e. | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | RF.1.3.g. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Fishing for Words Magical Creature Writing Make a Card My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| FOCUS / COURSE | MA.RF.1. | Grade 1 Reading Standards for Foundational Skills [RF] |
| STRAND | Fluency | |
| STANDARD / CONCEPT / SKILL | RF.1.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | RF.1.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Preview & Predict 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? |
| INDICATOR | RF.1.4.b. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| INDICATOR | RF.1.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Thinking About Word Chunks What Does It Mean? Wondering About Words |
| FOCUS / COURSE | MA.W.1. | Grade 1 Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.1.1. | Write opinion pieces that introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. ReadyRosie Captioning Your Childhood I'd Really Like My First Journal Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / CONCEPT / SKILL | W.1.2. | Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| FOCUS / COURSE | MA.W.1. | Grade 1 Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.1.3. | Write narratives in prose or poem form that recount two or more appropriately sequenced events or experiences, include some details about what happened or was experienced, use temporal words to signal order where appropriate, and provide some sense of closure. |
| INDICATOR | W.1.3.a. | For poems, use rhyming words and words that repeat long or short vowel sounds to create structure (see grade 1 Reading Foundational Skills Standard 2a). ReadyRosie All About My Family Color Poem Family Poem I Found This Letters on My Back Race to the Letter Sound Rhyming Hand Game |
| FOCUS / COURSE | MA.W.1. | Grade 1 Writing Standards [W] |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | W.1.4. | Produce writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) ReadyRosie All About My Family Family Adventure List Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Make a List Make an Invitation Math Journal Walk My First Journal Nature Journaling Sharing Chores and Your Day Story Train Tell Me How Write About a Family Tradition Write to the Tooth Fairy |
| FOCUS / COURSE | MA.W.1. | Grade 1 Writing Standards [W] |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | W.1.6. | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| FOCUS / COURSE | MA.W.1. | Grade 1 Writing Standards [W] |
| STRAND | Research to Build and Present Knowledge | |
| STANDARD / CONCEPT / SKILL | W.1.7. | Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). ReadyRosie I Want to Know About Write a Favorite Family Recipe |
| STANDARD / CONCEPT / SKILL | W.1.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| FOCUS / COURSE | MA.W.1. | Grade 1 Writing Standards [W] |
| STRAND | Range of Writing | |
| STANDARD / CONCEPT / SKILL | W.1.10. | Write routinely for a range of tasks, purposes, and audiences. ReadyRosie Math Journal Walk |
| FOCUS / COURSE | MA.SL.1. | Grade 1 Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.1.1. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| INDICATOR | SL.1.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Making Playdough Together |
| INDICATOR | SL.1.1.b. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR | SL.1.1.c. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| FOCUS / COURSE | MA.SL.1. | Grade 1 Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.1.2. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| STANDARD / CONCEPT / SKILL | SL.1.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| FOCUS / COURSE | MA.SL.1. | Grade 1 Speaking and Listening Standards [SL] |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | SL.1.4. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly and using appropriate vocabulary. (See grade 1 Language Standards 4–6 for specific expectations regarding vocabulary.) 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? |
| STANDARD / CONCEPT / SKILL | SL.1.5. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw |
| STANDARD / CONCEPT / SKILL | SL.1.6. | Produce complete sentences when appropriate to task and situation. (See grade 1 Language Standard 1 for specific expectations.) ReadyRosie Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| FOCUS / COURSE | MA.L.1. | Grade 1 Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. |
| INDICATOR | Sentence Structure and Meaning | |
| EXPECTATION | L.1.1.a. | Produce and expand simple and compound sentences. ReadyRosie Magical Creature Writing |
| EXPECTATION | L.1.1.c. | Use singular and plural nouns with matching verbs in sentences. ReadyRosie All About My Family Noun Charades Picture Talk |
| EXPECTATION | L.1.1.d. | Use verbs in sentences to convey a sense of past, present, and future. ReadyRosie Magical Creature Writing Picture Talk |
| FOCUS / COURSE | MA.L.1. | Grade 1 Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. |
| INDICATOR | Word Usage | |
| EXPECTATION | L.1.1.e. | Use common, proper, and possessive nouns. ReadyRosie Noun Charades |
| EXPECTATION | L.1.1.f. | Use personal, possessive, and indefinite pronouns. ReadyRosie Picture Talk |
| EXPECTATION | L.1.1.g. | Use frequently occurring prepositions, adjectives, adverbs, conjunctions, and articles. ReadyRosie Make a Card Picture Talk |
| FOCUS / COURSE | MA.L.1. | Grade 1 Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.1.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | L.1.2.a. | Print legibly all upper- and lowercase letters. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | L.1.2.b. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing |
| INDICATOR | L.1.2.c. | Capitalize the names of months and people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| INDICATOR | L.1.2.e. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | L.1.2.f. | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| FOCUS / COURSE | MA.L.1. | Grade 1 Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.1.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| INDICATOR | L.1.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| FOCUS / COURSE | MA.L.1. | Grade 1 Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.1.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | L.1.5.a. | Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | L.1.5.b. | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | L.1.5.c. | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie I Read to You, You Read to Me |
| INDICATOR | L.1.5.d. | Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. ReadyRosie All About My Family Let's Look Closer Make a Card Nursery Rhymes Picture Talk |
| FOCUS / COURSE | MA.L.1. | Grade 1 Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.1.6. | Use words and phrases acquired through conversations, activities in the grade 1 curriculum, reading and being read to, and responding to texts, including using frequently occurring conjunctions (e.g., because) to signal simple relationships. (See grade 1 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 1 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.) ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| Massachusetts Curriculum Frameworks |
| Language Arts |
| Grade: 2 - Adopted: 2017 |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | CCRA.R.1. | Read closely to determine what a text states explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text. ReadyRosie Can You See It? Chapter Books Daily Conclusions Funny Pictures Story Train Using Clues to Figure it Out What Makes a Good Storyteller Who's Been Here? |
| STANDARD / CONCEPT / SKILL | CCRA.R.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ReadyRosie Chapter Books Funny Pictures Sequence and Summarize Story Train What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | CCRA.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of 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 |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | CCRA.R.4. | 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. ReadyRosie Let's Look Closer Share Your Knowledge Wondering About Words |
| STANDARD / CONCEPT / SKILL | CCRA.R.6. | Assess how point of view or purpose shapes the content and style of a text. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie How Far Does It Fly? That's So Cool |
| STANDARD / CONCEPT / SKILL | CCRA.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie What Makes a Good Storyteller |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | CCRA.R.10. | Independently and proficiently read and comprehend complex literary and informational texts. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Turn, Your Turn Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | CCRA.W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ReadyRosie I'd Really Like Take a Stand |
| STANDARD / CONCEPT / SKILL | CCRA.W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 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 |
| STANDARD / CONCEPT / SKILL | CCRA.W.3. | Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences. ReadyRosie Create a Song Family Journaling Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Sketching the Story Story Train Tell Me How Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe Writing Telephone Game |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie Color Poem Free Verse Create a Song Family Adventure List Family Journaling Funny Pictures I Love My Family Because... I'd Really Like Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Picture Talk Please Can I? Sharing Chores and Your Day Story Train Take a Stand Tell Me How This Is Important Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| STANDARD / CONCEPT / SKILL | CCRA.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie This Is Important |
| STANDARD / CONCEPT / SKILL | CCRA.W.6. | Use technology to produce and publish writing and to interact and collaborate with others. ReadyRosie Color Poem Family Adventure List I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Research to Build and Present Knowledge | |
| STANDARD / CONCEPT / SKILL | CCRA.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Family Interview Guess Who I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / CONCEPT / SKILL | CCRA.W.8. | When conducting research, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / CONCEPT / SKILL | CCRA.W.9. | Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Range of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ReadyRosie Color Poem Free Verse Family Adventure List Family Interview Family Journaling I Want to Know About I'd Really Like Let's Explore Make a Neighborhood Map Nature Journaling This Is Important Who Are Your Heroes? Write to the Tooth Fairy |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.1. | 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. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... I'd Really Like Kitchen Conversations Noun Charades Please Can I? 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? |
| STANDARD / CONCEPT / SKILL | CCRA.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie How Far Does It Fly? That's So Cool |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.4. | Present information, findings, and supporting evidence such that: |
| INDICATOR | CCRA.SL.4.a. | Listeners can follow the line of reasoning. ReadyRosie 20 Questions 20 Questions Draw Family Interview Share Your Knowledge Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| INDICATOR | CCRA.SL.4.b. | The organization, development, vocabulary, and style are appropriate to task, purpose, and audience. ReadyRosie Create a Song Noun Charades Share Your Knowledge Sharing Chores and Your Day |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Sharing Chores and Your Day |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | CCRA.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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 |
| STANDARD / CONCEPT / SKILL | CCRA.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Knowledge of Language | |
| STANDARD / CONCEPT / SKILL | CCRA.L.3. | 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. ReadyRosie What Makes a Good Storyteller |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | CCRA.L.4. | 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. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| STANDARD / CONCEPT / SKILL | CCRA.L.5. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ReadyRosie Let's Look Closer |
| STANDARD / CONCEPT / SKILL | CCRA.L.6. | 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. ReadyRosie Share Your Knowledge Wondering About Words |
| FOCUS / COURSE | MA.RL.2. | Grade 2 Reading Standards for Literature [RL] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RL.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Reading is Thinking |
| STANDARD / CONCEPT / SKILL | RL.2.2. | Retell stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. ReadyRosie Chapter Books Funny Pictures Sequence and Summarize Story Train What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.2.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| FOCUS / COURSE | MA.RL.2. | Grade 2 Reading Standards for Literature [RL] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RL.2.4. | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language Standards 4–6 on applying knowledge of vocabulary to reading.) ReadyRosie Car Tongue Twisters Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics Tongue Twister Time |
| STANDARD / CONCEPT / SKILL | RL.2.5. | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / CONCEPT / SKILL | RL.2.6. | Explain what dialogue is and how it can reveal characters’ thoughts and perspectives. ReadyRosie My Turn, Your Turn Reading Dialogue |
| FOCUS / COURSE | MA.RL.2. | Grade 2 Reading Standards for Literature [RL] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RL.2.7. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Books on the Go Can You See It? Chapter Books Character Chat Character Comparison Daily Reading Routines Favorite Illustrators Feelings Charades Five Finger Rule Funny Pictures Inside Outside Traits 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 Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.2.9. | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| FOCUS / COURSE | MA.RL.2. | Grade 2 Reading Standards for Literature [RL] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RL.2.10. | Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 2. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My 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 |
| FOCUS / COURSE | MA.RI.2. | Grade 2 Reading Standards for Informational Text [RI] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RI.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To Reading Recipes That's So Cool What Do You Wonder? |
| STANDARD / CONCEPT / SKILL | RI.2.2. | Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| STANDARD / CONCEPT / SKILL | RI.2.3. | Describe the connection between a series of historical events, scientific ideas or concepts, mathematical ideas or concepts, or steps in technical procedures in a text. ReadyRosie I Want to Know About I Went to the Zoo and Saw That's So Cool What Do You Wonder? |
| FOCUS / COURSE | MA.RI.2. | Grade 2 Reading Standards for Informational Text [RI] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RI.2.4. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (See grade 2 Language Standards 4–6 on applying knowledge of vocabulary to reading.) ReadyRosie Share Your Knowledge Wondering About Words |
| STANDARD / CONCEPT / SKILL | RI.2.5. | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information How To Let's Explore Reading Recipes What's Up with That? |
| STANDARD / CONCEPT / SKILL | RI.2.6. | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| FOCUS / COURSE | MA.RI.2. | Grade 2 Reading Standards for Informational Text [RI] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RI.2.7. | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ReadyRosie How Far Does It Fly? That's So Cool |
| STANDARD / CONCEPT / SKILL | RI.2.8. | Describe how reasons support specific points the author makes in a text. ReadyRosie How To That's So Cool |
| FOCUS / COURSE | MA.RI.2. | Grade 2 Reading Standards for Informational Text [RI] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RI.2.10. | Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts, exhibiting complexity appropriate for at least grade 2. ReadyRosie Books on the Go Building a Fort Daily Reading Routines Five Finger Rule How Far Does It Fly? How To I Read to You, You Read to Me I Want to Know About I Went to the Zoo and Saw Reading Recipes Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| FOCUS / COURSE | MA.RF.2. | Grade 2 Reading Standards for Foundational Skills [RF] |
| STRAND | Phonics and Word Recognition | |
| STANDARD / CONCEPT / SKILL | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.2.3.c. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | RF.2.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| FOCUS / COURSE | MA.RF.2. | Grade 2 Reading Standards for Foundational Skills [RF] |
| STRAND | Fluency | |
| STANDARD / CONCEPT / SKILL | RF.2.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | RF.2.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| INDICATOR | RF.2.4.b. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says Take a Stand |
| INDICATOR | RF.2.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Thinking About Word Chunks Wondering About Words |
| FOCUS / COURSE | MA.W.2. | Grade 2 Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.2.1. | Write opinion pieces that introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. ReadyRosie Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / CONCEPT / SKILL | W.2.2. | Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ReadyRosie Color Poem Free Verse Create a Song Family Adventure List I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| FOCUS / COURSE | MA.W.2. | Grade 2 Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.2.3. | Write narratives in prose or poem form that recount a well-elaborated event or experience, or a set of events or experiences; include details and dialogue to show actions, thoughts, and feelings; use temporal words to signal order where appropriate; and provide a sense of closure. |
| INDICATOR | W.2.3.a. | For poems, use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure. (See grade 2 Reading Literature Standard 4.) ReadyRosie Acrostic Poem Color Poem Family Poem Family Rap My Turn, Your Turn Poetry Rhyming Hand Game Tongue Twister Time |
| FOCUS / COURSE | MA.W.2. | Grade 2 Writing Standards [W] |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | W.2.4. | Produce writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ReadyRosie Color Poem Free Verse Create a Song Family Adventure List Family Journaling Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Tell Me How This Is Important Write About a Family Tradition Write to the Tooth Fairy |
| FOCUS / COURSE | MA.W.2. | Grade 2 Writing Standards [W] |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | W.2.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. |
| INDICATOR | W.2.5.b. | Demonstrate the ability to choose and use appropriate vocabulary (as described in Language Standards 4–6 up to and including grade 2). ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition |
| FOCUS / COURSE | MA.W.2. | Grade 2 Writing Standards [W] |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | W.2.6. | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. ReadyRosie Color Poem Family Adventure List I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| FOCUS / COURSE | MA.W.2. | Grade 2 Writing Standards [W] |
| STRAND | Research to Build and Present Knowledge | |
| STANDARD / CONCEPT / SKILL | W.2.7. | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). ReadyRosie I Want to Know About I Went to the Zoo and Saw That's So Cool This Is Important What Do You Wonder? |
| STANDARD / CONCEPT / SKILL | W.2.8. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| FOCUS / COURSE | MA.W.2. | Grade 2 Writing Standards [W] |
| STRAND | Range of Writing | |
| STANDARD / CONCEPT / SKILL | W.2.10. | Write routinely for a range of tasks, purposes, and audiences. ReadyRosie Family Adventure List I'd Really Like Make a Neighborhood Map Nature Journaling Write to the Tooth Fairy |
| FOCUS / COURSE | MA.SL.2. | Grade 2 Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.2.1. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| INDICATOR | SL.2.1.b. | Build on others’ talk in conversations by linking their comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.2.1.c. | Ask for clarification and further explanation as needed about the topics and texts under discussion. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters 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? |
| FOCUS / COURSE | MA.SL.2. | Grade 2 Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.2.3. | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 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? |
| FOCUS / COURSE | MA.SL.2. | Grade 2 Speaking and Listening Standards [SL] |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | SL.2.4. | Tell a story, recount an experience, or explain how to solve a mathematical problem with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary. (See grade 2 Language Standards 4–6 for specific expectations regarding vocabulary.) ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Create a Song Family Interview Guess Who Noun Charades Share Your Knowledge Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| STANDARD / CONCEPT / SKILL | SL.2.5. | Create audio recordings of stories or poems; add drawings or other visual displays to stories or descriptions of experiences when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw |
| STANDARD / CONCEPT / SKILL | SL.2.6. | 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 for specific expectations.) ReadyRosie 20 Questions Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| FOCUS / COURSE | MA.L.2. | Grade 2 Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.2.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. |
| INDICATOR | Sentence Structure and Meaning | |
| EXPECTATION | L.2.1.a. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences and choose among sentence types depending on the meaning to be conveyed. ReadyRosie Hidden Messages Magical Creature Writing Writing Telephone Game |
| EXPECTATION | L.2.1.b. | Use adjectives and adverbs in sentences and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| FOCUS / COURSE | MA.L.2. | Grade 2 Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.2.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. |
| INDICATOR | Word Usage | |
| EXPECTATION | L.2.1.c. | Use collective nouns and frequently occurring irregular plural nouns. ReadyRosie 20 Questions Noun Charades Picture Talk |
| EXPECTATION | L.2.1.e. | Form and use the past tense of frequently occurring irregular verbs. ReadyRosie Family Journaling |
| FOCUS / COURSE | MA.L.2. | Grade 2 Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | L.2.2.b. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| INDICATOR | L.2.2.c. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| INDICATOR | L.2.2.e. | Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| FOCUS / COURSE | MA.L.2. | Grade 2 Language Standards [L] |
| STRAND | Knowledge of Language | |
| STANDARD / CONCEPT / SKILL | L.2.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| INDICATOR | L.2.3.a. | Compare formal and informal uses of English. ReadyRosie Sharing Chores and Your Day |
| FOCUS / COURSE | MA.L.2. | Grade 2 Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.2.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| INDICATOR | L.2.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| INDICATOR | L.2.4.b. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). ReadyRosie Digging Into Roots Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | L.2.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| INDICATOR | L.2.4.d. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). ReadyRosie Playground Compounds Reading Strategy: Give the Word Thinking About Word Chunks |
| INDICATOR | L.2.4.e. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| FOCUS / COURSE | MA.L.2. | Grade 2 Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.2.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | L.2.5.a. | Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). ReadyRosie I Read to You, You Read to Me Random, Bizarre Facts |
| INDICATOR | L.2.5.b. | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ReadyRosie Acrostic Poem Let's Look Closer Picture Talk |
| FOCUS / COURSE | MA.L.2. | Grade 2 Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.2.6. | Use words and phrases acquired through conversations, activities in the grade 2 curriculum, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. (See grade 2 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 2 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.) ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Describe It Feelings Charades Funny Pictures Hink Pink How can I help my child learn new words? Sharing Chores and Your Day What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? |
| Massachusetts Curriculum Frameworks |
| Language Arts |
| Grade: 3 - Adopted: 2017 |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | CCRA.R.1. | Read closely to determine what a text states explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text. ReadyRosie Chapter Books Daily Conclusions Story Train Talking About Books Using Clues to Figure it Out What Makes a Good Storyteller Who's Been Here? |
| STANDARD / CONCEPT / SKILL | CCRA.R.2. | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | CCRA.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 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 |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | CCRA.R.4. | 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. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Share Your Knowledge Talking About Books Wondering About Words |
| STANDARD / CONCEPT / SKILL | CCRA.R.6. | Assess how point of view or purpose shapes the content and style of a text. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie How Far Does It Fly? That's So Cool |
| STANDARD / CONCEPT / SKILL | CCRA.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie What Makes a Good Storyteller |
| FOCUS / COURSE | MA.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | CCRA.R.10. | Independently and proficiently read and comprehend complex literary and informational texts. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Random, Bizarre Facts Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | CCRA.W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ReadyRosie Take a Stand |
| STANDARD / CONCEPT / SKILL | CCRA.W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. ReadyRosie 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 |
| STANDARD / CONCEPT / SKILL | CCRA.W.3. | Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences. ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe Writing Telephone Game |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie Create a Song Family Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Please Can I? Sharing Chores and Your Day Story Train Take a Stand This Is Important Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| STANDARD / CONCEPT / SKILL | CCRA.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie This Is Important |
| STANDARD / CONCEPT / SKILL | CCRA.W.6. | Use technology to produce and publish writing and to interact and collaborate with others. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Research to Build and Present Knowledge | |
| STANDARD / CONCEPT / SKILL | CCRA.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Family Interview Guess Who I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / CONCEPT / SKILL | CCRA.W.8. | When conducting research, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / CONCEPT / SKILL | CCRA.W.9. | Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| FOCUS / COURSE | MA.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STRAND | Range of Writing | |
| STANDARD / CONCEPT / SKILL | CCRA.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Interview Family Journaling I Want to Know About Make a Neighborhood Map Nature Journaling This Is Important Who Are Your Heroes? |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.1. | 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. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Please Can I? 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? |
| STANDARD / CONCEPT / SKILL | CCRA.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie How Far Does It Fly? That's So Cool |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.4. | Present information, findings, and supporting evidence such that: |
| INDICATOR | CCRA.SL.4.a. | Listeners can follow the line of reasoning. ReadyRosie 20 Questions 20 Questions Draw Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| INDICATOR | CCRA.SL.4.b. | The organization, development, vocabulary, and style are appropriate to task, purpose, and audience. ReadyRosie Create a Song Noun Charades Share Your Knowledge Sharing Chores and Your Day |
| FOCUS / COURSE | MA.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | CCRA.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Sharing Chores and Your Day |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | CCRA.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Family Interview Magical Creature Writing Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? Write a Letter |
| STANDARD / CONCEPT / SKILL | CCRA.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Knowledge of Language | |
| STANDARD / CONCEPT / SKILL | CCRA.L.3. | 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. ReadyRosie What Makes a Good Storyteller |
| FOCUS / COURSE | MA.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | CCRA.L.4. | 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. ReadyRosie Hinky Pinky and Hinketty Pinketty Wondering About Words Word Detective |
| STANDARD / CONCEPT / SKILL | CCRA.L.5. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books |
| STANDARD / CONCEPT / SKILL | CCRA.L.6. | 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. ReadyRosie Hinky Pinky and Hinketty Pinketty Share Your Knowledge Wondering About Words |
| FOCUS / COURSE | MA.RL.3. | Grade 3 Reading Standards for Literature [RL] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RL.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.3.2. | Retell 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 a text. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.3.3. | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 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 |
| FOCUS / COURSE | MA.RL.3. | Grade 3 Reading Standards for Literature [RL] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RL.3.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from figurative language. (See grade 3 Language Standards 4–6 on applying knowledge of vocabulary to reading.) ReadyRosie Feelings Charades Talking About Books What Makes a Good Storyteller |
| STANDARD / CONCEPT / SKILL | RL.3.5. | Identify common structural elements of fiction (e.g., problem, solution); describe how each successive part of a text builds on earlier sections. ReadyRosie Reading Strategy: Reading and Making Connections |
| STANDARD / CONCEPT / SKILL | RL.3.6. | Distinguish their own point of view from that of a text’s narrator or those of its characters. 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 |
| FOCUS / COURSE | MA.RL.3. | Grade 3 Reading Standards for Literature [RL] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RL.3.7. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 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 |
| STANDARD / CONCEPT / SKILL | RL.3.9. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ReadyRosie Chapter Books Reading Strategy: Reading and Making Connections Story Train What Makes a Good Storyteller |
| FOCUS / COURSE | MA.RL.3. | Grade 3 Reading Standards for Literature [RL] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RL.3.10. | Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 3. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading |
| FOCUS / COURSE | MA.RI.3. | Grade 3 Reading Standards for Informational Text [RI] |
| STRAND | Key Ideas and Details | |
| STANDARD / CONCEPT / SKILL | RI.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| STANDARD / CONCEPT / SKILL | RI.3.2. | Determine the main idea of a text; recount the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| STANDARD / CONCEPT / SKILL | RI.3.3. | Describe the relationship between a series of historical events, scientific ideas or concepts, mathematical ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe I Want to Know About That's So Cool What Will You Learn? |
| FOCUS / COURSE | MA.RI.3. | Grade 3 Reading Standards for Informational Text [RI] |
| STRAND | Craft and Structure | |
| STANDARD / CONCEPT / SKILL | RI.3.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (See grade 3 Language Standards 4–6 on applying knowledge of vocabulary to reading.) ReadyRosie Share Your Knowledge Wondering About Words |
| STANDARD / CONCEPT / SKILL | RI.3.5. | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| FOCUS / COURSE | MA.RI.3. | Grade 3 Reading Standards for Informational Text [RI] |
| STRAND | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | RI.3.7. | Use information gained from illustrations (e.g., maps, photographs) and the words, numbers, and symbols in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ReadyRosie How Far Does It Fly? |
| FOCUS / COURSE | MA.RI.3. | Grade 3 Reading Standards for Informational Text [RI] |
| STRAND | Range of Reading and Level of Text Complexity | |
| STANDARD / CONCEPT / SKILL | RI.3.10. | Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts, exhibiting complexity appropriate for at least grade 3. ReadyRosie Books on the Go Building a Fort Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| FOCUS / COURSE | MA.RF.3. | Grade 3 Reading Standards for Foundational Skills [RF] |
| STRAND | Phonics and Word Recognition | |
| STANDARD / CONCEPT / SKILL | RF.3.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.3.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | RF.3.3.b. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| INDICATOR | RF.3.3.d. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| FOCUS / COURSE | MA.RF.3. | Grade 3 Reading Standards for Foundational Skills [RF] |
| STRAND | Fluency | |
| STANDARD / CONCEPT / SKILL | RF.3.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | RF.3.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| INDICATOR | RF.3.4.b. | Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Conversation Starters Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Strategy: Model Expressive Reading Sharing Chores and Your Day Simon Says Song Lyrics Take a Stand |
| INDICATOR | RF.3.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Thinking About Word Chunks Wondering About Words Word Detective |
| FOCUS / COURSE | MA.W.3. | Grade 3 Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.3.1. | Write opinion pieces on topics or texts, supporting an opinion with reasons. |
| INDICATOR | W.3.1.a. | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | W.3.1.b. | Provide reasons that support the opinion. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling Write a Favorite Family Recipe |
| INDICATOR | W.3.1.c. | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. ReadyRosie Create a Song |
| INDICATOR | W.3.1.d. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| FOCUS / COURSE | MA.W.3. | Grade 3 Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.3.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| INDICATOR | W.3.2.a. | Introduce a topic and group-related information together; include illustrations when useful to aiding comprehension. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling Write About a Family Tradition |
| INDICATOR | W.3.2.b. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | W.3.2.c. | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ReadyRosie Create a Song |
| INDICATOR | W.3.2.d. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| FOCUS / COURSE | MA.W.3. | Grade 3 Writing Standards [W] |
| STRAND | Text Types and Purposes | |
| STANDARD / CONCEPT / SKILL | W.3.3. | Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences. |
| INDICATOR | W.3.3.a. | Establish a situation and introduce a speaker, narrator, and/or characters; organize an appropriate narrative sequence. 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 |
| INDICATOR | W.3.3.b. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences or events or show responses to situations. ReadyRosie A Really Good Story Magical Creature Writing Talking About Books Write Around |
| INDICATOR | W.3.3.d. | Use temporal words and phrases to signal order where appropriate. ReadyRosie Write Around |
| INDICATOR | W.3.3.e. | Provide a sense of closure. ReadyRosie Magical Creature Writing |
| INDICATOR | W.3.3.f. | For poems, use words and phrases that form patterns of sound (e.g., rhyme, repetition of sounds within words or within lines) to create meaning or effect. ReadyRosie Acrostic Poem Family Poem Family Rap |
| FOCUS / COURSE | MA.W.3. | Grade 3 Writing Standards [W] |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | W.3.4. | Produce writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ReadyRosie Create a Song Family Adventure List Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Write About a Family Tradition |
| FOCUS / COURSE | MA.W.3. | Grade 3 Writing Standards [W] |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | W.3.5. | Develop and strengthen writing as needed by planning, revising, and editing. |
| INDICATOR | W.3.5.a. | Demonstrate command of standard English conventions (as described in Language Standards 1–3 up to and including grade 3). ReadyRosie Magical Creature Writing Write a Letter |
| INDICATOR | W.3.5.b. | Demonstrate the ability to choose and use appropriate vocabulary (as described in Language Standards 4–6 up to and including grade 3). ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| FOCUS / COURSE | MA.W.3. | Grade 3 Writing Standards [W] |
| STRAND | Production and Distribution of Writing | |
| STANDARD / CONCEPT / SKILL | W.3.6. | Use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important |
| FOCUS / COURSE | MA.W.3. | Grade 3 Writing Standards [W] |
| STRAND | Research to Build and Present Knowledge | |
| STANDARD / CONCEPT / SKILL | W.3.7. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / CONCEPT / SKILL | W.3.8. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| FOCUS / COURSE | MA.W.3. | Grade 3 Writing Standards [W] |
| STRAND | Range of Writing | |
| STANDARD / CONCEPT / SKILL | W.3.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Interview Family Journaling I Want to Know About Make a Neighborhood Map Nature Journaling This Is Important Who Are Your Heroes? |
| FOCUS / COURSE | MA.SL.3. | Grade 3 Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.3.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |
| INDICATOR | SL.3.1.a. | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (See grade 3 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding use of textual evidence.) ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.3.1.c. | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.3.1.d. | Explain their own ideas and understanding in light of the discussion. ReadyRosie 20 Questions Draw Conversation Starters Sharing Chores and Your Day Who's Coming to Dinner? |
| FOCUS / COURSE | MA.SL.3. | Grade 3 Speaking and Listening Standards [SL] |
| STRAND | Comprehension and Collaboration | |
| STANDARD / CONCEPT / SKILL | SL.3.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| FOCUS / COURSE | MA.SL.3. | Grade 3 Speaking and Listening Standards [SL] |
| STRAND | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPT / SKILL | SL.3.4. | Report on a topic, text, or solution to a mathematical problem, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace and using appropriate vocabulary. (See grade 3 Language Standards 4–6 for specific expectations regarding vocabulary.) ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Create a Song Family Interview Noun Charades Share Your Knowledge Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| STANDARD / CONCEPT / SKILL | SL.3.5. | 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. ReadyRosie 20 Questions Draw |
| STANDARD / CONCEPT / SKILL | SL.3.6. | 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 for specific expectations.) ReadyRosie 20 Questions Guess Who Simon Says Who's Coming to Dinner? |
| FOCUS / COURSE | MA.L.3. | Grade 3 Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 3 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.) |
| INDICATOR | Sentence Structure and Meaning | |
| EXPECTATION | L.3.1.a. | Produce, expand, and rearrange complete simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| EXPECTATION | L.3.1.c. | Use verbs in the present, past, and future tenses and choose among them depending on the overall meaning of the sentence. ReadyRosie Magical Creature Writing |
| EXPECTATION | L.3.1.e. | Form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified and the overall meaning of the sentence. ReadyRosie Acrostic Poem Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| FOCUS / COURSE | MA.L.3. | Grade 3 Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 3 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.) |
| INDICATOR | Word Usage | |
| EXPECTATION | L.3.1.f. | Use abstract nouns. ReadyRosie Noun Charades |
| EXPECTATION | L.3.1.g. | Form and use regular and irregular plural nouns and the past tense of regular and irregular verbs. ReadyRosie Family Journaling Magical Creature Writing Noun Charades |
| FOCUS / COURSE | MA.L.3. | Grade 3 Language Standards [L] |
| STRAND | Conventions of Standard English | |
| STANDARD / CONCEPT / SKILL | L.3.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | L.3.2.f. | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | L.3.2.h. | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| FOCUS / COURSE | MA.L.3. | Grade 3 Language Standards [L] |
| STRAND | Knowledge of Language | |
| STANDARD / CONCEPT / SKILL | L.3.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| INDICATOR | L.3.3.a. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty |
| FOCUS / COURSE | MA.L.3. | Grade 3 Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.3.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| INDICATOR | L.3.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| INDICATOR | L.3.4.b. | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). ReadyRosie Digging Into Roots Shopping for Syllables |
| INDICATOR | L.3.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| INDICATOR | L.3.4.d. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| FOCUS / COURSE | MA.L.3. | Grade 3 Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.3.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | L.3.5.a. | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| INDICATOR | L.3.5.b. | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie Random, Bizarre Facts |
| INDICATOR | L.3.5.c. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| FOCUS / COURSE | MA.L.3. | Grade 3 Language Standards [L] |
| STRAND | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPT / SKILL | L.3.6. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. (See grade 3 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 3 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.) ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Share Your Knowledge Sharing Chores and Your Day |
| Massachusetts Curriculum Frameworks |
| Mathematics |
| Grade: K - Adopted: 2017 |
| FOCUS / COURSE | MA.MP. | Mathematical Practice |
| STRAND | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| STRAND | MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| STRAND | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| STRAND | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STRAND | MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| STRAND | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| FOCUS / COURSE | MA.K.CC. | Counting and Cardinality |
| STRAND | K.CC.A. | Know number names and the count sequence. |
| STANDARD / CONCEPT / SKILL | K.CC.A.1. | Count to 100 by ones and by tens. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| STANDARD / CONCEPT / SKILL | K.CC.A.2. | Count forward beginning from a given number within the known sequence (instead of having to begin at one). ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| STANDARD / CONCEPT / SKILL | K.CC.A.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| FOCUS / COURSE | MA.K.CC. | Counting and Cardinality |
| STRAND | K.CC.B. | Count to tell the number of objects. |
| STANDARD / CONCEPT / SKILL | K.CC.B.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| INDICATOR | K.CC.B.4.a. | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| INDICATOR | K.CC.B.4.b. | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| INDICATOR | K.CC.B.4.c. | Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| FOCUS / COURSE | MA.K.CC. | Counting and Cardinality |
| STRAND | K.CC.B. | Count to tell the number of objects. |
| STANDARD / CONCEPT / SKILL | K.CC.B.5. | Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| FOCUS / COURSE | MA.K.CC. | Counting and Cardinality |
| STRAND | K.CC.C. | Compare numbers. |
| STANDARD / CONCEPT / SKILL | K.CC.C.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group for groups with up to 10 objects, e.g., by using matching and counting strategies. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| STANDARD / CONCEPT / SKILL | K.CC.C.7. | Compare two numbers between 1 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| FOCUS / COURSE | MA.K.OA. | Operations and Algebraic Thinking |
| STRAND | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| STANDARD / CONCEPT / SKILL | K.OA.A.1. | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| STANDARD / CONCEPT / SKILL | K.OA.A.2. | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| STANDARD / CONCEPT / SKILL | K.OA.A.3. | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STANDARD / CONCEPT / SKILL | K.OA.A.4. | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STANDARD / CONCEPT / SKILL | K.OA.A.5. | Fluently add and subtract within 5, including zero. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| FOCUS / COURSE | MA.K.NBT. | Number and Operations in Base Ten |
| STRAND | K.NBT.A. | Work with numbers 11–19 to gain foundations for place value. |
| STANDARD / CONCEPT / SKILL | K.NBT.A.1. | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| FOCUS / COURSE | MA.K.MD. | Measurement and Data |
| STRAND | K.MD.A. | Describe and compare measurable attributes. |
| STANDARD / CONCEPT / SKILL | K.MD.A.1. | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| STANDARD / CONCEPT / SKILL | K.MD.A.2. | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing The Right Size |
| FOCUS / COURSE | MA.K.MD. | Measurement and Data |
| STRAND | K.MD.B. | Classify objects and count the number of objects in each category. |
| STANDARD / CONCEPT / SKILL | K.MD.B.3. | Classify objects into given categories; count the numbers of objects in each category (up to and including 10) and sort the categories by count. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| FOCUS / COURSE | MA.K.G. | Geometry |
| STRAND | K.G.A. | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |
| STANDARD / CONCEPT / SKILL | K.G.A.1. | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| STANDARD / CONCEPT / SKILL | K.G.A.2. | Correctly name shapes regardless of their orientation or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| STANDARD / CONCEPT / SKILL | K.G.A.3. | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). ReadyRosie Shape Scavenger Hunt |
| FOCUS / COURSE | MA.K.G. | Geometry |
| STRAND | K.G.B. | Analyze, compare, create, and compose shapes. |
| STANDARD / CONCEPT / SKILL | K.G.B.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). ReadyRosie Canned Shape Scavenger Hunt |
| STANDARD / CONCEPT / SKILL | K.G.B.5. | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. ReadyRosie Is it a Triangle? |
| STANDARD / CONCEPT / SKILL | K.G.B.6. | Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” ReadyRosie Is it a Triangle? |
| Massachusetts Curriculum Frameworks |
| Mathematics |
| Grade: 1 - Adopted: 2017 |
| FOCUS / COURSE | MA.MP. | Mathematical Practice |
| STRAND | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| STRAND | 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? |
| STRAND | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STRAND | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STRAND | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| STRAND | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| FOCUS / COURSE | MA.1.OA. | Operations and Algebraic Thinking |
| STRAND | 1.OA.A. | Represent and solve problems involving addition and subtraction. |
| STANDARD / CONCEPT / SKILL | 1.OA.A.1. | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations (number sentences) with a symbol for the unknown number to represent the problem. ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| STANDARD / CONCEPT / SKILL | 1.OA.A.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| FOCUS / COURSE | MA.1.OA. | Operations and Algebraic Thinking |
| STRAND | 1.OA.B. | Understand and apply properties of operations and the relationship between addition and subtraction. |
| STANDARD / CONCEPT / SKILL | 1.OA.B.3. | Apply properties of operations to add. For example, when adding numbers order does not matter. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition). When adding zero to a number, the result is the same number (Identity property of zero for addition). ReadyRosie Fishing for Doubles |
| STANDARD / CONCEPT / SKILL | 1.OA.B.4. | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| FOCUS / COURSE | MA.1.OA. | Operations and Algebraic Thinking |
| STRAND | 1.OA.C. | Add and subtract within 20. |
| STANDARD / CONCEPT / SKILL | 1.OA.C.5. | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| STANDARD / CONCEPT / SKILL | 1.OA.C.6. | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| FOCUS / COURSE | MA.1.OA. | Operations and Algebraic Thinking |
| STRAND | 1.OA.D. | Work with addition and subtraction equations. |
| STANDARD / CONCEPT / SKILL | 1.OA.D.8. | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = □. ReadyRosie Where Did I Start? |
| FOCUS / COURSE | MA.1.NBT. | Number and Operations in Base Ten |
| STRAND | 1.NBT.A. | Extend the counting sequence. |
| STANDARD / CONCEPT / SKILL | 1.NBT.A.1. | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| FOCUS / COURSE | MA.1.NBT. | Number and Operations in Base Ten |
| STRAND | 1.NBT.B. | Understand place value. |
| STANDARD / CONCEPT / SKILL | 1.NBT.B.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| INDICATOR | 1.NBT.B.2.a. | 10 can be thought of as a bundle of ten ones—called a “ten.” ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | 1.NBT.B.2.b. | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | 1.NBT.B.2.c. | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| FOCUS / COURSE | MA.1.NBT. | Number and Operations in Base Ten |
| STRAND | 1.NBT.B. | Understand place value. |
| STANDARD / CONCEPT / SKILL | 1.NBT.B.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| FOCUS / COURSE | MA.1.NBT. | Number and Operations in Base Ten |
| STRAND | 1.NBT.C. | Use place value understanding and properties of operations to add and subtract. |
| STANDARD / CONCEPT / SKILL | 1.NBT.C.4. | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings, and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| STANDARD / CONCEPT / SKILL | 1.NBT.C.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Identify arithmetic patterns of 10 more and 10 less than using strategies based on place value. ReadyRosie Ten More |
| STANDARD / CONCEPT / SKILL | 1.NBT.C.6. | Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. ReadyRosie Ten More |
| FOCUS / COURSE | MA.1.MD. | Measurement and Data |
| STRAND | 1.MD.A. | Measure lengths indirectly and by iterating length units. |
| STANDARD / CONCEPT / SKILL | 1.MD.A.1. | Order three objects by length; compare the lengths of two objects indirectly by using a third object. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| STANDARD / CONCEPT / SKILL | 1.MD.A.2. | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. ReadyRosie Hunt and Measure |
| FOCUS / COURSE | MA.1.MD. | Measurement and Data |
| STRAND | 1.MD.B. | Tell and write time. |
| STANDARD / CONCEPT / SKILL | 1.MD.B.3. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| FOCUS / COURSE | MA.1.MD. | Measurement and Data |
| STRAND | 1.MD.C. | Represent and interpret data. |
| STANDARD / CONCEPT / SKILL | 1.MD.C.4. | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ReadyRosie Survey Says |
| FOCUS / COURSE | MA.1.G. | Geometry |
| STRAND | 1.G.A. | Reason with shapes and their attributes. |
| STANDARD / CONCEPT / SKILL | 1.G.A.1. | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes that possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| STANDARD / CONCEPT / SKILL | 1.G.A.2. | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| STANDARD / CONCEPT / SKILL | 1.G.A.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Massachusetts Curriculum Frameworks |
| Mathematics |
| Grade: 2 - Adopted: 2017 |
| FOCUS / COURSE | MA.MP. | Mathematical Practice |
| STRAND | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STRAND | 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 |
| STRAND | MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| STRAND | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STRAND | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| STRAND | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| FOCUS / COURSE | MA.2.OA. | Operations and Algebraic Thinking |
| STRAND | 2.OA.A. | Represent and solve problems involving addition and subtraction. |
| STANDARD / CONCEPT / SKILL | 2.OA.A.1. | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.= ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| FOCUS / COURSE | MA.2.OA. | Operations and Algebraic Thinking |
| STRAND | 2.OA.B. | Add and subtract within 20. |
| STANDARD / CONCEPT / SKILL | 2.OA.B.2. | Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two single-digit numbers and related differences. For example, the sum 6 + 5 = 11 has related differences of 11 – 5 = 6 and 11 – 6 = 5. ReadyRosie Subtraction War |
| FOCUS / COURSE | MA.2.OA. | Operations and Algebraic Thinking |
| STRAND | 2.OA.C. | Work with equal groups of objects to gain foundations for multiplication. |
| STANDARD / CONCEPT / SKILL | 2.OA.C.3. | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| STANDARD / CONCEPT / SKILL | 2.OA.C.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to five rows and up to five columns; write an equation to express the total as a sum of equal addends. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| FOCUS / COURSE | MA.2.NBT. | Number and Operations in Base Ten |
| STRAND | 2.NBT.A. | Understand place value. |
| STANDARD / CONCEPT / SKILL | 2.NBT.A.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| INDICATOR | 2.NBT.A.1.a. | 100 can be thought of as a bundle of ten tens—called a “hundred.” ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| INDICATOR | 2.NBT.A.1.b. | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| FOCUS / COURSE | MA.2.NBT. | Number and Operations in Base Ten |
| STRAND | 2.NBT.A. | Understand place value. |
| STANDARD / CONCEPT / SKILL | 2.NBT.A.2. | Count within 1,000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting starting at any number. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| STANDARD / CONCEPT / SKILL | 2.NBT.A.3. | Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| STANDARD / CONCEPT / SKILL | 2.NBT.A.4. | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| FOCUS / COURSE | MA.2.NBT. | Number and Operations in Base Ten |
| STRAND | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| STANDARD / CONCEPT / SKILL | 2.NBT.B.5. | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STANDARD / CONCEPT / SKILL | 2.NBT.B.6. | Add up to four two-digit numbers using strategies based on place value and properties of operations. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| STANDARD / CONCEPT / SKILL | 2.NBT.B.7. | Add and subtract within 1,000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STANDARD / CONCEPT / SKILL | 2.NBT.B.8. | Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. ReadyRosie Dollars and Dice |
| STANDARD / CONCEPT / SKILL | 2.NBT.B.9. | Explain why addition and subtraction strategies work, using place value and the properties of operations. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| FOCUS / COURSE | MA.2.MD. | Measurement and Data |
| STRAND | 2.MD.A. | Measure and estimate lengths in standard units. |
| STANDARD / CONCEPT / SKILL | 2.MD.A.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| STANDARD / CONCEPT / SKILL | 2.MD.A.3. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| STANDARD / CONCEPT / SKILL | 2.MD.A.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| FOCUS / COURSE | MA.2.MD. | Measurement and Data |
| STRAND | 2.MD.C. | Work with time and money. |
| STANDARD / CONCEPT / SKILL | 2.MD.C.8. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to $10), using $ and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have $3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.) ReadyRosie What's in a Dollar? |
| FOCUS / COURSE | MA.2.MD. | Measurement and Data |
| STRAND | 2.MD.D. | Represent and interpret data. |
| STANDARD / CONCEPT / SKILL | 2.MD.D.9. | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Organize and record the data on a line plot (dot plot) where the horizontal scale is marked off in whole-number units. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| FOCUS / COURSE | MA.2.G. | Geometry |
| STRAND | 2.G.A. | Reason with shapes and their attributes. |
| STANDARD / CONCEPT / SKILL | 2.G.A.1. | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, squares, rectangles, rhombuses, trapezoids, pentagons, hexagons, and cubes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| STANDARD / CONCEPT / SKILL | 2.G.A.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ReadyRosie An Array of Brownies |
| STANDARD / CONCEPT / SKILL | 2.G.A.3. | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| Massachusetts Curriculum Frameworks |
| Mathematics |
| Grade: 3 - Adopted: 2017 |
| FOCUS / COURSE | MA.MP. | Mathematical Practice |
| STRAND | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STRAND | MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| STRAND | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| STRAND | MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| STRAND | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STRAND | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| FOCUS / COURSE | MA.3.OA. | Operations and Algebraic Thinking |
| STRAND | 3.OA.A. | Represent and solve problems involving multiplication and division. |
| STANDARD / CONCEPT / SKILL | 3.OA.A.1. | Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in five groups of seven objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| STANDARD / CONCEPT / SKILL | 3.OA.A.2. | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. ReadyRosie Fair Share |
| STANDARD / CONCEPT / SKILL | 3.OA.A.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| STANDARD / CONCEPT / SKILL | 3.OA.A.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = □ ÷ 3, 6 x 6 = ?. ReadyRosie Math Mind Reading Parts Unknown |
| FOCUS / COURSE | MA.3.OA. | Operations and Algebraic Thinking |
| STRAND | 3.OA.B. | Understand properties of multiplication and the relationship between multiplication and division. |
| STANDARD / CONCEPT / SKILL | 3.OA.B.5. | Apply properties of operations to multiply. For example: When multiplying numbers order does not matter. If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication); The product 3 x 5 x 2 can be found by 3 x 5 = 15 then 15 x 2 = 30, or by 5 x 2 = 10 then 3 x 10 = 30 (Associative property of multiplication); When multiplying two numbers either number can be decomposed and multiplied; one can find 8 x 7 by knowing that 7 = 5 + 2 and that 8 x 5 = 40 and 8 x 2 = 16, resulting in 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Distributive property); When a number is multiplied by 1 the result is the same number (Identity property of 1 for multiplication). ReadyRosie I Spy Sums and Products Multiplication War |
| STANDARD / CONCEPT / SKILL | 3.OA.B.6. | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| FOCUS / COURSE | MA.3.OA. | Operations and Algebraic Thinking |
| STRAND | 3.OA.C. | Multiply and divide within 100. |
| STANDARD / CONCEPT / SKILL | 3.OA.C.7. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two single-digit numbers and related division facts. For example, the product 4 x 7 = 28 has related division facts 28 ÷ 7 = 4 and 28 ÷ 4 = 7. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| FOCUS / COURSE | MA.3.OA. | Operations and Algebraic Thinking |
| STRAND | 3.OA.D. | Solve problems involving the four operations, and identify and explain patterns in arithmetic. |
| STANDARD / CONCEPT / SKILL | 3.OA.D.8. | Solve two-step word problems using the four operations for problems posed with whole numbers and having whole number answers. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| FOCUS / COURSE | MA.3.NBT. | Number and Operations in Base Ten |
| STRAND | 3.NBT.A. | Use place value understanding and properties of operations to perform multi-digit arithmetic. |
| STANDARD / CONCEPT / SKILL | 3.NBT.A.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| STANDARD / CONCEPT / SKILL | 3.NBT.A.2. | Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| FOCUS / COURSE | MA.3.NF. | Number and Operations—Fractions |
| STRAND | 3.NF.A. | Develop understanding of fractions as numbers for fractions with denominators 2, 3, 4, 6, and 8. |
| STANDARD / CONCEPT / SKILL | 3.NF.A.1. | Understand a fraction 1∕b as the quantity formed by 1 part when a whole (a single unit) is partitioned into b equal parts; understand a fraction a∕b as the quantity formed by a parts of size 1∕b. ReadyRosie Fractions on a Number Line Shape Up! |
| FOCUS / COURSE | MA.3.NF. | Number and Operations—Fractions |
| STRAND | 3.NF.A. | Develop understanding of fractions as numbers for fractions with denominators 2, 3, 4, 6, and 8. |
| STANDARD / CONCEPT / SKILL | 3.NF.A.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| INDICATOR | 3.NF.A.3.a. | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. ReadyRosie Sharing an Apple |
| INDICATOR | 3.NF.A.3.b. | Recognize and generate simple equivalent fractions, e.g., 1∕2 = 2∕4, 4∕6 = 2∕3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. ReadyRosie Sharing an Apple |
| INDICATOR | 3.NF.A.3.c. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. For example, 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. ReadyRosie Fractions on a Number Line Shape Up! |
| INDICATOR | 3.NF.A.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. ReadyRosie Fractions on a Number Line |
| FOCUS / COURSE | MA.3.MD. | Measurement and Data |
| STRAND | 3.MD.A. | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. |
| STANDARD / CONCEPT / SKILL | 3.MD.A.1. | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. ReadyRosie Now is the Time |
| STANDARD / CONCEPT / SKILL | 3.MD.A.2. | Measure and estimate liquid volumes and masses of objects using standard metric 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 metric units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| FOCUS / COURSE | MA.3.MD. | Measurement and Data |
| STRAND | 3.MD.B. | Represent and interpret data. |
| STANDARD / CONCEPT / SKILL | 3.MD.B.3. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent five pets. ReadyRosie Graphing Walking Goals |
| STANDARD / CONCEPT / SKILL | 3.MD.B.4. | Generate measurement data by measuring lengths of objects using rulers marked with halves and fourths of an inch. Record and show the data by making a line plot (dot plot), where the horizontal scale is marked off in appropriate units—whole numbers, halves, or fourths. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| FOCUS / COURSE | MA.3.MD. | Measurement and Data |
| STRAND | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| STANDARD / CONCEPT / SKILL | 3.MD.C.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| INDICATOR | 3.MD.C.5.a. | A square with side length of one unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| INDICATOR | 3.MD.C.5.b. | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. ReadyRosie Cracker Perimeter & Area |
| FOCUS / COURSE | MA.3.MD. | Measurement and Data |
| STRAND | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| STANDARD / CONCEPT / SKILL | 3.MD.C.6. | Measure areas by counting unit squares (square cm, square m, square in., square ft., and non-standard units). ReadyRosie Cracker Perimeter & Area |
| FOCUS / COURSE | MA.3.MD. | Measurement and Data |
| STRAND | 3.MD.C. | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. |
| STANDARD / CONCEPT / SKILL | 3.MD.C.7. | Relate area to the operations of multiplication and addition. |
| INDICATOR | 3.MD.C.7.b. | Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. ReadyRosie An Array of Brownies |
| INDICATOR | 3.MD.C.7.c. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning. ReadyRosie I Spy Sums and Products |
| FOCUS / COURSE | MA.3.G. | Geometry |
| STRAND | 3.G.A. | Reason with shapes and their attributes. |
| STANDARD / CONCEPT / SKILL | 3.G.A.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into four parts with equal areas and describe the area of each part as 1/4 of the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| Massachusetts Curriculum Frameworks |
| Science |
| Grade: K - Adopted: 2016 |
| FOCUS / COURSE | MA.K-LS. | Kindergarten: Life Science |
| STRAND | LS1. | From Molecules to Organisms: Structures and Processes |
| STANDARD / CONCEPT / SKILL | K-LS1-1. | Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow. ReadyRosie Family Sensory Walk |
| Massachusetts Curriculum Frameworks |
| Science |
| Grade: 1 - Adopted: 2016 |
| FOCUS / COURSE | MA.1-LS. | Grade 1: Life Science |
| STRAND | LS1. | From Molecules to Organisms: Structures and Processes |
| STANDARD / CONCEPT / SKILL | 1-LS1-1. | Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant. ReadyRosie I Found This |
| FOCUS / COURSE | MA.1-ETS. | Grade 1: Technology/Engineering |
| STRAND | ETS1. | Engineering Design |
| STANDARD / CONCEPT / SKILL | 1.K-2-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool. ReadyRosie Ramp Car Racing |
| Massachusetts Curriculum Frameworks |
| Science |
| Grade: 2 - Adopted: 2016 |
| FOCUS / COURSE | MA.2-ETS. | Grade 2: Technology/Engineering |
| STRAND | ETS1. | Engineering Design |
| STANDARD / CONCEPT / SKILL | 2.K-2-ETS1-3. | Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs. ReadyRosie Ramp Car Racing |