New York State Learning Standards and Core Curriculum
| Main Criteria: New York State Learning Standards and Core Curriculum | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| New York State Learning Standards and Core Curriculum |
| Health and PE |
| Grade: K - Adopted: 1996 |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.1. | Health Education: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.1.2. | Students possess basic knowledge and skills which support positive health choices and behaviors. ReadyRosie Brushing Your Teeth |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.2. | Physical Education: Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.2.5. | Students demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.3. | Family and Consumer Sciences: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.3.3. | Students recognize how a family contributes to personal health. ReadyRosie School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.1. | Health Education: Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.1.3. | Students know some personal and social skills which contribute to individual safety. ReadyRosie Clap and Count |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.2. | Physical Education: Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.2. | Students come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment. ReadyRosie Clap and Count Fishing for Tens |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.3. | Students work constructively with others to accomplish a variety of goals and tasks. ReadyRosie Clap and Count Fishing for Tens Super Kindness |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.5. | Students demonstrate care, consideration, and respect of self and others during physical activity. ReadyRosie Clap and Count Fishing for Tens Super Kindness |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.3. | Family and Consumer Sciences: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.3.1. | Students understand some basic requirements of nurturing people of various ages, and demonstrate appropriate ways to interact with them. ReadyRosie Clap and Count School Routine Practice Story of Your Name Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.3. | Elementary: Resource Management: Students will understand and be able to manage their personal and community resources. |
| CATEGORY / CLUSTER / KEY IDEA | 3.3. | Family and Consumer Sciences: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.1. | Students understand the kinds of resources available in their community and make informed decisions related to their own use. ReadyRosie Super Kindness |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.2. | Students understand how people acquire, use, and protect money and recognize some factors that influence spending. ReadyRosie School Routine Practice Story of Your Name Write a Favorite Family Recipe |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.3. | Students know the different jobs in their communities and the contributions made by individuals performing those jobs. ReadyRosie Routine Strategy: Chore Chart |
| New York State Learning Standards and Core Curriculum |
| Health and PE |
| Grade: 1 - Adopted: 1996 |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.1. | Health Education: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.1.2. | Students possess basic knowledge and skills which support positive health choices and behaviors. ReadyRosie Brushing Your Teeth |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.2. | Physical Education: Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.2.5. | Students demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.3. | Family and Consumer Sciences: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.3.3. | Students recognize how a family contributes to personal health. ReadyRosie I Love My Family Because... School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.1. | Health Education: Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.1.3. | Students know some personal and social skills which contribute to individual safety. ReadyRosie Clap and Count Making Playdough Together |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.2. | Physical Education: Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.2. | Students come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment. ReadyRosie Clap and Count Fishing for Tens |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.3. | Students work constructively with others to accomplish a variety of goals and tasks. ReadyRosie Clap and Count Fishing for Tens Folding a Blanket Super Kindness |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.5. | Students demonstrate care, consideration, and respect of self and others during physical activity. ReadyRosie Clap and Count Fishing for Tens Folding a Blanket Super Kindness |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.3. | Family and Consumer Sciences: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.3.1. | Students understand some basic requirements of nurturing people of various ages, and demonstrate appropriate ways to interact with them. ReadyRosie Clap and Count I Love My Family Because... Making Playdough Together School Routine Practice Story of Your Name Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.3. | Elementary: Resource Management: Students will understand and be able to manage their personal and community resources. |
| CATEGORY / CLUSTER / KEY IDEA | 3.3. | Family and Consumer Sciences: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.1. | Students understand the kinds of resources available in their community and make informed decisions related to their own use. ReadyRosie I Love My Family Because... Super Kindness |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.2. | Students understand how people acquire, use, and protect money and recognize some factors that influence spending. ReadyRosie I Love My Family Because... School Routine Practice Story of Your Name Write a Favorite Family Recipe |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.3. | Students know the different jobs in their communities and the contributions made by individuals performing those jobs. ReadyRosie Routine Strategy: Chore Chart |
| New York State Learning Standards and Core Curriculum |
| Health and PE |
| Grade: 2 - Adopted: 1996 |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.1. | Health Education: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.1.2. | Students possess basic knowledge and skills which support positive health choices and behaviors. ReadyRosie Brushing Your Teeth |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.2. | Physical Education: Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.2.5. | Students demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.3. | Family and Consumer Sciences: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.3.3. | Students recognize how a family contributes to personal health. ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.2. | Physical Education: Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.2. | Students come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment. ReadyRosie Subtraction War This Is Important |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.3. | Students work constructively with others to accomplish a variety of goals and tasks. ReadyRosie Fair Share Subtraction War Super Kindness |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.5. | Students demonstrate care, consideration, and respect of self and others during physical activity. ReadyRosie Fair Share Subtraction War Super Kindness This Is Important |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.3. | Family and Consumer Sciences: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.3.1. | Students understand some basic requirements of nurturing people of various ages, and demonstrate appropriate ways to interact with them. ReadyRosie I Love My Family Because... Story of Your Name Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.3. | Elementary: Resource Management: Students will understand and be able to manage their personal and community resources. |
| CATEGORY / CLUSTER / KEY IDEA | 3.3. | Family and Consumer Sciences: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.1. | Students understand the kinds of resources available in their community and make informed decisions related to their own use. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.2. | Students understand how people acquire, use, and protect money and recognize some factors that influence spending. ReadyRosie I Love My Family Because... Story of Your Name Write a Favorite Family Recipe |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.3. | Students know the different jobs in their communities and the contributions made by individuals performing those jobs. ReadyRosie Routine Strategy: Chore Chart |
| New York State Learning Standards and Core Curriculum |
| Health and PE |
| Grade: 3 - Adopted: 1996 |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.1. | Health Education: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.1.2. | Students possess basic knowledge and skills which support positive health choices and behaviors. ReadyRosie Brushing Your Teeth |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.2. | Physical Education: Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.2.5. | Students demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness. ReadyRosie Celebrate Learning Routine Strategy: Chore Chart Setting Summer Learning Goals |
| STRAND / DOMAIN / UNIFYING THEME | NY.1. | Elementary: Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. |
| CATEGORY / CLUSTER / KEY IDEA | 1.3. | Family and Consumer Sciences: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1.3.3. | Students recognize how a family contributes to personal health. ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.2. | Physical Education: Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.2. | Students come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment. ReadyRosie This Is Important |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.3. | Students work constructively with others to accomplish a variety of goals and tasks. ReadyRosie Fair Share Super Kindness |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.2.5. | Students demonstrate care, consideration, and respect of self and others during physical activity. ReadyRosie Fair Share Super Kindness This Is Important |
| STRAND / DOMAIN / UNIFYING THEME | NY.2. | Elementary: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| CATEGORY / CLUSTER / KEY IDEA | 2.3. | Family and Consumer Sciences: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2.3.1. | Students understand some basic requirements of nurturing people of various ages, and demonstrate appropriate ways to interact with them. ReadyRosie I Love My Family Because... Story of Your Name Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.3. | Elementary: Resource Management: Students will understand and be able to manage their personal and community resources. |
| CATEGORY / CLUSTER / KEY IDEA | 3.3. | Family and Consumer Sciences: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources. |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.1. | Students understand the kinds of resources available in their community and make informed decisions related to their own use. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.2. | Students understand how people acquire, use, and protect money and recognize some factors that influence spending. ReadyRosie I Love My Family Because... Story of Your Name Write a Favorite Family Recipe |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3.3.3. | Students know the different jobs in their communities and the contributions made by individuals performing those jobs. ReadyRosie Routine Strategy: Chore Chart |
| New York State Learning Standards and Core Curriculum |
| Language Arts |
| Grade: K - Adopted: 2017 |
| STRAND / DOMAIN / UNIFYING THEME | NY.KR. | Kindergarten Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Key Ideas and Details | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KR1. | Ask and answer questions about a text. (RI&RL) 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 What's Cool About Nonfiction? |
| STANDARD / CONCEPTUAL UNDERSTANDING | KR2. | Retell stories or share key details from a text. (RI&RL) ReadyRosie Book Cover Conversations Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? |
| STANDARD / CONCEPTUAL UNDERSTANDING | KR3. | Identify characters, settings, major events in a story, or pieces of information in a text. (RI&RL) ReadyRosie Book Cover Conversations Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? |
| STRAND / DOMAIN / UNIFYING THEME | NY.KR. | Kindergarten Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Craft and Structure | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KR4. | Identify specific words that express feelings and senses. (RI&RL) ReadyRosie Read a Little, Think a Little Seeing the Story |
| STANDARD / CONCEPTUAL UNDERSTANDING | KR5. | Identify literary and informational texts. (RI&RL) ReadyRosie What Do I Like? |
| STANDARD / CONCEPTUAL UNDERSTANDING | KR6. | Name the author and illustrator and define the role of each in presenting the ideas in a text. (RI&RL) ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| STRAND / DOMAIN / UNIFYING THEME | NY.KR. | Kindergarten Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KR7. | Describe the relationship between illustrations and the text. (RI&RL) ReadyRosie Books I Like Environmental Print How Far Does It Fly? Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| STANDARD / CONCEPTUAL UNDERSTANDING | KR8. | Identify specific information to support ideas in a text. (RI&RL) ReadyRosie Book Cover Conversations Is It Real? Isn't That Bold? Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? |
| STANDARD / CONCEPTUAL UNDERSTANDING | KR9. | Make connections between self, text, and the world. (RI&RL) ReadyRosie I Read to You, You Read to Me Making Connections |
| STRAND / DOMAIN / UNIFYING THEME | NY.KRF. | Kindergarten Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Print Concepts | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KRF1. | Demonstrate understanding of the organization and basic features of print. |
| EXPECTATION / CONTENT SPECIFICATION | KRF1a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Reading Strategy: Using Your Reading Finger |
| EXPECTATION / CONTENT SPECIFICATION | KRF1c. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| EXPECTATION / CONTENT SPECIFICATION | KRF1d. | 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 |
| STRAND / DOMAIN / UNIFYING THEME | NY.KRF. | Kindergarten Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Phonological Awareness | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KRF2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| EXPECTATION / CONTENT SPECIFICATION | KRF2a. | Recognize and produce spoken rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| EXPECTATION / CONTENT SPECIFICATION | KRF2c. | Blend and segment onsets and rimes of spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| EXPECTATION / CONTENT SPECIFICATION | KRF2e. | Create new words by manipulating the phonemes orally in one-syllable words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| STRAND / DOMAIN / UNIFYING THEME | NY.KRF. | Kindergarten Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Phonics and Word Recognition | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KRF3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION / CONTENT SPECIFICATION | KRF3a. | Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| EXPECTATION / CONTENT SPECIFICATION | KRF3b. | Decode short vowel sounds with common spellings. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| EXPECTATION / CONTENT SPECIFICATION | KRF3c. | Decode some regularly spelled one-syllable words. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| EXPECTATION / CONTENT SPECIFICATION | KRF3e. | Read common high-frequency words by sight. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| STRAND / DOMAIN / UNIFYING THEME | NY.KRF. | Kindergarten Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Fluency | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KRF4. | Read emergent-reader texts with purpose and understanding. ReadyRosie Pattern Books Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading What Do I Like? |
| STRAND / DOMAIN / UNIFYING THEME | NY.KW. | Kindergarten Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Text Types and Purposes | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KW1. | Use a combination of drawing, dictating, oral expression, and/or writing to state an opinion about a familiar topic and state a reason to support that topic. ReadyRosie 20 Questions Draw A Memorable Story Create a Crazy Character Here Are the Facts I Know All About Make an Invitation Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? Write Me a Story |
| STANDARD / CONCEPTUAL UNDERSTANDING | KW2. | Use a combination of drawing, dictating, oral expression, and/or writing to name a familiar topic and supply information. ReadyRosie Create a Crazy Character Make an Invitation Share Your Knowledge Sharing Chores and Your Day Who Am I? Write Me a Story |
| STANDARD / CONCEPTUAL UNDERSTANDING | KW3. | Use a combination of writing, drawing, dictating, and/or oral expression to narrate an event or events in a sequence. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Create a Crazy Character Here Are the Facts I Know All About I Spy Make an Invitation Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? Write Me a Story |
| STANDARD / CONCEPTUAL UNDERSTANDING | KW4. | Create a poem, dramatization, art work, or other response to a text, author, or personal experience. ReadyRosie Color Poem Create a Crazy Character Family Poem Write Me a Story |
| STRAND / DOMAIN / UNIFYING THEME | NY.KW. | Kindergarten Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Research to Present Knowledge | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KW6. | Ask questions and participate in shared research to answer questions and to build knowledge. ReadyRosie Guess Who I Want to Know About Let's Explore |
| STANDARD / CONCEPTUAL UNDERSTANDING | KW7. | Recall relevant information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| STRAND / DOMAIN / UNIFYING THEME | NY.KSL. | Kindergarten Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Comprehension and Collaboration | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KSL1. | Participate in collaborative conversations with peers and adults in small and large groups and during play. |
| EXPECTATION / CONTENT SPECIFICATION | KLS1a. | Follow agreed-upon rules for discussions, including listening to others, taking turns, and staying on topic. ReadyRosie Who Am I? |
| EXPECTATION / CONTENT SPECIFICATION | KSL1b. | Participate in conversations 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? |
| STRAND / DOMAIN / UNIFYING THEME | NY.KSL. | Kindergarten Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Comprehension and Collaboration | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KSL2. | Confirm understanding of diverse texts and formats through oral conversation and visual display. ReadyRosie Books I Like How Far Does It Fly? I Read to You, You Read to Me Isn't That Bold? Making Connections Pattern Books Reading Strategies: Look at the Picture Retelling the Story Storytelling with a Picture Book Wordless Picture Books |
| STANDARD / CONCEPTUAL UNDERSTANDING | KSL3. | Ask and answer questions to clarify what the speaker says. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| STRAND / DOMAIN / UNIFYING THEME | NY.KSL. | Kindergarten Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KSL4. | Name familiar people, places, things, and events with detail. ReadyRosie How can I help my child learn new words? Nursery Rhymes |
| STANDARD / CONCEPTUAL UNDERSTANDING | KSL5. | Create visual displays to support descriptions. ReadyRosie Create a Crazy Character Write Me a Story |
| STANDARD / CONCEPTUAL UNDERSTANDING | KSL6. | Express thoughts, feelings, and ideas clearly and completely. ReadyRosie Conversation Starters I Know All About Share Your Knowledge Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| STRAND / DOMAIN / UNIFYING THEME | NY.KL. | Kindergarten Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KL1. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Core Conventions Skills for Grades Prekindergarten→Grade 2: |
| EXPECTATION / CONTENT SPECIFICATION | KL1.1. | Print upper- and lowercase letters in their name → Print many upper- and lowercase letters → Print all upper- and lowercase letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| EXPECTATION / CONTENT SPECIFICATION | KL1.2. | Use frequently occurring nouns and verbs (orally) → Use frequently occurring nouns and verbs. →Use common, proper, and possessive nouns. → Use collective nouns (e.g., group). ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | KL1.3. | Form regular plural nouns orally (e.g., dog, dogs; wish, wishes). ReadyRosie All About My Family |
| EXPECTATION / CONTENT SPECIFICATION | KL1.4. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, mice, fish). ReadyRosie All About My Family |
| EXPECTATION / CONTENT SPECIFICATION | KL1.6. | Understand and use interrogatives (question words—e.g., who, what, where, when, why, how). ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | KL1.8. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| EXPECTATION / CONTENT SPECIFICATION | KL1.11. | Use frequently occurring adjectives. → Use adjectives or adverbs appropriately. ReadyRosie All About Me Make a Card |
| EXPECTATION / CONTENT SPECIFICATION | KL1.13. | Understand and use simple and compound sentences in speech or writing (e.g., The child read the book; The child read the book, but she did not watch the movie). ReadyRosie Favorite People Place Cards Guess Who Simon Says Who's Coming to Dinner? Write Me a Story Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.KL. | Kindergarten Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KL2. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Core Punctuation and Spelling Skills for Grades P→2: |
| EXPECTATION / CONTENT SPECIFICATION | KL2.1. | Capitalize the first letter of their name. → Capitalize dates and names of people. → Capitalize the first word in a sentence and the pronoun I. → Capitalize names, places, and holidays. ReadyRosie Make a Card Make an Invitation Write a Letter |
| EXPECTATION / CONTENT SPECIFICATION | KL2.2. | Attempt to write symbols or letters to represent words. ReadyRosie Make an Invitation Write Me a Story |
| EXPECTATION / CONTENT SPECIFICATION | KL2.3. | Recognize and name end punctuation. →Use end punctuation for sentences. ReadyRosie Isn't That Bold? |
| EXPECTATION / CONTENT SPECIFICATION | KL2.4. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| EXPECTATION / CONTENT SPECIFICATION | KL2.5. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. → Spell unknown words phonetically, drawing on phonemic awareness and spelling conventions. →Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.→ Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| STRAND / DOMAIN / UNIFYING THEME | NY.KL. | Kindergarten Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KL5. | Explore and discuss word relationships and word meanings. |
| EXPECTATION / CONTENT SPECIFICATION | KL5a. | Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent. ReadyRosie Guess the Group |
| EXPECTATION / CONTENT SPECIFICATION | KL5b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| EXPECTATION / CONTENT SPECIFICATION | KL5c. | Use words to identify and describe the world, making connections between words and their use (e.g., places at home that are colorful). 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? |
| EXPECTATION / CONTENT SPECIFICATION | KL5d. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| STRAND / DOMAIN / UNIFYING THEME | NY.KL. | Kindergarten Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | KL6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| New York State Learning Standards and Core Curriculum |
| Language Arts |
| Grade: 1 - Adopted: 2017 |
| STRAND / DOMAIN / UNIFYING THEME | NY.1R. | 1st Grade Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Key Ideas and Details | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1R1. | Ask and answer questions about key ideas and details in a text. (RI&RL) ReadyRosie Chapter Books How To Preview & Predict Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1R2. | Identify a main topic or idea in a text and retell important details. (RI&RL) ReadyRosie Chapter Books Funny Pictures How To Is It Real? Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1R3. | Describe characters, settings, and major events in a story, or pieces of information in a text. (RI&RL) ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures How To 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 What's Cool About Nonfiction? |
| STRAND / DOMAIN / UNIFYING THEME | NY.1R. | 1st Grade Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Craft and Structure | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1R4. | Identify specific words that express feelings and senses. (RI&RL) 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 / CONCEPTUAL UNDERSTANDING | 1R5. | Identify a variety of genres and explain major differences between literary texts and informational texts. (RI&RL) ReadyRosie Chapter Books What Do I Like? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1R6. | Identify examples of how illustrations and details support the point of view or purpose of the text. (RI&RL) ReadyRosie Favorite Illustrators How Far Does It Fly? How To Is It Real? Reading Strategies: Look at the Picture What Was That For? |
| STRAND / DOMAIN / UNIFYING THEME | NY.1R. | 1st Grade Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1R7. | Use illustrations and details in literary and informational texts to discuss story elements and/or topics. (RI&RL) ReadyRosie Chapter Books Favorite Illustrators Funny Pictures How Far Does It Fly? How To Reading Strategies: Look at the Picture Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1R8. | Identify specific information an author gives that supports ideas in a text. (RI&RL) ReadyRosie Chapter Books Funny Pictures How To Is It Real? Story Train Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1R9. | Identify genres and make connections between self, text, and the world. (RI&RL) ReadyRosie Chapter Books I Read to You, You Read to Me What Do I Like? |
| STRAND / DOMAIN / UNIFYING THEME | NY.1RF. | 1st Grade Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Print Concepts | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1RF1. | Demonstrate understanding of the organization and basic features of print. |
| EXPECTATION / CONTENT SPECIFICATION | 1RF1a. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| STRAND / DOMAIN / UNIFYING THEME | NY.1RF. | 1st Grade Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Phonological Awareness | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1RF2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| EXPECTATION / CONTENT SPECIFICATION | 1RF2a. | Blend and segment onsets and rhymes of spoken one-syllable words. ReadyRosie Reading Strategy: Chunk the Word |
| EXPECTATION / CONTENT SPECIFICATION | 1RF2b. | Count, blend and segment single syllable words that include consonant blends like claw and trip. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| EXPECTATION / CONTENT SPECIFICATION | 1RF2c. | Create new words by manipulating individual sounds (phonemes) in spoken one-syllable words. ReadyRosie Name Rhymes Silly Song Singing |
| EXPECTATION / CONTENT SPECIFICATION | 1RF2d. | Manipulate individual sounds (phonemes) in single -syllable spoken words. ReadyRosie Name Rhymes Silly Song Singing |
| STRAND / DOMAIN / UNIFYING THEME | NY.1RF. | 1st Grade Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Phonics and Word Recognition | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1RF3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION / CONTENT SPECIFICATION | 1RF3a. | Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th). 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 |
| EXPECTATION / CONTENT SPECIFICATION | 1RF3b. | Decode long vowel sounds in regularly spelled one-syllable words (for example, final –e conventions and common vowel teams). ReadyRosie Race to the Letter Sound |
| EXPECTATION / CONTENT SPECIFICATION | 1RF3c. | Decode regularly spelled one-syllable words. Determine the number of syllables in a printed word by using knowledge that every syllable must have a vowel sound. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Rhyming Hand Game Word Man You Know It! |
| EXPECTATION / CONTENT SPECIFICATION | 1RF3d. | Recognize and identify root words and simple suffixes (e.g. run, runs, walk, walked). ReadyRosie Reading Strategy: Cover the Suffix |
| EXPECTATION / CONTENT SPECIFICATION | 1RF3e. | Read most common high-frequency words by sight. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| STRAND / DOMAIN / UNIFYING THEME | NY.1RF. | 1st Grade Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Fluency | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1RF4. | Read grade-level text with sufficient accuracy and fluency to support comprehension. |
| EXPECTATION / CONTENT SPECIFICATION | 1RF4a. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Conversation Starters Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Sharing Chores and Your Day Simon Says |
| EXPECTATION / CONTENT SPECIFICATION | 1RF4b. | 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 What Does It Mean? Wondering About Words |
| STRAND / DOMAIN / UNIFYING THEME | NY.1W. | 1st Grade Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Text Types and Purposes | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1W1. | Write an opinion on a topic; give two or more reasons to support that opinion. ReadyRosie Captioning Your Childhood My First Journal |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1W2. | Write an informative/explanatory text to introduce a topic, supplying some facts to develop points. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1W3. | Write narratives which recount real or imagined experiences or events or a short sequence of events. ReadyRosie Captioning Your Childhood Labeling Your Story My First Journal Remember The Story Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1W4. | Create a poem, dramatization, art work, or other response to a text, author, theme or personal experience. ReadyRosie Color Poem Family Poem |
| STRAND / DOMAIN / UNIFYING THEME | NY.1W. | 1st Grade Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Research to Build and Present Knowledge | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1W6. | Ask questions and participate in shared research to answer questions and to build knowledge. ReadyRosie Guess Who I Want to Know About Let's Explore |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1W7. | Recall relevant information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| STRAND / DOMAIN / UNIFYING THEME | NY.1SL. | 1st Grade Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Comprehension and Collaboration | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1SL1. | Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. |
| EXPECTATION / CONTENT SPECIFICATION | 1LS1a. | Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic. ReadyRosie Making Playdough Together |
| EXPECTATION / CONTENT SPECIFICATION | 1SL1b. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 1SL1c. | Ask questions to clear up any confusion about 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? |
| STRAND / DOMAIN / UNIFYING THEME | NY.1SL. | 1st Grade Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Comprehension and Collaboration | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1SL2. | Ask and answer questions about key details in diverse texts and formats. ReadyRosie Chapter Books How To Preview & Predict Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1SL3. | Ask and answer questions to clarify what the speaker says and identify a speaker’s point of view. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| STRAND / DOMAIN / UNIFYING THEME | NY.1SL. | 1st Grade Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1SL4. | Describe familiar people, places, things, and events with detail. 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 / CONCEPTUAL UNDERSTANDING | 1SL5. | Create visual displays to support descriptions to clarify ideas, thoughts, and feelings. ReadyRosie Create a Crazy Character Funny Pictures |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1SL6. | Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience. ReadyRosie Conversation Starters Guess Who Share Your Knowledge Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STRAND / DOMAIN / UNIFYING THEME | NY.1L. | 1st Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1L1. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Core Conventions Skills for Grades Prekindergarten→Grade 2: |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.1. | Print upper- and lowercase letters in their name → Print many upper- and lowercase letters → Print all upper- and lowercase letters. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.2. | Use frequently occurring nouns and verbs (orally) → Use frequently occurring nouns and verbs. →Use common, proper, and possessive nouns. → Use collective nouns (e.g., group). ReadyRosie Noun Charades Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.3. | Form regular plural nouns orally (e.g., dog, dogs; wish, wishes). ReadyRosie All About My Family Noun Charades Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.4. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, mice, fish). ReadyRosie All About My Family Noun Charades Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.5. | Use singular and plural nouns with matching verbs in basic sentences (e.g., The boy jumps; The boys jump). ReadyRosie Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.6. | Understand and use interrogatives (question words—e.g., who, what, where, when, why, how). ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.7. | Use frequently occurring prepositions orally (e.g., to, from, in, out, on, off, for, of, by, with). ReadyRosie Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.8. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.9. | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). → Use reflexive pronouns (e.g., myself, ourselves). ReadyRosie Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.10. | Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). → Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). ReadyRosie Magical Creature Writing Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.11. | Use frequently occurring adjectives. → Use adjectives or adverbs appropriately. ReadyRosie Make a Card Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 1L1.13. | Understand and use simple and compound sentences in speech or writing (e.g., The child read the book; The child read the book, but she did not watch the movie). ReadyRosie Guess Who Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.1L. | 1st Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1L2. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Core Punctuation and Spelling Skills for Grades P→2: |
| EXPECTATION / CONTENT SPECIFICATION | 1L2.1. | Capitalize the first letter of their name. → Capitalize dates and names of people. → Capitalize the first word in a sentence and the pronoun I. → Capitalize names, places, and holidays. ReadyRosie Make a Card Make an Invitation Write a Letter |
| EXPECTATION / CONTENT SPECIFICATION | 1L2.2. | Attempt to write symbols or letters to represent words. ReadyRosie Make an Invitation Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 1L2.3. | Recognize and name end punctuation. →Use end punctuation for sentences. ReadyRosie Magical Creature Writing |
| EXPECTATION / CONTENT SPECIFICATION | 1L2.4. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| EXPECTATION / CONTENT SPECIFICATION | 1L2.5. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. → Spell unknown words phonetically, drawing on phonemic awareness and spelling conventions. →Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.→ Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| STRAND / DOMAIN / UNIFYING THEME | NY.1L. | 1st Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1L4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies. |
| EXPECTATION / CONTENT SPECIFICATION | 1L4a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| EXPECTATION / CONTENT SPECIFICATION | 1L4b. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| STRAND / DOMAIN / UNIFYING THEME | NY.1L. | 1st Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1L5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION / CONTENT SPECIFICATION | 1L5a. | Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| EXPECTATION / CONTENT SPECIFICATION | 1L5b. | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). ReadyRosie Noun Charades Words to Chew On |
| EXPECTATION / CONTENT SPECIFICATION | 1L5c. | Use words for identification and description, making connections between words and their use (e.g., places at home that are cozy). ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Noun Charades Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 1L5d. | 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 Let's Look Closer Million Dollar Words Nursery Rhymes |
| STRAND / DOMAIN / UNIFYING THEME | NY.1L. | 1st Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1L6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| New York State Learning Standards and Core Curriculum |
| Language Arts |
| Grade: 2 - Adopted: 2017 |
| STRAND / DOMAIN / UNIFYING THEME | NY.2R. | 2nd Grade Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Key Ideas and Details | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2R1. | Ask and answer questions to demonstrate an understanding of key ideas and details in a text. (RI&RL) ReadyRosie 20 Questions Can You See It? Chapter Books How To Pow Wow Crunch Read a Little, Think a Little Reading Recipes Reading is Thinking That's So Cool What Do You Wonder? What Makes a Good Storyteller |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2R2. | Identify a main topic or central idea and retell key details in a text; summarize portions of a text.(RI&RL) ReadyRosie Chapter Books Funny Pictures How To Sequence and Summarize Story Train That's So Cool What Makes a Good Storyteller |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2R3. | In literary texts, describe how characters respond to major events and challenges. (RL) In informational texts, describe the connections between ideas, concepts, or a series of events. (RI) ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures How To Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story That's So Cool What Makes a Good Storyteller |
| STRAND / DOMAIN / UNIFYING THEME | NY.2R. | 2nd Grade Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Craft and Structure | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2R4. | Explain how words and phrases in a text suggest feelings and appeal to the senses. (RI&RL) ReadyRosie Can You See It? Let's Look Closer Read a Little, Think a Little What Do I See When I Hear...? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2R5. | Describe the overall structure of a text, including describing how the beginning introduces the text and the ending concludes the text. (RI&RL) ReadyRosie Summarizing the Story |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2R6. | Identify examples of how illustrations and details support the point of view or purpose of the text. (RI&RL) ReadyRosie Favorite Illustrators How Far Does It Fly? How To Pow Wow Crunch Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| STRAND / DOMAIN / UNIFYING THEME | NY.2R. | 2nd Grade Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2R7. | Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features. (RI&RL) ReadyRosie Comprehension Clues Favorite Illustrators How Far Does It Fly? How To Pow Wow Crunch Reading Recipes What's Up with That? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2R8. | Explain how specific points the author makes in a text are supported by relevant reasons. (RI&RL) ReadyRosie Can You See It? Chapter Books Funny Pictures How To Story Train That's So Cool What Makes a Good Storyteller |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2R9. | Identify genres and make connections between self, text, and the world. (RI&RL) ReadyRosie Chapter Books I Read to You, You Read to Me Random, Bizarre Facts |
| STRAND / DOMAIN / UNIFYING THEME | NY.2RF. | 2nd Grade Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Phonics and Word Recognition | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2RF3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION / CONTENT SPECIFICATION | 2RF3a. | Distinguish long and short vowels when reading regularly spelled one-syllable words. ReadyRosie Reading Strategy: Chunk the Word |
| EXPECTATION / CONTENT SPECIFICATION | 2RF3b. | Decode short and long vowel sounds in two-syllable words (for example, peanut, sailboat, sunshine, and invite). ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| EXPECTATION / CONTENT SPECIFICATION | 2RF3c. | Decode regularly spelled two-syllable words. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| EXPECTATION / CONTENT SPECIFICATION | 2RF3d. | Recognize and identify root words and common prefixes (e.g. re, reread, un, undo, hop, hopping). ReadyRosie Digging Into Roots Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION / CONTENT SPECIFICATION | 2RF3e. | Read all common high-frequency worlds by sight. ReadyRosie My Words, Your Words |
| STRAND / DOMAIN / UNIFYING THEME | NY.2RF. | 2nd Grade Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Fluency | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2RF4. | Read grade-level text with sufficient accuracy and fluency to support comprehension. |
| EXPECTATION / CONTENT SPECIFICATION | 2RF4a. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Conversation Starters Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Sharing Chores and Your Day Simon Says Take a Stand |
| EXPECTATION / CONTENT SPECIFICATION | 2RF4b. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| STRAND / DOMAIN / UNIFYING THEME | NY.2W. | 2nd Grade Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Text Types and Purposes | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2W1. | Write an opinion to support claim(s), using clear reasons and relevant evidence. ReadyRosie I'd Really Like Take a Stand |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2W2. | Write informative/explanatory texts that introduce a topic, use facts and other information 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 |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2W3. | Write narratives which recount real or imagined experiences or a short sequence of events, including details to describe actions, thoughts, and feelings; use temporal words to signal event order, and provide a sense of closure. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Picture Talk Sharing Chores and Your Day Sketching the Story Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2W4. | Create a poem, story, play, art work, or other response to a text, author, theme or personal experience. ReadyRosie Acrostic Poem Color Poem Family Poem Family Rap Sketching the Story Write Around |
| STRAND / DOMAIN / UNIFYING THEME | NY.2W. | 2nd Grade Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Research to Build and Present Knowledge | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2W6. | Ask questions and participate in shared research to answer questions and to build knowledge. ReadyRosie Guess Who I Want to Know About Let's Explore This Is Important |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2W7. | Recall relevant 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? |
| STRAND / DOMAIN / UNIFYING THEME | NY.2SL. | 2nd Grade Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Comprehension and Collaboration | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2SL1. | Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. |
| EXPECTATION / CONTENT SPECIFICATION | 2SL1b. | Build on others’ talk in conversations by linking their comments to the remarks of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 2SL1c. | Ask for clarification and further explanation as needed about 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? |
| STRAND / DOMAIN / UNIFYING THEME | NY.2SL. | 2nd Grade Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Comprehension and Collaboration | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2SL3. | Ask and answer questions about what a speaker says; agree or disagree with the speaker’s point of view. 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? |
| STRAND / DOMAIN / UNIFYING THEME | NY.2SL. | 2nd Grade Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2SL4. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Describe It Funny Pictures Hink Pink Share Your Knowledge Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2SL5. | Include digital media and/or visual displays in presentations to clarify ideas, thoughts, and feelings. ReadyRosie Funny Pictures |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2SL6. | Express thoughts, feelings, and ideas clearly, adapting language according to context. ReadyRosie 20 Questions Conversation Starters Guess Who Share Your Knowledge Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STRAND / DOMAIN / UNIFYING THEME | NY.2L. | 2nd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2L1. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Core Conventions Skills for Grades Prekindergarten→Grade 2: |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.2. | Use frequently occurring nouns and verbs (orally) → Use frequently occurring nouns and verbs. →Use common, proper, and possessive nouns. → Use collective nouns (e.g., group). ReadyRosie 20 Questions Family Interview Noun Charades Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.3. | Form regular plural nouns orally (e.g., dog, dogs; wish, wishes). ReadyRosie Noun Charades Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.4. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, mice, fish). ReadyRosie Noun Charades Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.5. | Use singular and plural nouns with matching verbs in basic sentences (e.g., The boy jumps; The boys jump). ReadyRosie Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.6. | Understand and use interrogatives (question words—e.g., who, what, where, when, why, how). ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.7. | Use frequently occurring prepositions orally (e.g., to, from, in, out, on, off, for, of, by, with). ReadyRosie Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.8. | Produce and expand complete sentences in shared language activities. ReadyRosie Hidden Messages Magical Creature Writing Writing Telephone Game |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.9. | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). → Use reflexive pronouns (e.g., myself, ourselves). ReadyRosie Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.10. | Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). → Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). ReadyRosie Family Journaling Magical Creature Writing Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.11. | Use frequently occurring adjectives. → Use adjectives or adverbs appropriately. ReadyRosie Acrostic Poem Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 2L1.13. | Understand and use simple and compound sentences in speech or writing (e.g., The child read the book; The child read the book, but she did not watch the movie). ReadyRosie 20 Questions Guess Who Hidden Messages Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Write a Favorite Family Recipe Writing Telephone Game |
| STRAND / DOMAIN / UNIFYING THEME | NY.2L. | 2nd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2L2. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Core Punctuation and Spelling Skills for Grades P→2: |
| EXPECTATION / CONTENT SPECIFICATION | 2L2.1. | Capitalize the first letter of their name. → Capitalize dates and names of people. → Capitalize the first word in a sentence and the pronoun I. → Capitalize names, places, and holidays. ReadyRosie Write a Letter Writing Telephone Game |
| EXPECTATION / CONTENT SPECIFICATION | 2L2.2. | Attempt to write symbols or letters to represent words. ReadyRosie Picture Talk |
| EXPECTATION / CONTENT SPECIFICATION | 2L2.3. | Recognize and name end punctuation. →Use end punctuation for sentences. ReadyRosie Magical Creature Writing |
| EXPECTATION / CONTENT SPECIFICATION | 2L2.5. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. → Spell unknown words phonetically, drawing on phonemic awareness and spelling conventions. →Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.→ 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 |
| STRAND / DOMAIN / UNIFYING THEME | NY.2L. | 2nd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Knowledge of Language | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2L3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| EXPECTATION / CONTENT SPECIFICATION | 2L3a. | Compare formal and informal uses of English. ReadyRosie Million Dollar Words |
| STRAND / DOMAIN / UNIFYING THEME | NY.2L. | 2nd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2L4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies. |
| EXPECTATION / CONTENT SPECIFICATION | 2L4a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| EXPECTATION / CONTENT SPECIFICATION | 2L4b. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION / CONTENT SPECIFICATION | 2L4c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| EXPECTATION / CONTENT SPECIFICATION | 2L4d. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). ReadyRosie Playground Compounds |
| EXPECTATION / CONTENT SPECIFICATION | 2L4e. | Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| STRAND / DOMAIN / UNIFYING THEME | NY.2L. | 2nd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2L5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION / CONTENT SPECIFICATION | 2L5a. | Identify real-life connections between words and their use. ReadyRosie Color Poem Free Verse Feelings Charades Hink Pink How can I help my child learn new words? |
| EXPECTATION / CONTENT SPECIFICATION | 2L5b. | Use words for identification and description, making connections between words and their use (e.g., describe foods that are spicy or juicy). ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Create a Song Describe It Funny Pictures Hink Pink Noun Charades Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 2L5c. | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ReadyRosie Category Competition Hink Pink Let's Look Closer Million Dollar Words |
| STRAND / DOMAIN / UNIFYING THEME | NY.2L. | 2nd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 2L6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). ReadyRosie Acrostic Poem Color Poem Free Verse Feelings Charades Hink Pink How can I help my child learn new words? Picture Talk |
| New York State Learning Standards and Core Curriculum |
| Language Arts |
| Grade: 3 - Adopted: 2017 |
| STRAND / DOMAIN / UNIFYING THEME | NY.3R. | 3rd Grade Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Key Ideas and Details | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3R1. | Ask and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL) ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Reading Recipes Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3R2. | Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text. (RI&RL) ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3R3. | In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. (RL) In informational texts, describe the relationship between a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect. (RI) ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| STRAND / DOMAIN / UNIFYING THEME | NY.3R. | 3rd Grade Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Craft and Structure | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3R4. | Determine the meaning of words, phrases, figurative language, and academic and content-specific words. (RI&RL) ReadyRosie Feelings Charades Share Your Knowledge Talking About Books What Makes a Good Storyteller Wondering About Words |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3R5. | In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza. (RL) In informational texts, identify and use text features to build comprehension. (RI) ReadyRosie Comprehension Clues Reading Recipes |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3R6. | Discuss how the reader’s point of view or perspective may differ from that of the author, narrator or characters in a text. (RI&RL) ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND / DOMAIN / UNIFYING THEME | NY.3R. | 3rd Grade Reading Standards (Literary and Informational Text) |
| CATEGORY / CLUSTER / KEY IDEA | Integration of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3R7. | Explain how specific illustrations or text features contribute to what is conveyed by the words in a text (e.g., create mood, emphasize character or setting, or determine where, when, why, and how key events occur). (RI&RL) ReadyRosie 20 Questions Chapter Books Character Chat Feelings Charades I Want to Know About Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books That's So Cool What Makes a Good Storyteller |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3R9. | Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RI&RL) ReadyRosie Chapter Books |
| STRAND / DOMAIN / UNIFYING THEME | NY.3RF. | 3rd Grade Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Phonics and Word Recognition | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3RF3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| EXPECTATION / CONTENT SPECIFICATION | 3RF3a. | Identify and know the meaning of the most common prefixes and suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION / CONTENT SPECIFICATION | 3RF3d. | Identify, know the meanings of, and decode words with suffixes (e.g., -full, -action, -it) ReadyRosie Shopping for Syllables Understanding Big Words |
| EXPECTATION / CONTENT SPECIFICATION | 3RF3e. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Race You To the Top Thinking About Word Chunks |
| STRAND / DOMAIN / UNIFYING THEME | NY.3RF. | 3rd Grade Reading Standards: Foundational Skills |
| CATEGORY / CLUSTER / KEY IDEA | Fluency | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3RF4. | Read grade-level text with sufficient accuracy and fluency to support comprehension. |
| EXPECTATION / CONTENT SPECIFICATION | 3RF4a. | Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Conversation Starters Reading Dialogue Sharing Chores and Your Day Simon Says Take a Stand |
| EXPECTATION / CONTENT SPECIFICATION | 3RF4b. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| STRAND / DOMAIN / UNIFYING THEME | NY.3W. | 3rd Grade Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Text Types and Purposes | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3W1. | Write an argument to support claim(s), using clear reasons and relevant evidence. |
| EXPECTATION / CONTENT SPECIFICATION | 3W1a. | Introduce a claim, supported by details, and organize the reasons and evidence logically. ReadyRosie Take a Stand |
| EXPECTATION / CONTENT SPECIFICATION | 3W1b. | Use precise language and content-specific vocabulary. ReadyRosie Hinky Pinky and Hinketty Pinketty |
| STRAND / DOMAIN / UNIFYING THEME | NY.3W. | 3rd Grade Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Text Types and Purposes | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3W2. | Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject. |
| EXPECTATION / CONTENT SPECIFICATION | 3W2a. | Introduce a topic and organize related information together. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling Write About a Family Tradition |
| EXPECTATION / CONTENT SPECIFICATION | 3W2b. | Develop a topic with facts, definitions, and details; include illustrations when useful for aiding comprehension. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| EXPECTATION / CONTENT SPECIFICATION | 3W2c. | Use precise language and domain-specific vocabulary. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty |
| EXPECTATION / CONTENT SPECIFICATION | 3W2d. | Use linking words and phrases to connect ideas within categories of information. ReadyRosie Create a Song |
| EXPECTATION / CONTENT SPECIFICATION | 3W2e. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| STRAND / DOMAIN / UNIFYING THEME | NY.3W. | 3rd Grade Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Text Types and Purposes | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3W3. | Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. |
| EXPECTATION / CONTENT SPECIFICATION | 3W3a. | Establish a situation and introduce a narrator and/or characters. ReadyRosie A Really Good Story Magical Creature Writing Write Around |
| EXPECTATION / CONTENT SPECIFICATION | 3W3b. | Use descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| EXPECTATION / CONTENT SPECIFICATION | 3W3c. | Use words and phrases related to time to signal event order. ReadyRosie Write Around |
| EXPECTATION / CONTENT SPECIFICATION | 3W3d. | Provide a conclusion. ReadyRosie Magical Creature Writing |
| STRAND / DOMAIN / UNIFYING THEME | NY.3W. | 3rd Grade Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Text Types and Purposes | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3W4. | Create a poem, story, play, art work, or other response to a text, author, theme or personal experience. ReadyRosie Acrostic Poem Family Poem Family Rap Write Around |
| STRAND / DOMAIN / UNIFYING THEME | NY.3W. | 3rd Grade Writing Standards |
| CATEGORY / CLUSTER / KEY IDEA | Research to Build and Present Knowledge | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3W6. | Conduct research to answer questions, including self-generated questions, and to build knowledge. ReadyRosie Family Interview Guess Who I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3W7. | Recall relevant information from experiences or gather information from multiple sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| STRAND / DOMAIN / UNIFYING THEME | NY.3SL. | 3rd Grade Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Comprehension and Collaboration | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3SL1. | Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas clearly, and building on those of others. |
| EXPECTATION / CONTENT SPECIFICATION | 3LS1a. | Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 3SL1c. | Ask questions to check understanding of information presented and link comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 3SL1d. | Explain their own ideas and understanding of the discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND / DOMAIN / UNIFYING THEME | NY.3SL. | 3rd Grade Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Comprehension and Collaboration | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3SL2. | Determine the main ideas and supporting details or information presented in diverse texts and formats (e.g., including visual, quantitative, and oral). ReadyRosie 20 Questions Draw Chapter Books Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3SL3. | Ask and answer questions in order to evaluate a speaker’s point of view, 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? |
| STRAND / DOMAIN / UNIFYING THEME | NY.3SL. | 3rd Grade Speaking and Listening |
| CATEGORY / CLUSTER / KEY IDEA | Presentation of Knowledge and Ideas | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3SL4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3SL6. | Identify contexts that call for formal English versus/or informal discourse. ReadyRosie Million Dollar Words |
| STRAND / DOMAIN / UNIFYING THEME | NY.3L. | 3rd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3L1. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Core Conventions Skills for Grades 3→5: |
| EXPECTATION / CONTENT SPECIFICATION | 3L1.1. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Write a Favorite Family Recipe Writing Telephone Game |
| EXPECTATION / CONTENT SPECIFICATION | 3L1.2. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| EXPECTATION / CONTENT SPECIFICATION | 3L1.5. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| EXPECTATION / CONTENT SPECIFICATION | 3L1.6. | Use abstract nouns. ReadyRosie Noun Charades |
| EXPECTATION / CONTENT SPECIFICATION | 3L1.8. | Form and use the simple verb tenses (e.g., I walked; I walk; I will walk). ReadyRosie Magical Creature Writing |
| EXPECTATION / CONTENT SPECIFICATION | 3L1.11. | Use verb tense to convey various times, sequences, states, and conditions. ReadyRosie Magical Creature Writing |
| EXPECTATION / CONTENT SPECIFICATION | 3L1.12. | Recognize and correct inappropriate shifts in verb tense. ReadyRosie Magical Creature Writing |
| EXPECTATION / CONTENT SPECIFICATION | 3L1.16. | Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. ReadyRosie Writing Telephone Game |
| EXPECTATION / CONTENT SPECIFICATION | 3L1.17. | Correctly use frequently confused words (e.g., to, too, two; there, their). ReadyRosie Hinky Pinky and Hinketty Pinketty |
| STRAND / DOMAIN / UNIFYING THEME | NY.3L. | 3rd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Conventions of Standard English | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3L2. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Core Punctuation and Spelling Skills for Grades 3→5: |
| EXPECTATION / CONTENT SPECIFICATION | 3L2.9. | Use conventional spelling for high-frequency and other studied words, and to add suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Change One Letter Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |
| EXPECTATION / CONTENT SPECIFICATION | 3L2.10. | Use spelling patterns, rules, and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. → Spell grade-appropriate words correctly, consulting references as needed. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND / DOMAIN / UNIFYING THEME | NY.3L. | 3rd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Knowledge of Language | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3L3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| EXPECTATION / CONTENT SPECIFICATION | 3L3a. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |
| STRAND / DOMAIN / UNIFYING THEME | NY.3L. | 3rd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3L4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based, choosing flexibly from a range of strategies. |
| EXPECTATION / CONTENT SPECIFICATION | 3L4a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| EXPECTATION / CONTENT SPECIFICATION | 3L4b. | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/ uncomfortable, care/careless, heat/preheat). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| EXPECTATION / CONTENT SPECIFICATION | 3L4c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| EXPECTATION / CONTENT SPECIFICATION | 3L4d. | Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| STRAND / DOMAIN / UNIFYING THEME | NY.3L. | 3rd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3L5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| EXPECTATION / CONTENT SPECIFICATION | 3L5a. | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |
| EXPECTATION / CONTENT SPECIFICATION | 3L5b. | Use words for identification and description, making connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie 20 Questions Draw Conversation Starters Create a Song Noun Charades Sharing Chores and Your Day Who's Coming to Dinner? |
| EXPECTATION / CONTENT SPECIFICATION | 3L5c. | 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 |
| STRAND / DOMAIN / UNIFYING THEME | NY.3L. | 3rd Grade Language Standards |
| CATEGORY / CLUSTER / KEY IDEA | Vocabulary Acquisition and Use | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3L6. | Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went out for dessert). ReadyRosie Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| New York State Learning Standards and Core Curriculum |
| Mathematics |
| Grade: K - Adopted: 2017 |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.CC. | Counting and Cardinality |
| CATEGORY / CLUSTER / KEY IDEA | Know number names and the count sequence. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.1. | Count to 100 by ones and by tens. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.2. | Count to 100 by ones beginning from any given number (instead of beginning at 1). ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.CC. | Counting and Cardinality |
| CATEGORY / CLUSTER / KEY IDEA | Count to tell the number of objects. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.4. | Understand the relationship between numbers and quantities up to and including 20; connect counting to cardinality. ReadyRosie Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Spill the Beans What Am I Counting? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.4a. | 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. (1:1 correspondence) 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? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.4b. | Understand that the last number name said tells the number of objects counted, (cardinality). 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? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.4c. | Understand the concept that each successive number name refers to a quantity that is one larger. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.5a. | Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration. ReadyRosie Car Race Count with Your Eyes Go Fish I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.5b. | 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? |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.CC. | Counting and Cardinality |
| CATEGORY / CLUSTER / KEY IDEA | Compare numbers. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.6. | Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group. Note: Include groups with up to ten objects. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.CC.7. | Compare two numbers between 1 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.OA.1. | Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations or other strategies. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.OA.2a. | Add and subtract within 10. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Math Fact Memory Putting Away Dishes Roll the Difference Spill the Beans |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.OA.2b. | Solve addition and subtraction word problems within 10. ReadyRosie Bedtime Math Story Car Time Math Family Math Book Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.OA.3. | Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition by a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.OA.4. | Find the number that makes 10 when given a number from 1 to 9. 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 / CONCEPTUAL UNDERSTANDING | NY-K.OA.5. | Fluently add and subtract within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Understand simple patterns. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.OA.6. | Duplicate, extend, and create simple patterns using concrete objects. ReadyRosie Make a Pattern Pattern Walk Secret Family Pattern |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.NBT. | Number & Operations in Base Ten |
| CATEGORY / CLUSTER / KEY IDEA | Work with numbers 11-19 to gain foundations for place value. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.NBT.1. | Compose and decompose the numbers from 11 to 19 into 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? |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Describe and compare measurable attributes. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.MD.1. | Describe measurable attributes of an object(s), such as length or weight, using appropriate vocabulary. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.MD.2. | Directly compare two objects with a common measurable attribute and describe the difference. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing The Right Size |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Classify objects and count the number of objects in each category. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.MD.3. | Classify objects into given categories; count the objects in each category and sort the categories by count. Note: Limit category counts to be less than or equal to 10. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.MD.4. | Explore coins (pennies, nickels, dimes, and quarters) and begin identifying pennies and dimes. ReadyRosie I Spy a Coin |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.G. | Geometry |
| CATEGORY / CLUSTER / KEY IDEA | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.G.1. | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.G.2. | Name shapes regardless of their orientation or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.G.3. | Understand the difference between two-dimensional (lying in a plane, “flat”) and three-dimensional (“solid”) shapes. ReadyRosie Shape Scavenger Hunt |
| STRAND / DOMAIN / UNIFYING THEME | NY-K.G. | Geometry |
| CATEGORY / CLUSTER / KEY IDEA | Analyze, compare, and compose shapes. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.G.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes. ReadyRosie Canned Shape Scavenger Hunt |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.G.5. | Model objects in their environment by building and/or drawing shapes. ReadyRosie Is it a Triangle? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-K.G.6. | Compose larger shapes from simple shapes. ReadyRosie Is it a Triangle? |
| New York State Learning Standards and Core Curriculum |
| Mathematics |
| Grade: 1 - Adopted: 2017 |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Represent and solve problems involving addition and subtraction. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.OA.1. | Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations. 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 / CONCEPTUAL UNDERSTANDING | NY-1.OA.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.OA.3. | Apply properties of operations as strategies to add and subtract. ReadyRosie Fishing for Doubles |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.OA.4. | Understand subtraction as an unknown-addend problem within 20. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Add and subtract within 20. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.OA.5. | Relate counting to addition and subtraction. ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.OA.6a. | Add and subtract within 20. Use strategies such as: counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. 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 |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.OA.6b. | Fluently add and subtract within 10. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Work with addition and subtraction equations. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.OA.8. | Determine the unknown whole number in an addition or subtraction equation with the unknown in all positions. ReadyRosie Where Did I Start? |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.NBT. | Number & Operations in Base Ten |
| CATEGORY / CLUSTER / KEY IDEA | Extend the counting sequence. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.1. | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.NBT. | Number & Operations in Base Ten |
| CATEGORY / CLUSTER / KEY IDEA | Understand place value. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.2a. | Understand 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 |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.2b. | Understand that 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 |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.2c. | Understand that 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 |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.NBT. | Number & Operations in Base Ten |
| CATEGORY / CLUSTER / KEY IDEA | Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.4. | Add within 100, including: a two-digit number and a one-digit number; a two-digit number and a multiple of 10. ReadyRosie Broken Calculator Keys Ten Dimes |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.4a. | Use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.4b. | 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 Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Spill the Beans Ten Dimes Ten Scoops |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.4c. | Relate the strategy to a written representation and explain the reasoning used. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. ReadyRosie Ten More |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.NBT.6. | Subtract multiples of 10 from multiples of 10 in the range 10-90 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 used to a written representation and explain the reasoning. ReadyRosie Ten More |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Measure lengths indirectly and by iterating length units. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.MD.1. | Order three objects by length; compare the lengths of two objects indirectly by using a third object. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.MD.2. | Measure the length of an object using same-size “length units” placed end to end with no gaps or overlaps. Express the length of an object as a whole number of “length units.” ReadyRosie Hunt and Measure |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Tell and write time and money. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.MD.3a. | Tell and write time in hours and half-hours using analog and digital clocks. Develop an understanding of common terms, such as, but not limited to, o’clock and half past. ReadyRosie Body Clock |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.MD.3b. | Recognize and identify coins (penny, nickel, dime, and quarter) and their value and use the cent symbol (¢) appropriately. ReadyRosie Counting Coins |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.MD.3c. | Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed 100 cents). ReadyRosie Counting Coins |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Represent and interpret data. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.MD.4. | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ReadyRosie Survey Says |
| STRAND / DOMAIN / UNIFYING THEME | NY-1.G. | Geometry |
| CATEGORY / CLUSTER / KEY IDEA | Reason with shapes and their attributes. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.G.1. | Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.G.2. | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-1.G.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| New York State Learning Standards and Core Curriculum |
| Mathematics |
| Grade: 2 - Adopted: 2017 |
| STRAND / DOMAIN / UNIFYING THEME | NY-2.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Represent and solve problems involving addition and subtraction. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.OA.1a. | Use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.OA.1b. | Use addition and subtraction within 100 to develop an understanding of solving two-step problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| STRAND / DOMAIN / UNIFYING THEME | NY-2.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Add and Subtract within 20. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.OA.2a. | Fluently add and subtract within 20 using mental strategies. Strategies could include: making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; creating equivalent but easier or known sums; and counting on. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fifteen Fact Memory Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch Subtraction War The Answer Is Thousand More What's the Difference? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.OA.2b. | Know from memory all sums within 20 of two one-digit numbers. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fifteen Fact Memory Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch Subtraction War The Answer Is Thousand More What's the Difference? |
| STRAND / DOMAIN / UNIFYING THEME | NY-2.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Work with equal groups of objects to gain foundations for multiplication. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.OA.3a. | Determine whether a group of objects (up to 20) has an odd or even number of members. ReadyRosie Even or Odd? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.OA.3b. | Write an equation to express an even number as a sum of two equal addends. ReadyRosie Family Math Book |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.OA.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as a sum of equal addends. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| STRAND / DOMAIN / UNIFYING THEME | NY-2.NBT. | Number & Operations in Base Ten |
| CATEGORY / CLUSTER / KEY IDEA | Understand place value. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.1a. | Understand 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 |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.1b. | Understand 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 |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.2. | Count within 1000; skip-count by 5s, 10s, and 100s. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.3. | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.4. | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| STRAND / DOMAIN / UNIFYING THEME | NY-2.NBT. | Number & Operations in Base Ten |
| CATEGORY / CLUSTER / KEY IDEA | Use place value understanding and properties of operations to add and subtract. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.5. | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.6. | Add up to four two-digit numbers using strategies based on place value and properties of operations. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.7a. | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written representation. 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 / CONCEPTUAL UNDERSTANDING | NY-2.NBT.7b. | Understand that in adding or subtracting up to 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 / CONCEPTUAL UNDERSTANDING | NY-2.NBT.8. | Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. ReadyRosie Dollars and Dice |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.NBT.9. | Explain why addition and subtraction strategies work, using place value and the properties of operations. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STRAND / DOMAIN / UNIFYING THEME | NY-2.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Measure and estimate lengths in standard units. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.MD.1. | Measure the length of an object to the nearest whole 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 / CONCEPTUAL UNDERSTANDING | NY-2.MD.3. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.MD.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard “length unit.” ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND / DOMAIN / UNIFYING THEME | NY-2.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Work with time and money. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.MD.8a. | Count a mixed collection of coins whose sum is less than or equal to one dollar. ReadyRosie Coupon Savings Dollars and Dice |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.MD.8b. | Solve real world and mathematical problems within one dollar involving quarters, dimes, nickels, and pennies, using the ¢ (cent) symbols appropriately. ReadyRosie What's in a Dollar? |
| STRAND / DOMAIN / UNIFYING THEME | NY-2.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Represent and interpret data. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.MD.9. | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Present the measurement data in a line plot, where the horizontal scale is marked off in whole-number units. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| STRAND / DOMAIN / UNIFYING THEME | NY-2.G. | Geometry |
| CATEGORY / CLUSTER / KEY IDEA | Reason with shapes and their attributes. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.G.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ReadyRosie An Array of Brownies |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-2.G.3. | Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, etc. 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 |
| New York State Learning Standards and Core Curriculum |
| Mathematics |
| Grade: 3 - Adopted: 2017 |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Represent and solve problems involving multiplication and division. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.OA.1. | Interpret products of whole numbers. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.OA.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.OA.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. ReadyRosie Math Mind Reading Parts Unknown |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Understand properties of multiplication and the relationship between multiplication and division. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.OA.5. | Apply properties of operations as strategies to multiply and divide. ReadyRosie I Spy Sums and Products Multiplication War |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.OA.6. | Understand division as an unknown-factor problem. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Multiply and divide within 100. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.OA.7a. | Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.OA. | Operations & Algebraic Thinking |
| CATEGORY / CLUSTER / KEY IDEA | Solve problems involving the four operations, and identify and extend patterns in arithmetic. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.OA.8. | Solve two-step word problems posed with whole numbers and having whole-number answers using the four operations. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.OA.8b. | Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ReadyRosie Let's Go to 100 Round Showdown The Greater Number |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.NBT. | Number & Operations in Base Ten |
| CATEGORY / CLUSTER / KEY IDEA | Use place value understanding and properties of operations to perform multi-digit arithmetic. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.NBT.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.NBT.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? |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.NBT.4a. | Understand that the four digits of a four-digit number represent amounts of thousands, hundreds, tens and ones. ReadyRosie Place Value Dice |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.NBT.4b. | Read and write four digit numbers using base-ten numerals, number names and expanded form. ReadyRosie Dollars and Dice Place Value Dice Thousand More |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.NF. | Number & Operations – Fractions |
| CATEGORY / CLUSTER / KEY IDEA | Develop understanding of fractions as numbers. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.NF.1. | Understand a unit fraction, 1/b, is the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction a/b is the quantity formed by a parts of size 1/b. ReadyRosie Fractions on a Number Line Shape Up! |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.NF.3. | Explain equivalence of fractions and compare fractions by reasoning about their size. ReadyRosie Fractions on a Number Line Sharing an Apple |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.NF.3a. | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. ReadyRosie Sharing an Apple |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.NF.3b. | Recognize and generate equivalent fractions. Explain why the fractions are equivalent. ReadyRosie Sharing an Apple |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.NF.3d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. ReadyRosie Fractions on a Number Line |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.1. | Tell and write time to the nearest minute and measure time intervals in minutes. Solve one-step word problems involving addition and subtraction of time intervals in minutes. ReadyRosie Now is the Time |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.2a. | Measure and estimate liquid volumes and masses of objects using grams (g), kilograms (kg), and liters (l). ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.2b. | Add, subtract, multiply, or divide to solve one-step word problems involving masses or liquid volumes that are given in the same units. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Represent and interpret data. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.3. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in a scaled picture graph or a scaled bar graph. ReadyRosie Graphing Walking Goals |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.4. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. ReadyRosie Cracker Perimeter & Area |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.5a. | Recognize a square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.5b. | Recognize 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 |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.6. | Measure areas by counting unit squares. ReadyRosie Cracker Perimeter & Area |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.7. | Relate area to the operations of multiplication and addition. ReadyRosie An Array of Brownies |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.7b. | 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 |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.7c. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side length a and side length b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. ReadyRosie I Spy Sums and Products |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.MD. | Measurement & Data |
| CATEGORY / CLUSTER / KEY IDEA | Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.MD.8a. | Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths or finding one unknown side length given the perimeter and other side lengths. ReadyRosie Cracker Perimeter & Area |
| STRAND / DOMAIN / UNIFYING THEME | NY-3.G. | Geometry |
| CATEGORY / CLUSTER / KEY IDEA | Reason with shapes and their attributes. | |
| STANDARD / CONCEPTUAL UNDERSTANDING | NY-3.G.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. ReadyRosie Counting Fractions Shape Up! |
| New York State Learning Standards and Core Curriculum |
| Science |
| Grade: K - Adopted: 2016 |
| STRAND / DOMAIN / UNIFYING THEME | NY.K.3. | Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment |
| CATEGORY / CLUSTER / KEY IDEA | Students who demonstrate understanding can: | |
| STANDARD / CONCEPTUAL UNDERSTANDING | K-LS1-1. | Use observations to describe patterns of what plants and animals (including humans) need to survive. ReadyRosie Family Sensory Walk |
| STANDARD / CONCEPTUAL UNDERSTANDING | K-ESS3-1. | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. ReadyRosie Family Sensory Walk |
| STRAND / DOMAIN / UNIFYING THEME | NY.K-2.ED. | Engineering Design |
| CATEGORY / CLUSTER / KEY IDEA | Students who demonstrate understanding can: | |
| STANDARD / CONCEPTUAL UNDERSTANDING | K-2-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| STANDARD / CONCEPTUAL UNDERSTANDING | K-2-ETS1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| New York State Learning Standards and Core Curriculum |
| Science |
| Grade: 1 - Adopted: 2016 |
| STRAND / DOMAIN / UNIFYING THEME | NY.1.2. | Structure, Function, and Information Processing |
| CATEGORY / CLUSTER / KEY IDEA | Students who demonstrate understanding can: | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 1-LS3-1. | Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents. ReadyRosie Family Sensory Walk |
| STRAND / DOMAIN / UNIFYING THEME | NY.K-2.ED. | Engineering Design |
| CATEGORY / CLUSTER / KEY IDEA | Students who demonstrate understanding can: | |
| STANDARD / CONCEPTUAL UNDERSTANDING | K-2-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| STANDARD / CONCEPTUAL UNDERSTANDING | K-2-ETS1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| New York State Learning Standards and Core Curriculum |
| Science |
| Grade: 2 - Adopted: 2016 |
| STRAND / DOMAIN / UNIFYING THEME | NY.K-2.ED. | Engineering Design |
| CATEGORY / CLUSTER / KEY IDEA | Students who demonstrate understanding can: | |
| STANDARD / CONCEPTUAL UNDERSTANDING | K-2-ETS1-1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| STANDARD / CONCEPTUAL UNDERSTANDING | K-2-ETS1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| New York State Learning Standards and Core Curriculum |
| Science |
| Grade: 3 - Adopted: 2016 |
| STRAND / DOMAIN / UNIFYING THEME | NY.3-5.ED. | Engineering Design |
| CATEGORY / CLUSTER / KEY IDEA | Students who demonstrate understanding can: | |
| STANDARD / CONCEPTUAL UNDERSTANDING | 3-5-ETS1-2. | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. ReadyRosie Ramp Car Racing |