North Carolina Standard Course of Study
| Main Criteria: North Carolina Standard Course of Study | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| North Carolina Standard Course of Study |
| Health and PE |
| Grade: K - Adopted: 2010 |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | K.MEH. | Mental and Emotional Health |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | K.MEH.1. | Remember the association of healthy expression of emotions, mental health, and healthy behavior. |
| CLARIFYING OBJECTIVE | K.MEH.1.1. | Recognize feelings and ways of expressing them. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| CLARIFYING OBJECTIVE | K.MEH.1.3. | Illustrate personal responsibility for actions and possessions. ReadyRosie Create a Routine Chart Emotion Meter Scale Is my child overscheduled? Race to Be Ready Red Light, Green Light Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer School Routine Practice Simon Says |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | K.PCH. | Personal and Consumer Health |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | K.PCH.1. | Apply measures for cleanliness and disease prevention. |
| CLARIFYING OBJECTIVE | K.PCH.1.2. | Illustrate proper tooth brushing techniques. ReadyRosie Brushing Your Teeth |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | K.ICR. | Interpersonal Communication and Relationships |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | K.ICR.1. | Understand healthy and effective interpersonal communication and relationships. |
| CLARIFYING OBJECTIVE | K.ICR.1.1. | Explain reasons for sharing. ReadyRosie Favorite People Place Cards Routine Strategy: Routine Chart |
| CLARIFYING OBJECTIVE | K.ICR.1.2. | Compare people in terms of what they have in common and how they are unique. ReadyRosie Favorite People Place Cards Story of Your Name |
| CLARIFYING OBJECTIVE | K.ICR.1.4. | Recognize bullying, teasing, and aggressive behaviors and how to respond. ReadyRosie All About My Family Family Poem |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | K.AOTD. | Alcohol, Tobacco, and Other Drugs |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | K.AOTD.1. | Understand how to use household products medicines safely. |
| CLARIFYING OBJECTIVE | K.AOTD.1.3. | Identify adults and professionals who can be trusted to provide safety information about household products and medicines. ReadyRosie All About My Family Family Poem Super Kindness |
| CONTENT AREA / STRAND | NC.PE. | Healthful Living - Physical Education |
| STRAND / ESSENTIAL STANDARD | K.PR. | (PR) Personal /Social Responsibility |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | K.PR.4. | Use behavioral strategies that are responsible and enhance respect of self and others and value activity. |
| CLARIFYING OBJECTIVE | PE.K.PR.4.1. | Use basic strategies and concepts for working cooperatively in group settings. ReadyRosie Clap and Count Super Kindness |
| North Carolina Standard Course of Study |
| Health and PE |
| Grade: 1 - Adopted: 2010 |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 1.MEH. | Mental and Emotional Health |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 1.MEH.1. | Understand the relationships among healthy expression of emotions, mental health, and healthy behavior. |
| CLARIFYING OBJECTIVE | 1.MEH.1.1. | Use effective communication to express and cope with emotions. ReadyRosie Clap and Count Emotion Meter Scale Freeze Dance Red Light Purple Light Challenge School Routine Practice |
| CLARIFYING OBJECTIVE | 1.MEH.1.2. | Use methods of positive coping with disappointment and failure. ReadyRosie Clap and Count Emotion Meter Scale Freeze Dance Red Light Purple Light Challenge School Routine Practice |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 1.PCH. | Personal and Consumer Health |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 1.PCH.2. | Understand wellness, disease prevention, and recognition of symptoms. |
| CLARIFYING OBJECTIVE | 1.PCH.2.2. | Summarize the transition between primary and permanent teeth and steps for seeking help for dental problems. ReadyRosie Brushing Your Teeth |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 1.ICR. | Interpersonal Communication and Relationships |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 1.ICR.1. | Understand healthy and effective interpersonal communication and relationships. |
| CLARIFYING OBJECTIVE | 1.ICR.1.1. | Explain the importance of demonstrating respect for the personal space and boundaries of others. ReadyRosie Routine Strategy: Routine Chart Story of Your Name |
| CLARIFYING OBJECTIVE | 1.ICR.1.2. | Explain the value of having a diversity of students in the classroom. ReadyRosie Survey Says |
| CLARIFYING OBJECTIVE | 1.ICR.1.3. | Contrast tattling with reporting aggression, bullying, and violent behavior. ReadyRosie All About My Family Family Poem |
| CONTENT AREA / STRAND | NC.PE. | Healthful Living - Physical Education |
| STRAND / ESSENTIAL STANDARD | 1.PR. | (PR) Personal /Social Responsibility |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 1.PR.4. | Use behavioral strategies that are responsible and enhance respect of self and others and value activity. |
| CLARIFYING OBJECTIVE | PE.1.PR.4.1. | Use basic strategies and concepts for working cooperatively in group settings. ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| North Carolina Standard Course of Study |
| Health and PE |
| Grade: 2 - Adopted: 2010 |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 2.MEH. | Mental and Emotional Health |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 2.MEH.1. | Understand the relationship among healthy expression of emotions, mental health, and healthy behavior. |
| CLARIFYING OBJECTIVE | 2.MEH.1.1. | Identify appropriate standards for behavior. ReadyRosie Emotion Meter Scale Freeze Dance How do I get my child to______? Red Light Purple Light Challenge |
| CLARIFYING OBJECTIVE | 2.MEH.1.3. | Explain the influence of peers, the media, and the family on feelings and emotions. ReadyRosie I Love My Family Because... |
| CLARIFYING OBJECTIVE | 2.MEH.1.4. | Explain the influence on self-concept on performance and vice versa. ReadyRosie Story of Your Name |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 2.PCH. | Personal and Consumer Health |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 2.PCH.1. | Apply measures for cleanliness and disease prevention. |
| CLARIFYING OBJECTIVE | 2.PCH.1.2. | Execute the proper techniques for brushing teeth. ReadyRosie Brushing Your Teeth |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 2.ICR. | Interpersonal Communication and Relationships |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 2.ICR.1. | Understand healthy and effective interpersonal communication and relationships. |
| CLARIFYING OBJECTIVE | 2.ICR.1.2. | Interpret the feelings of others and how to respond when angry or sad. ReadyRosie Emotion Meter Scale Freeze Dance Red Light Purple Light Challenge Routine Strategy: Routine Chart |
| CLARIFYING OBJECTIVE | 2.ICR.1.3. | Explain why it is wrong to tease others. ReadyRosie Routine Strategy: Routine Chart |
| CLARIFYING OBJECTIVE | 2.ICR.1.4. | Recognize bullying behaviors and what to do if someone is bullied. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| CLARIFYING OBJECTIVE | 2.ICR.1.5. | Exemplify how to communicate with others with kindness and respect. ReadyRosie Routine Strategy: Routine Chart |
| CONTENT AREA / STRAND | NC.PE. | Healthful Living - Physical Education |
| STRAND / ESSENTIAL STANDARD | 2.PR. | (PR) Personal /Social Responsibility |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 2.PR.4. | Use behavioral strategies that are responsible and enhance respect of self and others and value activity. |
| CLARIFYING OBJECTIVE | PE.2.PR.4.1. | Explain the value of working cooperatively in group settings. ReadyRosie Fair Share Super Kindness |
| North Carolina Standard Course of Study |
| Health and PE |
| Grade: 3 - Adopted: 2010 |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 3.MEH. | Mental and Emotional Health |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 3.MEH.1. | Understand positive stress management strategies. |
| CLARIFYING OBJECTIVE | 3.MEH.1.1. | Explain how self-control is a valuable tool in avoiding health risks. ReadyRosie Emotion Meter Scale Is my child overscheduled? Race to Be Ready Red Light Purple Light Challenge Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer Simon Says |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 3.PCH. | Personal and Consumer Health |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 3.PCH.1. | Understand wellness, disease prevention, and recognition of symptoms. |
| CLARIFYING OBJECTIVE | 3.PCH.1.1. | Classify behaviors in terms of whether they are related to physical, social, mental, and emotional health. ReadyRosie Brushing Your Teeth |
| CLARIFYING OBJECTIVE | 3.PCH.1.2. | Classify behaviors in terms of whether they do or do not contribute to healthy living. ReadyRosie Brushing Your Teeth |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 3.PCH. | Personal and Consumer Health |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 3.PCH.2. | Apply measures for cleanliness and disease prevention. |
| CLARIFYING OBJECTIVE | 3.PCH.2.2. | Implement proper flossing to prevent tooth decay and gum disease. ReadyRosie Brushing Your Teeth |
| CONTENT AREA / STRAND | NC.HE. | Healthful Living - Health Education |
| STRAND / ESSENTIAL STANDARD | 3.ICR. | Interpersonal Communication and Relationships |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 3.ICR.1. | Understand healthy and effective interpersonal communication and relationships. |
| CLARIFYING OBJECTIVE | 3.ICR.1.1. | Summarize qualities and benefits of a healthy relationship. ReadyRosie I Love My Family Because... Routine Strategy: Chore Chart Story of Your Name This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| CLARIFYING OBJECTIVE | 3.ICR.1.2. | Plan how to show compassion for all living things and respect for other people's property. ReadyRosie Routine Strategy: Routine Chart |
| CONTENT AREA / STRAND | NC.PE. | Healthful Living - Physical Education |
| STRAND / ESSENTIAL STANDARD | 3.PR. | (PR) Personal /Social Responsibility |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 3.PR.4. | Use behavioral strategies that are responsible and enhance respect of self and others and value activity. |
| CLARIFYING OBJECTIVE | PE.3.PR.4.1. | Use self-control to demonstrate personal responsibility and respect for self and others. ReadyRosie This Is Important |
| CLARIFYING OBJECTIVE | PE.3.PR.4.2. | Use cooperation and communication skills to achieve common goals. ReadyRosie Fair Share Super Kindness |
| CLARIFYING OBJECTIVE | PE.3.PR.4.3. | Explain the importance of working productively with others. ReadyRosie Fair Share Super Kindness |
| North Carolina Standard Course of Study |
| Language Arts |
| Grade: K - Adopted: 2017 |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.2. | Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.K.2. | With prompting and support, retell familiar stories, including key details. ReadyRosie Isn't That Bold? Making Connections Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.K.3. | With prompting and support, identify characters, settings, and major events in a story. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.4. | Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.K.4. | With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Seeing the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.K.5. | Recognize common types of texts. ReadyRosie What Do I Like? |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.K.7. | With prompting and support, describe how the words and illustrations work together to tell a story. ReadyRosie Daily Reading Routines Isn't That Bold? Making Connections Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Retelling the Story Seeing the Story What Do I Like? Wordless Picture Books |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.K.9. | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.10. | Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.K.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie What's Cool About Nonfiction? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.2. | Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.K.2. | With prompting and support, identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.K.3. | With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.4. | Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.K.4. | With prompting and support, ask and answer questions about words in a text. ReadyRosie What's Cool About Nonfiction? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.K.7. | With prompting and support, describe how the words and illustrations work together to provide information. ReadyRosie Books I Like Daily Reading Routines How Far Does It Fly? Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.10. | Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.K.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.1. | Print Concepts |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.K.1. | Demonstrate understanding of the organization and basic features of print. |
| CLARIFYING OBJECTIVE | RF.K.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Reading Strategy: Using Your Reading Finger |
| CLARIFYING OBJECTIVE | RF.K.1.c. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| CLARIFYING OBJECTIVE | RF.K.1.d. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.2. | Handwriting |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.K.2. | Print upper- and lowercase letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.3. | Phonological Awareness |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.K.3. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| CLARIFYING OBJECTIVE | RF.K.3.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| CLARIFYING OBJECTIVE | RF.K.3.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| CLARIFYING OBJECTIVE | RF.K.3.d. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Family Alliteration Name Game Favorite People Place Cards Stinkle, Stinkle, Stittle Star Super Hero Names |
| CLARIFYING OBJECTIVE | RF.K.3.e. | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.4. | Phonics and Word Recognition |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.K.4. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| CLARIFYING OBJECTIVE | RF.K.4.a. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names |
| CLARIFYING OBJECTIVE | RF.K.4.b. | Associate the long and short sounds with common spellings (graphemes) for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| CLARIFYING OBJECTIVE | RF.K.4.c. | Read common high-frequency words by sight. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| CLARIFYING OBJECTIVE | RF.K.4.d. | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.5. | Fluency |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.K.5. | 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? |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.K.1. | Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. |
| CLARIFYING OBJECTIVE | W.K.1.a. | With guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed. ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.K.2. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. |
| CLARIFYING OBJECTIVE | W.K.2.a. | With guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed. ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.K.3. | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and with guidance and support, provide a reaction to what happened. |
| CLARIFYING OBJECTIVE | W.K.3.a. | With guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed. ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.5. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.K.5. | Participate in shared investigation of grade appropriate topics and writing projects. ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.6. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.K.6. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.K.1. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| CLARIFYING OBJECTIVE | SL.K.1.a. | Follow agreed-upon rules for discussions. 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? |
| CLARIFYING OBJECTIVE | SL.K.1.b. | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.K.2. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw A Memorable Story Book Cover Conversations Conversation Starters Freeze Dance Guess Who I Spy Isn't That Bold? Library Visit Making Connections Storytelling Together Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.3. | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.K.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.K.4. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.K.5. | Add drawings or other visual displays to descriptions as desired to provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum. ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.K.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the K-1 conventions continuum. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.4. | Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.K.4. | Determine and/or clarify the meaning of unknown words and phrases based on kindergarten reading and content: context clues, word parts, and word relationships. ReadyRosie Nursery Rhymes Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.5. | Demonstrate understanding of figurative language and nuances in word meanings. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.K.5. | With guidance and support from adults, explore nuances in word meanings. |
| CLARIFYING OBJECTIVE | L.K.5.a. | Sort common objects into categories to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| CLARIFYING OBJECTIVE | L.K.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| CLARIFYING OBJECTIVE | L.K.5.c. | Distinguish shades of meaning among verbs describing the same general action by acting out the meanings. ReadyRosie Nursery Rhymes |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.6. | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.K.6. | Use words and phrases learned 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 |
| North Carolina Standard Course of Study |
| Language Arts |
| Grade: 1 - Adopted: 2017 |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.1.1. | Ask and answer questions about key details in a text. ReadyRosie Chapter Books Funny Pictures Preview & Predict Read a Little, Think a Little Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.2. | Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.1.2. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.1.3. | Describe characters, settings, and major events in a story, using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.4. | Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.1.4. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ReadyRosie Let's Look Closer Read a Little, Think a Little Seeing the Story What Do I See When I Hear...? What Was That For? |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.1.5. | Explain major differences between books that tell stories and books that give information. ReadyRosie Is It Real? |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.6. | Assess how point of view, perspective, or purpose shapes the content and style of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.1.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.1.7. | Use illustrations and details in a story to describe its characters, setting, or events. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.1.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.10. | Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.1.10. | With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.1.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.2. | Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.1.2. | Identify the main topic and retell key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.1.3. | Describe the connection between two individuals, events, ideas, or pieces of information in a text. ReadyRosie How To What's Cool About Nonfiction? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.4. | Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.1.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.1.5. | Know and use various text features to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.6. | Assess how point of view, perspective, or purpose shapes the content and style of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.1.6. | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.1.7. | Use the illustrations and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.8. | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.1.8. | With guidance and support, identify the reasons an author gives to support ideas in a text. ReadyRosie How To What's Cool About Nonfiction? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.10. | Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.1.10. | With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.1. | Print Concepts |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.1.1. | Demonstrate understanding of the organization and basic features of print. |
| CLARIFYING OBJECTIVE | RF.1.1.a. | Recognize and use capitalization and ending punctuation. ReadyRosie Reading Strategies: Punctuation Expression |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.2. | Handwriting |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.1.2. | Print all upper- and lowercase letters legibly. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.3. | Phonological Awareness |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.1.3. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| CLARIFYING OBJECTIVE | RF.1.3.a. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| CLARIFYING OBJECTIVE | RF.1.3.b. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| CLARIFYING OBJECTIVE | RF.1.3.c. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.4. | Phonics and Word Recognition |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.1.4. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| CLARIFYING OBJECTIVE | RF.1.4.a. | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| CLARIFYING OBJECTIVE | RF.1.4.b. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| CLARIFYING OBJECTIVE | RF.1.4.c. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| CLARIFYING OBJECTIVE | RF.1.4.d. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| CLARIFYING OBJECTIVE | RF.1.4.e. | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| CLARIFYING OBJECTIVE | RF.1.4.g. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Fishing for Words My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Man You Know It! |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.5. | Fluency |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.1.5. | Read with sufficient accuracy and fluency to support comprehension. |
| CLARIFYING OBJECTIVE | RF.1.5.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Preview & Predict Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| CLARIFYING OBJECTIVE | RF.1.5.b. | Read on-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 |
| CLARIFYING OBJECTIVE | RF.1.5.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.1.1. | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide closure. |
| CLARIFYING OBJECTIVE | W.1.1.b. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ReadyRosie Captioning Your Childhood I'd Really Like Labeling Your Story Magical Creature Writing Nature Journaling |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.1.2. | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide closure. |
| CLARIFYING OBJECTIVE | W.1.2.a. | With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write. ReadyRosie All About My Family Family Adventure List I'd Really Like Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| CLARIFYING OBJECTIVE | W.1.2.b. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ReadyRosie All About My Family Family Adventure List I'd Really Like Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.1.3. | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal transition words to signal event order, and provide some sense of closure. |
| CLARIFYING OBJECTIVE | W.1.3.a. | With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write. ReadyRosie All About My Family I'd Really Like Labeling Your Story Magical Creature Writing Make a Card My First Journal Nature Journaling Sharing Chores and Your Day Tell Me How Write About a Family Tradition Write Around |
| CLARIFYING OBJECTIVE | W.1.3.b. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ReadyRosie All About My Family Captioning Your Childhood I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.5. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.1.5. | Participate in shared research and writing projects. ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I Want to Know About I'd Really Like Make a Card Nature Journaling |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.6. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.1.6. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.1.1. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| CLARIFYING OBJECTIVE | SL.1.1.a. | Follow agreed-upon rules for discussions. 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? |
| CLARIFYING OBJECTIVE | SL.1.1.b. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| CLARIFYING OBJECTIVE | SL.1.1.c. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.1.2. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Chapter Books Conversation Starters Freeze Dance Funny Pictures Guess Who How To I Love My Family Because... Library Visit Story Train Storytelling with a Picture Book What Do I Like? What I Like About Me What Makes a Good Storyteller What's Cool About Nonfiction? Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.3. | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.1.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.1.4. | Produce complete sentences to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.1.5. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 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? |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum. ReadyRosie Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.1.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the K-1 conventions continuum. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.4. | Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.1.4. | Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies: context clues, word parts and word relationships. ReadyRosie Million Dollar Words Nursery Rhymes Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.5. | Demonstrate understanding of figurative language and nuances in word meanings. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.1.5. | With guidance and support from adults, demonstrate understanding of nuances in word meanings. |
| CLARIFYING OBJECTIVE | L.1.5.a. | Sort words into categories to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| CLARIFYING OBJECTIVE | L.1.5.b. | Define words by category and by one or more key attributes. ReadyRosie Noun Charades Words to Chew On |
| CLARIFYING OBJECTIVE | L.1.5.c. | Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.6. | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.1.6. | Use words and phrases learned through conversations, reading, and being read to, including common conjunctions. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| North Carolina Standard Course of Study |
| Language Arts |
| Grade: 2 - Adopted: 2017 |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Funny Pictures Reading is Thinking Story Train What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.2. | Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.2.2. | Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. ReadyRosie Chapter Books Funny Pictures Sequence and Summarize Story Train What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.2.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.4. | Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.2.4. | Describe how words and phrases supply rhythm and meaning in a story, poem, or song. ReadyRosie Family Rap My Turn, Your Turn Poetry |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.2.5. | Describe the overall structure of a story, including describing how the beginning introduces the story, the events unfold in the middle, and the ending concludes the action. ReadyRosie Can You See It? Chapter Books Character Comparison Funny Pictures Story Train What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.6. | Assess how point of view, perspective, or purpose shapes the content and style of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.2.6. | Distinguish differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. ReadyRosie Reading Strategy: Reading and Making Connections |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.2.7. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Books on the Go Can You See It? Chapter Books Character Chat Character Comparison Daily Reading Routines Favorite Illustrators Feelings Charades Five Finger Rule Funny Pictures Inside Outside Traits My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.2.9. | Compare and contrast two or more versions of the same story by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.10. | Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.2.10. | By the end of grade 2, read and understand literature within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To I Want to Know About Reading Recipes That's So Cool |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.2. | Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.2.2. | Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.2.3. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ReadyRosie How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes That's So Cool What Do You Wonder? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.4. | Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.2.4. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.2.5. | Know and use various text features to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues How To Reading Recipes |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.6. | Assess how point of view, perspective, or purpose shapes the content and style of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.2.6. | Identify the author’s main purpose of a text, including what the author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.2.7. | Explain how specific images contribute to and clarify a text. ReadyRosie How Far Does It Fly? How To |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.8. | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.2.8. | Identify the reasons an author gives to support ideas in a text. ReadyRosie How To |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.10. | Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.2.10. | By the end of grade 2, read and understand informational texts within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text. ReadyRosie Books on the Go Building a Fort Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Random, Bizarre Facts Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.4. | Phonics and Word Recognition |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.2.4. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| CLARIFYING OBJECTIVE | RF.2.4.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| CLARIFYING OBJECTIVE | RF.2.4.c. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| CLARIFYING OBJECTIVE | RF.2.4.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| CLARIFYING OBJECTIVE | RF.2.4.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| CLARIFYING OBJECTIVE | RF.2.4.f. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.5. | Fluency |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.2.5. | Read with sufficient accuracy and fluency to support comprehension. |
| CLARIFYING OBJECTIVE | RF.2.5.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| CLARIFYING OBJECTIVE | RF.2.5.b. | Read on-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 |
| CLARIFYING OBJECTIVE | RF.2.5.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.2.1. | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section. |
| CLARIFYING OBJECTIVE | W.2.1.a. | With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write. ReadyRosie This Is Important Who Are Your Heroes? |
| CLARIFYING OBJECTIVE | W.2.1.b. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie This Is Important Who Are Your Heroes? |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.2.2. | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. |
| CLARIFYING OBJECTIVE | W.2.2.a. | With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write. ReadyRosie Color Poem Free Verse Create a Song Family Adventure List I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition |
| CLARIFYING OBJECTIVE | W.2.2.b. | With guidance and support from adults, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Color Poem Free Verse Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.2.3. | Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal transition words to signal event order, and provide a sense of closure. |
| CLARIFYING OBJECTIVE | W.2.3.a. | With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write. ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Sketching the Story Tell Me How This Is Important Write About a Family Tradition Write Around Writing Telephone Game |
| CLARIFYING OBJECTIVE | W.2.3.b. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.5. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.2.5. | Participate in shared research and writing projects. ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.6. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.2.6. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.2.1. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| CLARIFYING OBJECTIVE | SL.2.1.a. | Follow agreed-upon rules for discussions. 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? |
| CLARIFYING OBJECTIVE | SL.2.1.b. | Build on others’ talk in conversations by linking their comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| CLARIFYING OBJECTIVE | SL.2.1.c. | Ask for clarification and further explanation as needed about the topics and texts under discussion. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.2.2. | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Chapter Books Family Movie Night Funny Pictures How To That's So Cool |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.3. | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.2.3. | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.2.4. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent and complete sentences. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.2.5. | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.2.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.3. | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.2.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| CLARIFYING OBJECTIVE | L.2.3.a. | Compare formal and informal uses of English. ReadyRosie Sharing Chores and Your Day |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.4. | Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.2.4. | Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies: context clues, word parts, word relationships, and reference materials. ReadyRosie Category Competition Hink Pink Million Dollar Words Reading Strategies: Slow Down, Reread Wondering About Words |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.5. | Demonstrate understanding of figurative language and nuances in word meanings. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.2.5. | Demonstrate understanding of nuances in word meanings. |
| CLARIFYING OBJECTIVE | L.2.5.a. | Distinguish shades of meaning among closely related verbs and closely related adjectives. ReadyRosie Category Competition Hink Pink Million Dollar Words |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.6. | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.2.6. | Use words and phrases learned through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. ReadyRosie Acrostic Poem Color Poem Free Verse Feelings Charades Hink Pink How can I help my child learn new words? Picture Talk Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| North Carolina Standard Course of Study |
| Language Arts |
| Grade: 3 - Adopted: 2017 |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.2. | Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.3.2. | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.3.3. | Describe characters in a story and explain how their actions contribute to the sequence of events. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.4. | Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.3.4. | Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text. ReadyRosie Wondering About Words Word Detective |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.3.5. | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.6. | Assess how point of view, perspective, or purpose shapes the content and style of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.3.6. | Distinguish their own point of view from that of the narrator or those of the characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.3.7. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. ReadyRosie Pow Wow Crunch |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.3.9. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. ReadyRosie What Makes a Good Storyteller |
| CONTENT AREA / STRAND | NC.RL. | READING: LITERATURE |
| STRAND / ESSENTIAL STANDARD | RL.10. | Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RL.3.10. | By the end of grade 3, read and understand literature at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.2. | Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.3.2. | Determine the main idea of a text; recount the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.3.3. | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.4. | Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.3.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.3.5. | Use text features and search tools to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.3.7. | Use information gained from illustrations and the words in a text to demonstrate understanding of the text. ReadyRosie Books on the Go Daily Reading Routines Favorite Genres Five Finger Rule How Far Does It Fly? That's So Cool What Will You Learn? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.8. | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.3.8. | Describe how the author connects ideas between sentences and paragraphs to support specific points in a text. ReadyRosie What Will You Learn? |
| CONTENT AREA / STRAND | NC.RI. | READING: INFORMATIONAL TEXT |
| STRAND / ESSENTIAL STANDARD | RI.10. | Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RI.3.10. | By the end of grade 3, read and understand informational texts at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text. ReadyRosie Books on the Go Building a Fort Daily Reading Routines Favorite Genres Five Finger Rule Random, Bizarre Facts That's So Cool What Will You Learn? |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.4. | Phonics and Word Recognition |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.3.4. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| CLARIFYING OBJECTIVE | RF.3.4.a. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| CLARIFYING OBJECTIVE | RF.3.4.b. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| CLARIFYING OBJECTIVE | RF.3.4.d. | Read grade-appropriate irregularly spelled words. ReadyRosie Race You To the Top Thinking About Word Chunks |
| CONTENT AREA / STRAND | NC.RF. | READING: FOUNDATIONAL SKILLS |
| STRAND / ESSENTIAL STANDARD | RF.5. | Fluency |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | RF.3.5. | Read with sufficient accuracy and fluency to support comprehension. |
| CLARIFYING OBJECTIVE | RF.3.5.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| CLARIFYING OBJECTIVE | RF.3.5.b. | Read on-level prose and poetry 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 |
| CLARIFYING OBJECTIVE | RF.3.5.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.3.1. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| CLARIFYING OBJECTIVE | W.3.1.a. | Organize information and ideas around a topic to plan and prepare to write. ReadyRosie This Is Important Who Are Your Heroes? |
| CLARIFYING OBJECTIVE | W.3.1.b. | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. ReadyRosie This Is Important Who Are Your Heroes? |
| CLARIFYING OBJECTIVE | W.3.1.d. | Use linking words and phrases to connect opinion and reasons. ReadyRosie This Is Important |
| CLARIFYING OBJECTIVE | W.3.1.e. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| CLARIFYING OBJECTIVE | W.3.1.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. ReadyRosie This Is Important Who Are Your Heroes? |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.3.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| CLARIFYING OBJECTIVE | W.3.2.a. | Organize information and ideas around a topic to plan and prepare to write. ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| CLARIFYING OBJECTIVE | W.3.2.b. | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| CLARIFYING OBJECTIVE | W.3.2.c. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| CLARIFYING OBJECTIVE | W.3.2.d. | Use linking words and phrases to connect ideas within categories of information. ReadyRosie Create a Song |
| CLARIFYING OBJECTIVE | W.3.2.e. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| CLARIFYING OBJECTIVE | W.3.2.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. ReadyRosie A Really Good Story Family Journaling Make a Neighborhood Map Nature Journaling This Is Important Write a Favorite Family Recipe |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.3.3. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| CLARIFYING OBJECTIVE | W.3.3.a. | Organize information and ideas around a topic to plan and prepare to write. ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day This Is Important Write About a Family Tradition Write Around Writing Telephone Game |
| CLARIFYING OBJECTIVE | W.3.3.b. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |
| CLARIFYING OBJECTIVE | W.3.3.c. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie Family Poem Write Around |
| CLARIFYING OBJECTIVE | W.3.3.d. | Use temporal transition words and phrases to signal event order. ReadyRosie Create a Song Write Around |
| CLARIFYING OBJECTIVE | W.3.3.e. | Provide a sense of closure. ReadyRosie Magical Creature Writing |
| CLARIFYING OBJECTIVE | W.3.3.f. | With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. ReadyRosie Create a Song Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.5. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.3.5. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| CONTENT AREA / STRAND | NC.W. | WRITING |
| STRAND / ESSENTIAL STANDARD | W.6. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | W.3.6. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.3.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |
| CLARIFYING OBJECTIVE | SL.3.1.a. | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. 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? |
| CLARIFYING OBJECTIVE | SL.3.1.b. | Follow agreed-upon rules for discussions. 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? |
| CLARIFYING OBJECTIVE | SL.3.1.c. | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters 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? |
| CLARIFYING OBJECTIVE | SL.3.1.d. | Explain their own ideas and understanding in light 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? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.3.2. | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Chapter Books Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.3. | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.3.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.3.4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.SL. | SPEAKING AND LISTENING |
| STRAND / ESSENTIAL STANDARD | SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | SL.3.5. | Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. ReadyRosie 20 Questions Draw Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule Pow Wow Crunch Reading Dialogue Reading Strategy: Model Expressive Reading |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.3.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.3. | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.3.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| CLARIFYING OBJECTIVE | L.3.3.a. | 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 |
| CLARIFYING OBJECTIVE | L.3.3.b. | Recognize and observe differences between the conventions of spoken and written standard English. ReadyRosie Family Interview Magical Creature Writing Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? Write a Letter |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.4. | Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.3.4. | Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from an array of strategies: context clues, word parts, word relationships, and reference materials. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words Wondering About Words Word Detective |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.5. | Demonstrate understanding of figurative language and nuances in word meanings. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.3.5. | Demonstrate understanding of nuances in word meanings. |
| CLARIFYING OBJECTIVE | L.3.5.a. | Distinguish the literal and nonliteral meanings of words and phrases in context. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| CLARIFYING OBJECTIVE | L.3.5.b. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| CONTENT AREA / STRAND | NC.L. | LANGUAGE |
| STRAND / ESSENTIAL STANDARD | L.6. | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression. |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | L.3.6. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| North Carolina Standard Course of Study |
| Mathematics |
| Grade: K - Adopted: 2017 |
| CONTENT AREA / STRAND | NC.MP. | Standards for Mathematical Practice |
| STRAND / ESSENTIAL STANDARD | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| STRAND / ESSENTIAL STANDARD | MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| STRAND / ESSENTIAL STANDARD | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| STRAND / ESSENTIAL STANDARD | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STRAND / ESSENTIAL STANDARD | MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| STRAND / ESSENTIAL STANDARD | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| CONTENT AREA / STRAND | NC.K.CC. | Counting and Cardinality |
| STRAND / ESSENTIAL STANDARD | Know number names and the counting sequence. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.CC.1. | Know number names and recognize patterns in the counting sequence by: |
| CLARIFYING OBJECTIVE | NC.K.CC.1.a. | Counting to 100 by ones. 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? |
| CLARIFYING OBJECTIVE | NC.K.CC.1.b. | Counting to 100 by tens. ReadyRosie Salty Numbers What Am I Counting? What Comes Next? |
| CONTENT AREA / STRAND | NC.K.CC. | Counting and Cardinality |
| STRAND / ESSENTIAL STANDARD | Know number names and the counting sequence. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.CC.2. | Count forward beginning from a given number within the known sequence, instead of having to begin 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? |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.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 |
| CONTENT AREA / STRAND | NC.K.CC. | Counting and Cardinality |
| STRAND / ESSENTIAL STANDARD | Count to tell the number of objects. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.CC.4. | Understand the relationship between numbers and quantities. |
| CLARIFYING OBJECTIVE | NC.K.CC.4.a. | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence). ReadyRosie Add One Card Sequencing and Counting Count with Your Eyes I See Three In Ten Seconds My Favorite Things Number Lookout Pairs of Socks Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| CLARIFYING OBJECTIVE | NC.K.CC.4.c. | State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing). ReadyRosie Car Race Go Fish Spill the Beans |
| CONTENT AREA / STRAND | NC.K.CC. | Counting and Cardinality |
| STRAND / ESSENTIAL STANDARD | Count to tell the number of objects. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.CC.5. | Count to answer “How many?” in the following situations: |
| CLARIFYING OBJECTIVE | NC.K.CC.5.a. | Given a number from 1–20, count out that many objects. ReadyRosie Add One Car Race Card Sequencing and Counting I See Three In Ten Seconds My Favorite Things Number Lookout Salty Numbers Sneaky Math Note Spill the Beans Ten in a Row What Am I Counting? What Comes Next? What Do I Have? |
| CLARIFYING OBJECTIVE | NC.K.CC.5.c. | Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. ReadyRosie Add One Car Race Card Sequencing and Counting I See Three In Ten Seconds My Favorite Things Number Lookout Salty Numbers Sneaky Math Note Spill the Beans Ten in a Row What Am I Counting? What Comes Next? What Do I Have? |
| CLARIFYING OBJECTIVE | NC.K.CC.5.d. | Given 10 objects in a scattered arrangement, identify how many. ReadyRosie Car Race I See Three In Ten Seconds Sneaky Math Note Spill the Beans What Am I Counting? What Do I Have? |
| CONTENT AREA / STRAND | NC.K.CC. | Counting and Cardinality |
| STRAND / ESSENTIAL STANDARD | Compare numbers. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.CC.6. | Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.CC.7. | Compare two numbers, within 10, presented as written numerals. ReadyRosie More or Less Ten in a Row The Biggest Number |
| CONTENT AREA / STRAND | NC.K.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Understand addition and subtraction. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.OA.1. | Represent addition and subtraction, within 10: |
| CLARIFYING OBJECTIVE | NC.K.OA.1.a. | Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| CLARIFYING OBJECTIVE | NC.K.OA.1.b. | Demonstrate understanding of addition and subtraction by making connections among representations. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| CONTENT AREA / STRAND | NC.K.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Understand addition and subtraction. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.OA.2. | Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving: |
| CLARIFYING OBJECTIVE | NC.K.OA.2.a. | Add to/Take From-Result Unknown 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 |
| CLARIFYING OBJECTIVE | NC.K.OA.2.b. | Put Together/ Take Apart (Total Unknown and Two Addends Unknown) 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 |
| CONTENT AREA / STRAND | NC.K.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Understand addition and subtraction. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.OA.3. | Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.OA.4. | For any number from 0 to 10, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a drawing or expression. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.OA.6. | Recognize and combine groups with totals up to 5 (conceptual subitizing). ReadyRosie Car Race Go Fish Spill the Beans |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.OA.5. | Demonstrate fluency with addition and subtraction within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| CONTENT AREA / STRAND | NC.K.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Build foundation for place value. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.NBT.1. | Compose and decompose numbers from 11 to 19 into ten ones and some further ones by: |
| CLARIFYING OBJECTIVE | NC.K.NBT.1.a. | Using objects or drawings. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| CLARIFYING OBJECTIVE | NC.K.NBT.1.b. | Recording each composition or decomposition by a drawing or expression. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| CLARIFYING OBJECTIVE | NC.K.NBT.1.c. | Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| CONTENT AREA / STRAND | NC.K.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Describe and compare measurable attributes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.MD.1. | Describe measurable attributes of objects; and describe several different measurable attributes of a single object. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.MD.2. | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. ReadyRosie Blow Your House Down! Guess and Measure Measurable Me Measure your Steps The Right Size |
| CONTENT AREA / STRAND | NC.K.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Classify objects and count the number of objects in each category. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.MD.3. | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. ReadyRosie Card Sorting I Spy a Coin Survey Says Toy Organization |
| CONTENT AREA / STRAND | NC.K.G. | Geometry |
| STRAND / ESSENTIAL STANDARD | Identify and describe shapes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.G.1. | Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms. ReadyRosie Canned Pattern Walk Shape Scavenger Hunt |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.G.2. | Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size. ReadyRosie Canned Is it a Triangle? |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.G.3. | Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional. ReadyRosie Shape Scavenger Hunt |
| CONTENT AREA / STRAND | NC.K.G. | Geometry |
| STRAND / ESSENTIAL STANDARD | Analyze, compare, create, and compose shapes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.G.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, attributes and other properties. ReadyRosie Shape Scavenger Hunt |
| CONTENT AREA / STRAND | NC.K.G. | Geometry |
| STRAND / ESSENTIAL STANDARD | Analyze, compare, create, and compose shapes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.G.5. | Model shapes in the world by: |
| CLARIFYING OBJECTIVE | NC.K.G.5.a. | Building and drawing triangles, rectangles, squares, hexagons, circles. ReadyRosie Is it a Triangle? |
| CLARIFYING OBJECTIVE | NC.K.G.5.b. | Building cubes, cones, spheres, and cylinders. ReadyRosie Canned |
| CONTENT AREA / STRAND | NC.K.G. | Geometry |
| STRAND / ESSENTIAL STANDARD | Analyze, compare, create, and compose shapes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.K.G.6. | Compose larger shapes from simple shapes. ReadyRosie Is it a Triangle? |
| North Carolina Standard Course of Study |
| Mathematics |
| Grade: 1 - Adopted: 2017 |
| CONTENT AREA / STRAND | NC.MP. | Standards for Mathematical Practice |
| STRAND / ESSENTIAL STANDARD | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| STRAND / ESSENTIAL STANDARD | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| STRAND / ESSENTIAL STANDARD | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STRAND / ESSENTIAL STANDARD | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STRAND / ESSENTIAL STANDARD | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| STRAND / ESSENTIAL STANDARD | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| CONTENT AREA / STRAND | NC.1.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Represent and solve problems. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.OA.1. | Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving: |
| CLARIFYING OBJECTIVE | NC.1.OA.1.a. | Add to/Take from-Change Unknown 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... |
| CLARIFYING OBJECTIVE | NC.1.OA.1.b. | Put together/Take Apart-Addend Unknown 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... |
| CLARIFYING OBJECTIVE | NC.1.OA.1.c. | Compare-Difference Unknown 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... |
| CONTENT AREA / STRAND | NC.1.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Represent and solve problems. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.OA.2. | Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| CONTENT AREA / STRAND | NC.1.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Understand and apply the properties of operations. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.OA.3. | Apply the commutative and associative properties as strategies for solving addition problems. ReadyRosie Fishing for Doubles |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.OA.4. | Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. 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 |
| CONTENT AREA / STRAND | NC.1.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Add and subtract within 20. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.OA.9. | Demonstrate fluency with addition and subtraction 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 |
| CONTENT AREA / STRAND | NC.1.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Add and subtract within 20. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.OA.6. | Add and subtract, within 20, using strategies such as: |
| CLARIFYING OBJECTIVE | NC.1.OA.6.a. | Counting on 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 |
| CLARIFYING OBJECTIVE | NC.1.OA.6.b. | Making ten ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| CLARIFYING OBJECTIVE | NC.1.OA.6.c. | Decomposing a number leading to a ten ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| CLARIFYING OBJECTIVE | NC.1.OA.6.d. | Using the relationship between addition and subtraction ReadyRosie Ten Dimes |
| CLARIFYING OBJECTIVE | NC.1.OA.6.e. | Using a number line ReadyRosie Car Race |
| CLARIFYING OBJECTIVE | NC.1.OA.6.f. | Creating equivalent but simpler or known sums ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| CONTENT AREA / STRAND | NC.1.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Analyze addition and subtraction equations within 20. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.OA.8. | Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. ReadyRosie Where Did I Start? |
| CONTENT AREA / STRAND | NC.1.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Extend and recognize patterns in the counting sequence. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.NBT.1. | Count to 150, starting at any number less than 150. ReadyRosie I Can Make You Say 21 Ten in a Row |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.NBT.7. | Read and write numerals, and represent a number of objects with a written numeral, to 100. ReadyRosie Sneaky Math Note Ten in a Row |
| CONTENT AREA / STRAND | NC.1.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Understand place value. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.NBT.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. |
| CLARIFYING OBJECTIVE | NC.1.NBT.2.a. | Unitize by making a ten from a collection of ten ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| CLARIFYING OBJECTIVE | NC.1.NBT.2.b. | Model the numbers from 11 to 19 as 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 |
| CLARIFYING OBJECTIVE | NC.1.NBT.2.c. | Demonstrate 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, with 0 ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| CONTENT AREA / STRAND | NC.1.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Understand place value. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.NBT.3. | Compare two two-digit numbers based on the value 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 |
| CONTENT AREA / STRAND | NC.1.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Use place value understanding and properties of operations. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.NBT.4. | Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations: |
| CLARIFYING OBJECTIVE | NC.1.NBT.4.b. | A two-digit number and a multiple of 10 ReadyRosie Broken Calculator Keys Ten Dimes |
| CONTENT AREA / STRAND | NC.1.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Use place value understanding and properties of operations. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.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 |
| CONTENT AREA / STRAND | NC.1.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Use place value understanding and properties of operations. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.NBT.6. | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using: |
| CLARIFYING OBJECTIVE | NC.1.NBT.6.a. | Concrete models and drawings ReadyRosie Car Race |
| CLARIFYING OBJECTIVE | NC.1.NBT.6.c. | Strategies based on place value ReadyRosie Ten More |
| CLARIFYING OBJECTIVE | NC.1.NBT.6.d. | Properties of operations ReadyRosie Fishing for Doubles |
| CLARIFYING OBJECTIVE | NC.1.NBT.6.e. | The relationship between addition and subtraction ReadyRosie Ten Dimes |
| CONTENT AREA / STRAND | NC.1.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Measure lengths. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.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 |
| CONTENT AREA / STRAND | NC.1.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Measure lengths. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.MD.2. | Measure lengths with non-standard units. |
| CLARIFYING OBJECTIVE | NC.1.MD.2.a. | Express the length of an object as a whole number of non-standard length units. ReadyRosie Hunt and Measure |
| CONTENT AREA / STRAND | NC.1.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Build understanding of time and money. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.MD.3. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.MD.5. | Identify quarters, dimes, and nickels and relate their values to pennies. ReadyRosie Counting Coins |
| CONTENT AREA / STRAND | NC.1.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Represent and interpret data. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.MD.4. | Organize, represent, and interpret data with up to three categories. |
| CLARIFYING OBJECTIVE | NC.1.MD.4.a. | Ask and answer questions about the total number of data points. ReadyRosie Survey Says |
| CLARIFYING OBJECTIVE | NC.1.MD.4.b. | Ask and answer questions about how many in each category. ReadyRosie Survey Says |
| CLARIFYING OBJECTIVE | NC.1.MD.4.c. | Ask and answer questions about how many more or less are in one category than in another. ReadyRosie Survey Says |
| CONTENT AREA / STRAND | NC.1.G. | Geometry |
| STRAND / ESSENTIAL STANDARD | Reason with shapes and their attributes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.G.1. | Distinguish between defining and non-defining attributes and create shapes with defining attributes by: |
| CLARIFYING OBJECTIVE | NC.1.G.1.a. | Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| CLARIFYING OBJECTIVE | NC.1.G.1.b. | Building cubes, rectangular prisms, cones, spheres, and cylinders. ReadyRosie Canned |
| CONTENT AREA / STRAND | NC.1.G. | Geometry |
| STRAND / ESSENTIAL STANDARD | Reason with shapes and their attributes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.G.2. | Create composite shapes by: |
| CLARIFYING OBJECTIVE | NC.1.G.2.a. | Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| CONTENT AREA / STRAND | NC.1.G. | Geometry |
| STRAND / ESSENTIAL STANDARD | Reason with shapes and their attributes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.1.G.3. | Partition circles and rectangles into two and four equal shares. |
| CLARIFYING OBJECTIVE | NC.1.G.3.a. | Describe the shares as halves and fourths, as half of and fourth of. ReadyRosie Folding Napkins Making Playdough Together |
| CLARIFYING OBJECTIVE | NC.1.G.3.b. | Describe the whole as two of, or four of the shares. ReadyRosie Folding Napkins Making Playdough Together |
| North Carolina Standard Course of Study |
| Mathematics |
| Grade: 2 - Adopted: 2017 |
| CONTENT AREA / STRAND | NC.MP. | Standards for Mathematical Practice |
| STRAND / ESSENTIAL STANDARD | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STRAND / ESSENTIAL STANDARD | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| STRAND / ESSENTIAL STANDARD | MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| STRAND / ESSENTIAL STANDARD | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STRAND / ESSENTIAL STANDARD | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| STRAND / ESSENTIAL STANDARD | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| CONTENT AREA / STRAND | NC.2.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Represent and solve problems. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.OA.1. | Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving: |
| CLARIFYING OBJECTIVE | NC.2.OA.1.a. | One-Step problems: |
| INDICATOR | NC.2.OA.1.a.1. | Add to/Take from-Start Unknown ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| INDICATOR | NC.2.OA.1.a.2. | Compare-Bigger Unknown ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| INDICATOR | NC.2.OA.1.a.3. | Compare-Smaller Unknown ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| CONTENT AREA / STRAND | NC.2.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Represent and solve problems. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.OA.1. | Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving: |
| CLARIFYING OBJECTIVE | NC.2.OA.1.b. | Two-Step problems involving single digits: |
| INDICATOR | NC.2.OA.1.b.1. | Add to/Take from- Change Unknown ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| INDICATOR | NC.2.OA.1.b.2. | Add to/Take From- Result Unknown ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| CONTENT AREA / STRAND | NC.2.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Add and subtract within 20. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.OA.2. | Demonstrate fluency with addition and subtraction, within 20, using mental strategies. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| CONTENT AREA / STRAND | NC.2.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Work with equal groups. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.OA.3. | Determine whether a group of objects, within 20, has an odd or even number of members by: |
| CLARIFYING OBJECTIVE | NC.2.OA.3.a. | Pairing objects, then counting them by 2s. ReadyRosie Buzz on 3 |
| CLARIFYING OBJECTIVE | NC.2.OA.3.b. | Determining whether objects can be placed into two equal groups. ReadyRosie Even or Odd? |
| CLARIFYING OBJECTIVE | NC.2.OA.3.c. | Writing an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| CONTENT AREA / STRAND | NC.2.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Work with equal groups. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.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 |
| CONTENT AREA / STRAND | NC.2.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Understand place value. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.NBT.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. |
| CLARIFYING OBJECTIVE | NC.2.NBT.1.a. | Unitize by making a hundred from a collection of ten tens. ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| CLARIFYING OBJECTIVE | NC.2.NBT.1.b. | Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| CLARIFYING OBJECTIVE | NC.2.NBT.1.c. | Compose and decompose numbers using various groupings of hundreds, tens, and ones. ReadyRosie All About My Number Dollars and Dice Sneaky Math Note |
| CONTENT AREA / STRAND | NC.2.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Understand place value. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.NBT.2. | Count within 1,000; skip-count by 5s, 10s, and 100s. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.NBT.3. | Read and write numbers, within 1,000, using base-ten numerals, number names, and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.NBT.4. | Compare two three-digit numbers based on the value 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 |
| CONTENT AREA / STRAND | NC.2.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Use place value understanding and properties of operations. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.NBT.5. | Demonstrate fluency with addition and subtraction, within 100, by: |
| CLARIFYING OBJECTIVE | NC.2.NBT.5.a. | Flexibly 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? |
| CLARIFYING OBJECTIVE | NC.2.NBT.5.b. | Comparing addition and subtraction strategies, and explaining why they work. 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? |
| CLARIFYING OBJECTIVE | NC.2.NBT.5.c. | Selecting an appropriate strategy in order to efficiently compute sums and differences. 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? |
| CONTENT AREA / STRAND | NC.2.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Use place value understanding and properties of operations. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.NBT.6. | Add up to three 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 |
| CONTENT AREA / STRAND | NC.2.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Use place value understanding and properties of operations. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.NBT.7. | Add and subtract, within 1,000, relating the strategy to a written method, using: |
| CLARIFYING OBJECTIVE | NC.2.NBT.7.a. | Concrete models or drawings ReadyRosie Dollars and Dice |
| CLARIFYING OBJECTIVE | NC.2.NBT.7.b. | Strategies based on place value 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? |
| CLARIFYING OBJECTIVE | NC.2.NBT.7.c. | Properties of operations ReadyRosie Fishing for Doubles I Spy Sums and Products Multiplication War |
| CONTENT AREA / STRAND | NC.2.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Use place value understanding and properties of operations. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.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 |
| CONTENT AREA / STRAND | NC.2.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Measure and estimate lengths. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.MD.1. | Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.MD.3. | Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.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 |
| CONTENT AREA / STRAND | NC.2.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Build understanding of time and money. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.MD.8. | Solve word problems involving: |
| CLARIFYING OBJECTIVE | NC.2.MD.8.a. | Quarters, dimes, nickels, and pennies within 99, using ¢ symbols appropriately. ReadyRosie What's in a Dollar? |
| CLARIFYING OBJECTIVE | NC.2.MD.8.b. | Whole dollar amounts, using the $ symbol appropriately. ReadyRosie What's in a Dollar? |
| CONTENT AREA / STRAND | NC.2.G. | Geometry |
| STRAND / ESSENTIAL STANDARD | Reason with shapes and their attributes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.G.1. | Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| CONTENT AREA / STRAND | NC.2.G. | Geometry |
| STRAND / ESSENTIAL STANDARD | Reason with shapes and their attributes. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.2.G.3. | Partition circles and rectangles into two, three, or four equal shares. |
| CLARIFYING OBJECTIVE | NC.2.G.3.a. | Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of. ReadyRosie Counting Fractions |
| CLARIFYING OBJECTIVE | NC.2.G.3.b. | Describe the whole as two halves, three thirds, four fourths. ReadyRosie Counting Fractions |
| North Carolina Standard Course of Study |
| Mathematics |
| Grade: 3 - Adopted: 2017 |
| CONTENT AREA / STRAND | NC.MP. | Standards for Mathematical Practice |
| STRAND / ESSENTIAL STANDARD | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STRAND / ESSENTIAL STANDARD | MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| STRAND / ESSENTIAL STANDARD | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| STRAND / ESSENTIAL STANDARD | MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| STRAND / ESSENTIAL STANDARD | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STRAND / ESSENTIAL STANDARD | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| CONTENT AREA / STRAND | NC.3.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Represent and solve problems involving multiplication and division. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.OA.1. | For products of whole numbers with two factors up to and including 10: |
| CLARIFYING OBJECTIVE | NC.3.OA.1.a. | Interpret the factors as representing the number of equal groups and the number of objects in each group. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| CLARIFYING OBJECTIVE | NC.3.OA.1.b. | Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. ReadyRosie An Array of Brownies I Spy Sums and Products Multiplication War Table Times |
| CONTENT AREA / STRAND | NC.3.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Represent and solve problems involving multiplication and division. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.OA.2. | For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient: |
| CLARIFYING OBJECTIVE | NC.3.OA.2.a. | Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. ReadyRosie Fair Share |
| CLARIFYING OBJECTIVE | NC.3.OA.2.b. | Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| CONTENT AREA / STRAND | NC.3.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Represent and solve problems involving multiplication and division. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.OA.3. | Represent, interpret, and solve one-step problems involving multiplication and division. |
| CLARIFYING OBJECTIVE | NC.3.OA.3.a. | Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| CLARIFYING OBJECTIVE | NC.3.OA.3.b. | Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| CONTENT AREA / STRAND | NC.3.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Understand properties of multiplication and the relationship between multiplication and division. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.OA.6. | Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| CONTENT AREA / STRAND | NC.3.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Multiply and divide within 100. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.OA.7. | Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. |
| CLARIFYING OBJECTIVE | NC.3.OA.7.b. | Illustrate and explain using the relationship between multiplication and division. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| CLARIFYING OBJECTIVE | NC.3.OA.7.c. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. ReadyRosie Math Mind Reading Parts Unknown |
| CONTENT AREA / STRAND | NC.3.OA. | Operations and Algebraic Thinking |
| STRAND / ESSENTIAL STANDARD | Solve two-step problems. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.OA.8. | Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| CONTENT AREA / STRAND | NC.3.NBT. | Number and Operations in Base Ten |
| STRAND / ESSENTIAL STANDARD | Use place value to add and subtract. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.NBT.2. | Add and subtract whole numbers up to and including 1,000. |
| CLARIFYING OBJECTIVE | NC.3.NBT.2.a. | Use estimation strategies to assess reasonableness of answers. ReadyRosie Race to Zero |
| CLARIFYING OBJECTIVE | NC.3.NBT.2.c. | Use expanded form to decompose numbers and then find sums and differences. ReadyRosie Dollars and Dice |
| CONTENT AREA / STRAND | NC.3.NF. | Number and Operations – Fractions |
| STRAND / ESSENTIAL STANDARD | Understand fractions as numbers. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.NF.1. | Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; |
| CLARIFYING OBJECTIVE | NC.3.NF.1.a. | Explain that a unit fraction is one of those parts. ReadyRosie Fractions on a Number Line Shape Up! |
| CLARIFYING OBJECTIVE | NC.3.NF.1.b. | Represent and identify unit fractions using area and length models. ReadyRosie Counting Fractions Shape Up! |
| CONTENT AREA / STRAND | NC.3.NF. | Number and Operations – Fractions |
| STRAND / ESSENTIAL STANDARD | Understand fractions as numbers. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.NF.2. | Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. |
| CLARIFYING OBJECTIVE | NC.3.NF.2.a. | Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction. ReadyRosie Counting Fractions Shape Up! |
| CONTENT AREA / STRAND | NC.3.NF. | Number and Operations – Fractions |
| STRAND / ESSENTIAL STANDARD | Understand fractions as numbers. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.NF.3. | Represent equivalent fractions with area and length models by: |
| CLARIFYING OBJECTIVE | NC.3.NF.3.b. | Explaining that a fraction with the same numerator and denominator equals one whole. ReadyRosie Fractions on a Number Line Shape Up! |
| CLARIFYING OBJECTIVE | NC.3.NF.3.c. | Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. ReadyRosie Fractions on a Number Line Shape Up! |
| CONTENT AREA / STRAND | NC.3.NF. | Number and Operations – Fractions |
| STRAND / ESSENTIAL STANDARD | Understand fractions as numbers. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.NF.4. | Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths. ReadyRosie Fractions on a Number Line |
| CONTENT AREA / STRAND | NC.3.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Solve problems involving measurement. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.MD.1. | Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour. ReadyRosie Now is the Time |
| CONTENT AREA / STRAND | NC.3.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Solve problems involving measurement. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.MD.2. | Solve problems involving customary measurement. |
| CLARIFYING OBJECTIVE | NC.3.MD.2.a. | Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CLARIFYING OBJECTIVE | NC.3.MD.2.b. | Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| CLARIFYING OBJECTIVE | NC.3.MD.2.c. | Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| CONTENT AREA / STRAND | NC.3.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Represent and interpret data. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.MD.3. | Represent and interpret scaled picture and bar graphs: |
| CLARIFYING OBJECTIVE | NC.3.MD.3.b. | Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. ReadyRosie Graphing Walking Goals |
| CONTENT AREA / STRAND | NC.3.MD. | Measurement and Data |
| STRAND / ESSENTIAL STANDARD | Understand the concept of perimeter. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | NC.3.MD.8. | Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length. ReadyRosie Cracker Perimeter & Area |
| North Carolina Standard Course of Study |
| Science |
| Grade: K - Adopted: 2010 |
| CONTENT AREA / STRAND | NC.K.L. | Life Science |
| STRAND / ESSENTIAL STANDARD | Structures & Functions of Living Organisms | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | K.L.1. | Compare characteristics of animals that make them alike and different from other animals and nonliving things. |
| CLARIFYING OBJECTIVE | K.L.1.2. | Compare characteristics of living and nonliving things in terms of their: |
| INDICATOR | K.L.1.2.e. | Basic needs ReadyRosie Family Sensory Walk |
| North Carolina Standard Course of Study |
| Science |
| Grade: 1 - Adopted: 2010 |
| CONTENT AREA / STRAND | NC.1.E. | Earth Science |
| STRAND / ESSENTIAL STANDARD | Earth Systems, Structures and Processes | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 1.E.2. | Understand the physical properties of Earth materials that make them useful in different ways. |
| CLARIFYING OBJECTIVE | 1.E.2.1. | Summarize the physical properties of Earth materials, including rocks, minerals, soils and water that make them useful in different ways. ReadyRosie I Found This |
| CONTENT AREA / STRAND | NC.1.L. | Life Science |
| STRAND / ESSENTIAL STANDARD | Ecosystems | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 1.L.1. | Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. |
| CLARIFYING OBJECTIVE | 1.L.1.1. | Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment. ReadyRosie Family Sensory Walk |
| CLARIFYING OBJECTIVE | 1.L.1.2. | Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. ReadyRosie Family Sensory Walk |
| CONTENT AREA / STRAND | NC.1.L. | Life Science |
| STRAND / ESSENTIAL STANDARD | Molecular Biology | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | 1.L.2. | Summarize the needs of living organisms for energy and growth. |
| CLARIFYING OBJECTIVE | 1.L.2.1. | Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth. ReadyRosie Family Sensory Walk |
| CLARIFYING OBJECTIVE | 1.L.2.2. | Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth. ReadyRosie Family Sensory Walk |