North Dakota Academic Content Standards
| Main Criteria: North Dakota Academic Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| North Dakota Academic Content Standards |
| Health and PE |
| Grade: K - Adopted: 2018 |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 1.2. | Standard 1: Understand concepts related to human growth and development, health promotion, disease prevention. |
| GRADE LEVEL EXPECTATION | 1.2.7. | Identify characteristics of healthy and unhealthy relationships with family, peers, and other adults. ReadyRosie Family Poem Make a Card |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 2.2. | Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| GRADE LEVEL EXPECTATION | 2.2.2. | Identify what the school can do to support personal health behaviors. ReadyRosie Super Kindness |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 3.2. | Standard 3: Demonstrate the ability to access valid health information, products, and services. |
| GRADE LEVEL EXPECTATION | 3.2.1. | Identify trusted adults and professionals who can help promote health. ReadyRosie All About My Family Family Poem |
| GRADE LEVEL EXPECTATION | 3.2.2. | Identify ways to locate school and community health helpers. ReadyRosie Super Kindness |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 4.2. | Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 4.2.1. | Demonstrate healthy ways to express needs, wants, feelings, and emotions. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| GRADE LEVEL EXPECTATION | 4.2.2. | Demonstrate listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| GRADE LEVEL EXPECTATION | 4.2.3. | Demonstrate ways to respond when an unwanted, threatening, or dangerous situation. ReadyRosie All About My Family Family Poem How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors Survey Says |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 5.2. | Standard 5: Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 5.2.1. | Identify situations when a health-related decision is needed. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 5.2.2. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed. ReadyRosie Super Kindness |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 6.2. | Standard 6: Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 6.2.1. | Identify a short-term personal health goal and the action toward achieving the goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 7.2. | Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 7.2.1. | Demonstrate health behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 7.2.2. | Demonstrate health behaviors that avoid or reduce health risks. ReadyRosie Brushing Your Teeth Clap and Count |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 8.2. | Standard 8: Demonstrate the ability to advocate for personal, family, and community health. |
| GRADE LEVEL EXPECTATION | 8.2.1. | Make a request to promote personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| Grade: K - Adopted: 2015 |
| CONTENT STANDARD | ND.PE.K. | Physical Education |
| BENCHMARK | S4. | Exhibits responsible personal and social behavior that respects self and others. |
| GRADE LEVEL EXPECTATION | S4.E1.K. | Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E2.K. | Acknowledges responsibility for behavior when prompted (e.g., thumbs up, fist of five, reflective listening). ReadyRosie Conversation Starters Feelings Charades Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E3.K. | Follows instruction/ directions when prompted. ReadyRosie Routine Strategy: Transition Timer |
| GRADE LEVEL EXPECTATION | S4.E4.K. | Shares equipment and space with others. ReadyRosie Clap and Count Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E5.K. | Recognizes the established protocol for class activities. ReadyRosie Routine Strategy: Transition Timer |
| GRADE LEVEL EXPECTATION | S4.E6.K. | Follows teacher directions for safe participation and proper use of equipment with minimal reminders. ReadyRosie Routine Strategy: Transition Timer |
| North Dakota Academic Content Standards |
| Health and PE |
| Grade: 1 - Adopted: 2018 |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 1.2. | Standard 1: Understand concepts related to human growth and development, health promotion, disease prevention. |
| GRADE LEVEL EXPECTATION | 1.2.7. | Identify characteristics of healthy and unhealthy relationships with family, peers, and other adults. ReadyRosie Family Poem I Love My Family Because... Make a Card |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 2.2. | Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| GRADE LEVEL EXPECTATION | 2.2.2. | Identify what the school can do to support personal health behaviors. ReadyRosie Super Kindness |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 3.2. | Standard 3: Demonstrate the ability to access valid health information, products, and services. |
| GRADE LEVEL EXPECTATION | 3.2.1. | Identify trusted adults and professionals who can help promote health. ReadyRosie All About My Family Family Poem |
| GRADE LEVEL EXPECTATION | 3.2.2. | Identify ways to locate school and community health helpers. ReadyRosie Super Kindness |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 4.2. | Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 4.2.1. | Demonstrate healthy ways to express needs, wants, feelings, and emotions. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| GRADE LEVEL EXPECTATION | 4.2.2. | Demonstrate listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| GRADE LEVEL EXPECTATION | 4.2.3. | Demonstrate ways to respond when an unwanted, threatening, or dangerous situation. ReadyRosie All About My Family Family Poem How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors Survey Says |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 5.2. | Standard 5: Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 5.2.1. | Identify situations when a health-related decision is needed. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 5.2.2. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed. ReadyRosie Super Kindness |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 6.2. | Standard 6: Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 6.2.1. | Identify a short-term personal health goal and the action toward achieving the goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 7.2. | Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 7.2.1. | Demonstrate health behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 7.2.2. | Demonstrate health behaviors that avoid or reduce health risks. ReadyRosie Brushing Your Teeth Clap and Count |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 8.2. | Standard 8: Demonstrate the ability to advocate for personal, family, and community health. |
| GRADE LEVEL EXPECTATION | 8.2.1. | Make a request to promote personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| Grade: 1 - Adopted: 2015 |
| CONTENT STANDARD | ND.PE.1. | Physical Education |
| BENCHMARK | S4. | Exhibits responsible personal and social behavior that respects self and others. |
| GRADE LEVEL EXPECTATION | S4.E2.1. | Follows the rules and parameters of the learning environment. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E3.1. | Responds appropriately to general feedback from the teacher. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E4.1. | Works independently with others in a variety of class environments (e.g., small and large groups). ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E5.1. | Exhibits the established protocols for class activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E6.1. | Follows teacher directions for safe participation and proper use of equipment and space with minimal reminders. ReadyRosie Routine Strategy: Transition Timer |
| North Dakota Academic Content Standards |
| Health and PE |
| Grade: 2 - Adopted: 2018 |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 1.2. | Standard 1: Understand concepts related to human growth and development, health promotion, disease prevention. |
| GRADE LEVEL EXPECTATION | 1.2.7. | Identify characteristics of healthy and unhealthy relationships with family, peers, and other adults. ReadyRosie Family Poem I Love My Family Because... |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 2.2. | Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| GRADE LEVEL EXPECTATION | 2.2.2. | Identify what the school can do to support personal health behaviors. ReadyRosie Super Kindness Who Are Your Heroes? |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 3.2. | Standard 3: Demonstrate the ability to access valid health information, products, and services. |
| GRADE LEVEL EXPECTATION | 3.2.1. | Identify trusted adults and professionals who can help promote health. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 3.2.2. | Identify ways to locate school and community health helpers. ReadyRosie Super Kindness Who Are Your Heroes? |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 4.2. | Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 4.2.1. | Demonstrate healthy ways to express needs, wants, feelings, and emotions. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 4.2.2. | Demonstrate listening skills to enhance health. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Kitchen Conversations Routine Strategy: Transition Timer Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | 4.2.3. | Demonstrate ways to respond when an unwanted, threatening, or dangerous situation. ReadyRosie Family Poem How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors This Is Important Who Are Your Heroes? |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 5.2. | Standard 5: Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 5.2.1. | Identify situations when a health-related decision is needed. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 5.2.2. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed. ReadyRosie Fair Share Super Kindness |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 6.2. | Standard 6: Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 6.2.1. | Identify a short-term personal health goal and the action toward achieving the goal. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 7.2. | Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 7.2.1. | Demonstrate health behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 7.2.2. | Demonstrate health behaviors that avoid or reduce health risks. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 8.2. | Standard 8: Demonstrate the ability to advocate for personal, family, and community health. |
| GRADE LEVEL EXPECTATION | 8.2.1. | Make a request to promote personal health. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| Grade: 2 - Adopted: 2015 |
| CONTENT STANDARD | ND.PE.2. | Physical Education |
| BENCHMARK | S4. | Exhibits responsible personal and social behavior that respects self and others. |
| GRADE LEVEL EXPECTATION | S4.E2.2. | Accepts responsibility for class protocols with behavior and performance actions. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| GRADE LEVEL EXPECTATION | S4.E3.2. | Accepts specific corrective feedback from the teacher. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Kitchen Conversations |
| GRADE LEVEL EXPECTATION | S4.E4.2. | Works independently with others in partner environments. ReadyRosie Conversation Starters Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | S4.E5.2. | Recognizes the role of rules and etiquette in teacher-designed physical activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| GRADE LEVEL EXPECTATION | S4.E6.2a. | Works independently and safely in physical education. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| North Dakota Academic Content Standards |
| Health and PE |
| Grade: 3 - Adopted: 2018 |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 1.5. | Standard 1: Understand concepts related to human growth and development, health promotion, disease prevention. |
| GRADE LEVEL EXPECTATION | 1.5.3. | Describe ways in which a safe and healthy school and community environment can promote personal health. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 1.5.8. | Describe characteristics of healthy and unhealthy relationships with family, peers, and other adults. ReadyRosie Family Poem I Love My Family Because... |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 2.5. | Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| GRADE LEVEL EXPECTATION | 2.5.3. | Identify how peers influence health behaviors. ReadyRosie I Love My Family Because... |
| GRADE LEVEL EXPECTATION | 2.5.4. | Describe how the school and community can support personal health behaviors. ReadyRosie I Love My Family Because... Super Kindness Who Are Your Heroes? |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 3.5. | Standard 3: Demonstrate the ability to access valid health information, products, and services. |
| GRADE LEVEL EXPECTATION | 3.5.2. | Locate resources from home, school, and community that provide valid health information. ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 4.5. | Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 4.5.1. | Demonstrate effective verbal and nonverbal communication skills to enhance health. ReadyRosie Sharing Chores and Your Day |
| GRADE LEVEL EXPECTATION | 4.5.3. | Demonstrate nonviolent strategies to manage or resolve conflicts. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| GRADE LEVEL EXPECTATION | 4.5.4. | Demonstrate how to ask for assistance to enhance personal health. ReadyRosie Fair Share Super Kindness |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 5.5. | Standard 5: Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 5.5.1. | Identify health-related situations that might require a decision-making process. ReadyRosie Brushing Your Teeth Problem Solving Tool: Rock, Paper, Scissors |
| GRADE LEVEL EXPECTATION | 5.5.2. | Analyze when assistance is needed when making a health-related decision. ReadyRosie Fair Share Super Kindness |
| GRADE LEVEL EXPECTATION | 5.5.3. | List healthy options to health-related issues or problems. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 5.5.5. | Choose a healthy option when making a decision. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 6.5. | Standard 6: Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 6.5.1. | Set a personal health short-term goal and track progress toward its achievement. ReadyRosie Celebrate Learning Setting Summer Learning Goals |
| CONTENT STANDARD | Health Education | |
| BENCHMARK | 7.5. | Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| GRADE LEVEL EXPECTATION | 7.5.1. | Identify responsible personal health behaviors. ReadyRosie Brushing Your Teeth |
| GRADE LEVEL EXPECTATION | 7.5.2. | Demonstrate health behaviors to maintain or improve personal health. ReadyRosie Brushing Your Teeth Red Light Purple Light Challenge Setting Summer Learning Goals |
| Grade: 3 - Adopted: 2015 |
| CONTENT STANDARD | ND.PE.3. | Physical Education |
| BENCHMARK | S4. | Exhibits responsible personal and social behavior that respects self and others. |
| GRADE LEVEL EXPECTATION | S4.E1.3. | Exhibits personal responsibility in teacher-directed activities. ReadyRosie This Is Important |
| GRADE LEVEL EXPECTATION | S4.E2.3. | Works independently for extended periods of time. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| GRADE LEVEL EXPECTATION | S4.E3.3. | Accepts and implements specific corrective teacher feedback. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Kitchen Conversations |
| GRADE LEVEL EXPECTATION | S4.E4.3a. | Works cooperatively with others. ReadyRosie Fair Share Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E4.3b. | Recognizes others for their success/effort in movement performance. ReadyRosie Conversation Starters I Love My Family Because... |
| GRADE LEVEL EXPECTATION | S4.E5.3. | Recognizes the role of rules and etiquette in physical activity with peers. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| GRADE LEVEL EXPECTATION | S4.E6.3. | Works independently and safely in physical activity settings. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| North Dakota Academic Content Standards |
| Language Arts |
| Grade: K - Adopted: 2017 |
| CONTENT STANDARD | ND.K.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXPECTATION | K.RL.1. | With prompting and support, ask and answer questions about key/supporting details in a text before, during, and after reading. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | K.RL.2. | With prompting and support, retell familiar stories, including key/supporting details. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | K.RL.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 STANDARD | ND.K.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXPECTATION | K.RL.4. | Ask and answer questions about words with unknown meanings, in a story or poem. 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 |
| GRADE LEVEL EXPECTATION | K.RL.5. | Recognize common types of texts using their unique features throughout the selection (e.g., storybooks, poems, fairy tales, and nursery rhymes). ReadyRosie Nursery Rhymes Stinkle, Stinkle, Stittle Star What Do I Like? |
| GRADE LEVEL EXPECTATION | K.RL.6 | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| GRADE LEVEL EXPECTATION | K.RL.7. | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| CONTENT STANDARD | ND.K.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | K.RL.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 STANDARD | ND.K.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXPECTATION | K.RL.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 STANDARD | ND.K.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXPECTATION | K.RI.1. | With prompting and support, ask and answer questions about key/supporting details in a text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| GRADE LEVEL EXPECTATION | K.RI.2. | With prompting and support, identify the main topic and retell key/supporting details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| CONTENT STANDARD | ND.K.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXPECTATION | K.RI.4. | With prompting and support, ask and answer questions about words with unknown meanings in a text. ReadyRosie Share Your Knowledge |
| CONTENT STANDARD | ND.K.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | K.RI.7. | With prompting and support, describe the relationship between photographs or illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). ReadyRosie Books I Like How Far Does It Fly? |
| GRADE LEVEL EXPECTATION | K.RI.8. | With prompting and support, identify the reasons an author gives to support points in a text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| CONTENT STANDARD | ND.K.RF. | Reading Standards: Foundational Skills |
| BENCHMARK | Print Concepts | |
| GRADE LEVEL EXPECTATION | K.RF.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | K.RF.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | K.RF.1.c. | Understand words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | K.RF.1.d. | Recognize and name all uppercase 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 STANDARD | ND.K.RF. | Reading Standards: Foundational Skills |
| BENCHMARK | Phonological Awareness | |
| GRADE LEVEL EXPECTATION | K.RF.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| INDICATOR | K.RF.2.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATOR | K.RF.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| INDICATOR | K.RF.2.d. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/). ReadyRosie Conversation Starters Family Alliteration Name Game Favorite People Place Cards Here Are the Facts Sharing Chores and Your Day Simon Says Stinkle, Stinkle, Stittle Star Super Hero Names Where Would You Go? |
| INDICATOR | K.RF.2.e. | Add or substitute individual sounds (phonemes) in simple, single-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| CONTENT STANDARD | ND.K.RF. | Reading Standards: Foundational Skills |
| BENCHMARK | Phonics and Word Recognition | |
| GRADE LEVEL EXPECTATION | K.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | K.RF.3.a. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| INDICATOR | K.RF.3.b. | Associate the long and short sounds with the common spellings (graphemes) for the five major vowels ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | K.RF.3.c. | Decode and use CVC words. ReadyRosie Favorite People Place Cards Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | K.RF.3.d. | Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| INDICATOR | K.RF.3.e. | 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 STANDARD | ND.K.RF. | Reading Standards: Foundational Skills |
| BENCHMARK | Fluency | |
| GRADE LEVEL EXPECTATION | K.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | K.RF.4.a. | Read grade level text with purpose and understanding. ReadyRosie Daily Reading Routines Making Connections My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| INDICATOR | K.RF.4.b. | Read grade level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Conversation Starters Here Are the Facts Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| INDICATOR | K.RF.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread |
| CONTENT STANDARD | ND.K.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | K.W.1. | Write opinion pieces using a combination of drawing and writing. |
| INDICATOR | K.W.1.b. | State an opinion or preference about the topic or book (e.g., My favorite book is…). ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| CONTENT STANDARD | ND.K.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | K.W.2. | Write informative/explanatory texts using a combination of drawing and writing. |
| INDICATOR | K.W.2.b. | Supply some information about the topic. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| CONTENT STANDARD | ND.K.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | K.W.3. | Write narratives using a combination of drawing, and writing. |
| INDICATOR | K.W.3.a. | Narrate a single event or several loosely linked events. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? |
| INDICATOR | K.W.3.b. | Tell about the events in the order in which they occurred. ReadyRosie A Memorable Story My First Journal Sharing Chores and Your Day Storytelling Together Write Me a Story |
| CONTENT STANDARD | ND.K.W | Writing Standards |
| BENCHMARK | Production, Distribution, and Range of Writing | |
| GRADE LEVEL EXPECTATION | K.W.5. | With guidance and support from adults, respond to questions and suggestions from 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 STANDARD | ND.K.W | Writing Standards |
| BENCHMARK | Research to Build and Present Knowledge | |
| GRADE LEVEL EXPECTATION | K.W.7. | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and record information learned). ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| GRADE LEVEL EXPECTATION | K.W.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| CONTENT STANDARD | ND.K.SL. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXPECTATION | K.SL.1. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| INDICATOR | K.SL.1.a. | Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ReadyRosie 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 Am I? Who's Coming to Dinner? |
| INDICATOR | K.SL.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 STANDARD | ND.K.SL. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXPECTATION | K.SL.2. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key/supporting details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw 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? |
| GRADE LEVEL EXPECTATION | K.SL.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 STANDARD | ND.K.SL. | Speaking and Listening Standards |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | K.SL.4. | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | K.SL.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? |
| GRADE LEVEL EXPECTATION | K.SL.6. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Here Are the Facts I Know All About Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| CONTENT STANDARD | ND.K.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | K.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Introduce: | |
| INDICATOR | K.L.1.a. | Uppercase and lowercase letters. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| INDICATOR | K.L.1.c. | Produce complete sentences in shared language activities. ReadyRosie Captioning Your Childhood |
| INDICATOR | K.L.1.e. | Use regular plural nouns orally by adding /s/ or /es/. ReadyRosie All About My Family |
| INDICATOR | K.L.1.f. | Use frequently occurring adjectives. ReadyRosie All About Me Make a Card |
| CONTENT STANDARD | ND.K.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | K.L.2. | Within the context of authentic English writing and speaking… |
| INDICATOR | Introduce: | |
| INDICATOR | K.L.2.a. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| INDICATOR | K.L.2.b. | Use end punctuation for sentences. ReadyRosie Isn't That Bold? |
| INDICATOR | K.L.2.c. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| INDICATOR | K.L.2.d. | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| INDICATOR | K.L.2.e. | Use conventional spelling for high-frequency and other studied words. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| INDICATOR | K.L.2.f. | Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts). ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| CONTENT STANDARD | ND.K.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | K.L.2. | Within the context of authentic English writing and speaking… |
| INDICATOR | Display proficiency in: | |
| INDICATOR | K.L.2.g. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| INDICATOR | K.L.2.h. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | K.L.2.i. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| CONTENT STANDARD | ND.K.L. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXPECTATION | K.L.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| INDICATOR | K.L.5.a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| INDICATOR | K.L.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| INDICATOR | K.L.5.d. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| CONTENT STANDARD | ND.K.L. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXPECTATION | K.L.6. | Use words and phrases acquired through conversations, reading, 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 Dakota Academic Content Standards |
| Language Arts |
| Grade: 1 - Adopted: 2017 |
| CONTENT STANDARD | ND.1.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXPECTATION | 1.RL.1. | Ask and answer questions about key/supporting details in a text before, during, and after reading. 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 |
| GRADE LEVEL EXPECTATION | 1.RL.2. | Retell stories, including key/supporting details, and demonstrate understanding of their central or main idea. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 1.RL.3. | Describe characters, settings, and major events in a story, using key/supporting 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 STANDARD | ND.1.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXPECTATION | 1.RL.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 Makes a Good Storyteller What Was That For? |
| GRADE LEVEL EXPECTATION | 1.RL.5. | Explain the differences between fiction and nonfiction text using a wide range of text types. ReadyRosie Is It Real? |
| GRADE LEVEL EXPECTATION | 1.RL.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| GRADE LEVEL EXPECTATION | 1.RL.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 STANDARD | ND.1.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | 1.RL.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| CONTENT STANDARD | ND.1.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXPECTATION | 1.RL.10. | Read prose and poetry on grade level proficiently and independently. ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| CONTENT STANDARD | ND.1.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXPECTATION | 1.RI.1. | Ask and answer questions about key/supporting details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | 1.RI.2. | Identify the main topic and retell key/supporting details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| CONTENT STANDARD | ND.1.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXPECTATION | 1.RI.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ReadyRosie Share Your Knowledge Wondering About Words |
| GRADE LEVEL EXPECTATION | 1.RI.5. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| GRADE LEVEL EXPECTATION | 1.RI.6. | Distinguish between information provided by photographs or other illustrations and information provided by the words in a text. ReadyRosie How Far Does It Fly? How To |
| CONTENT STANDARD | ND.1.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | 1.RI.7. | Use the photographs or 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? |
| GRADE LEVEL EXPECTATION | 1.RI.8. | Identify the reasons an author gives to support points in a text. ReadyRosie How To What's Cool About Nonfiction? |
| GRADE LEVEL EXPECTATION | 1.RI.10. | Proficiently read informational texts on grade level. 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 STANDARD | ND.1.RF | Reading Standards: Foundational Skills |
| BENCHMARK | Print Concepts | |
| GRADE LEVEL EXPECTATION | 1.RF.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | 1.RF.1.a. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| CONTENT STANDARD | ND.1.RF | Reading Standards: Foundational Skills |
| BENCHMARK | Phonological Awareness | |
| GRADE LEVEL EXPECTATION | 1.RF.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| INDICATOR | 1.RF.2.a. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | 1.RF.2.b. | Orally produce single-syllable words, by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | 1.RF.2.c. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Conversation Starters Family Alliteration Name Game Sharing Chores and Your Day Simon Says |
| CONTENT STANDARD | ND.1.RF | Reading Standards: Foundational Skills |
| BENCHMARK | Phonics and Word Recognition | |
| GRADE LEVEL EXPECTATION | 1.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | 1.RF.3.a. | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Word Man |
| INDICATOR | 1.RF.3.b. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | 1.RF.3.c. | Demonstrate use of beginning and ending blends. ReadyRosie Begin with the End Family Alliteration Name Game Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | 1.RF.3.d. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| INDICATOR | 1.RF.3.e. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| INDICATOR | 1.RF.3.f. | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | 1.RF.3.h. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Fishing for Words Magical Creature Writing Make a Card My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| CONTENT STANDARD | ND.1.RF | Reading Standards: Foundational Skills |
| BENCHMARK | Fluency | |
| GRADE LEVEL EXPECTATION | 1.RF.4. | Read with sufficient accuracy and fluency to support comprehension |
| INDICATOR | 1.RF.4.a. | Read grade level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Preview & Predict Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| INDICATOR | 1.RF.4.b. | Read grade level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Conversation Starters Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Sharing Chores and Your Day Simon Says |
| INDICATOR | 1.RF.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| CONTENT STANDARD | ND.1.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | 1.W.1. | Write opinion pieces. |
| INDICATOR | 1.W.1.b. | State an opinion. ReadyRosie Captioning Your Childhood My First Journal |
| CONTENT STANDARD | ND.1.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | 1.W.2. | Write informative/explanatory texts. |
| INDICATOR | 1.W.2.a. | Name a topic. ReadyRosie All About My Family I'd Really Like Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| INDICATOR | 1.W.2.b. | Supply some facts about the topic. ReadyRosie I'd Really Like Nature Journaling Tell Me How Write a Favorite Family Recipe |
| INDICATOR | 1.W.2.c. | Provide some sense of closure. ReadyRosie I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| CONTENT STANDARD | ND.1.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | 1.W.3. | Write narratives. |
| INDICATOR | 1.W.3.a. | Recount two or more appropriately sequenced events. ReadyRosie My First Journal Sharing Chores and Your Day Write Around |
| INDICATOR | 1.W.3.b. | Include some details regarding what happened. ReadyRosie Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Nature Journaling Story Train Tell Me How Write a Favorite Family Recipe |
| INDICATOR | 1.W.3.c. | Use transitional words to signal event order. ReadyRosie Picture Talk Write Around |
| INDICATOR | 1.W.3.d. | Provide some sense of closure. ReadyRosie Magical Creature Writing |
| CONTENT STANDARD | ND.1.W | Writing Standards |
| BENCHMARK | Production, Distribution, and Range of Writing | |
| GRADE LEVEL EXPECTATION | 1.W.5. | 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 Make a Card Nature Journaling |
| CONTENT STANDARD | ND.1.W | Writing Standards |
| BENCHMARK | Research to Build and Present Knowledge | |
| GRADE LEVEL EXPECTATION | 1.W.7. | Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). ReadyRosie 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 |
| GRADE LEVEL EXPECTATION | 1.W.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Nature Journaling |
| CONTENT STANDARD | ND.1.SL. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXPECTATION | 1.SL.1. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| INDICATOR | 1.SL.1.a. | Follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR | 1.SL.1.b. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR | 1.SL.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 STANDARD | ND.1.SL. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXPECTATION | 1.SL.2. | Ask and answer questions about key/supporting details in a text read aloud or information presented orally or through other media and requesting clarification if something is not understood. 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? |
| GRADE LEVEL EXPECTATION | 1.SL.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 STANDARD | ND.1.SL. | Speaking and Listening Standards |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | 1.SL.4. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 1.SL.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? |
| GRADE LEVEL EXPECTATION | 1.SL.6. | Speak in complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) ReadyRosie Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| CONTENT STANDARD | ND.1.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 1.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Introduce: | |
| INDICATOR | 1.L.1.a. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Magical Creature Writing Make a Card Picture Talk |
| INDICATOR | 1.L.1.c. | Ensure subject verb-agreement. ReadyRosie Picture Talk |
| INDICATOR | 1.L.1.d. | Produce compound sentences. ReadyRosie Magical Creature Writing |
| INDICATOR | 1.L.1.e. | Use singular and plural nouns with matching verbs in basic sentences (simple subject/verb agreement). ReadyRosie Picture Talk |
| INDICATOR | 1.L.1.f. | Form and use regular and irregular plural nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATOR | 1.L.1.g. | Form and use the simple verb tenses (e.g., I walked, I walk; I will walk). ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | 1.L.1.h. | Use personal, possessive, and indefinite pronouns. ReadyRosie Picture Talk |
| INDICATOR | 1.L.1.i. | Use adjectives depending on what is to be modified. ReadyRosie Make a Card Picture Talk |
| CONTENT STANDARD | ND.1.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 1.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Practice: | |
| INDICATOR | 1.L.1.l. | Produce complete sentences in shared language activities. ReadyRosie Captioning Your Childhood |
| INDICATOR | 1.L.1.m. | Common and proper nouns. ReadyRosie Noun Charades |
| INDICATOR | 1.L.1.n. | Use regular plural nouns orally by adding /s/ or /es/. ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATOR | 1.L.1.o. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| CONTENT STANDARD | ND.1.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 1.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Display proficiency in: | |
| INDICATOR | 1.L.1.q. | Uppercase and lowercase letters. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| INDICATOR | 1.L.1.s. | Use prepositions. ReadyRosie Picture Talk |
| CONTENT STANDARD | ND.1.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 1.L.2. | Within the context of authentic English writing and speaking… |
| INDICATOR | Introduce: | |
| INDICATOR | 1.L.2.a. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| INDICATOR | 1.L.2.d. | Use commas in greetings and closings of letters. ReadyRosie Write a Thank You Note Write to the Tooth Fairy |
| INDICATOR | 1.L.2.f. | Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | 1.L.2.i. | Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Reading Strategy: Cover the Suffix |
| CONTENT STANDARD | ND.1.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 1.L.2. | Within the context of authentic English writing and speaking… |
| INDICATOR | Practice: | |
| INDICATOR | 1.L.2.k. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing |
| INDICATOR | 1.L.2.l. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | 1.L.2.m. | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | 1.L.2.n. | Use conventional spelling for high-frequency and other studied words. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | 1.L.2.o. | Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations. (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) 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 STANDARD | ND.1.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 1.L.2. | Within the context of authentic English writing and speaking… |
| INDICATOR | Display proficiency in: | |
| INDICATOR | 1.L.2.p. | Recognize and name end punctuation. ReadyRosie Magical Creature Writing |
| CONTENT STANDARD | ND.1.L. | Language Standards |
| BENCHMARK | Knowledge of Language | |
| GRADE LEVEL EXPECTATION | 1.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| INDICATOR | 1.L.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| CONTENT STANDARD | ND.1.L. | Language Standards |
| BENCHMARK | Knowledge of Language | |
| GRADE LEVEL EXPECTATION | 1.L.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | 1.L.5.a. | Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | 1.L.5.b. | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | 1.L.5.c. | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| INDICATOR | 1.L.5.d. | Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. ReadyRosie Let's Look Closer Nursery Rhymes |
| CONTENT STANDARD | ND.1.L. | Language Standards |
| BENCHMARK | Knowledge of Language | |
| GRADE LEVEL EXPECTATION | 1.L.6. | Use words and phrases acquired through conversations, reading, being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| North Dakota Academic Content Standards |
| Language Arts |
| Grade: 2 - Adopted: 2017 |
| CONTENT STANDARD | ND.2.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXPECTATION | 2.RL.1. | Ask and answer who, what, where, when, why, and how questions to demonstrate understanding of key/supporting details in a text before, during, and after reading. ReadyRosie 20 Questions Can You See It? Reading is Thinking |
| GRADE LEVEL EXPECTATION | 2.RL.2. | Recount stories from a variety of genres and 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 |
| GRADE LEVEL EXPECTATION | 2.RL.3. | Describe settings and 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 STANDARD | ND.2.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXPECTATION | 2.RL.4. | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. ReadyRosie Car Tongue Twisters Color Poem Free Verse Family Rap Hink Pink My Turn, Your Turn Poetry Poetry Rhyming Hand Game Song Lyrics Tongue Twister Time |
| GRADE LEVEL EXPECTATION | 2.RL.5. | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. ReadyRosie Summarizing the Story |
| GRADE LEVEL EXPECTATION | 2.RL.6. | Acknowledge 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 |
| GRADE LEVEL EXPECTATION | 2.RL.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 Can You See It? Chapter Books Character Chat Character Comparison Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| CONTENT STANDARD | ND.2.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | 2.RL.9. | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| CONTENT STANDARD | ND.2.RL. | Reading Standards for Literature/Fiction |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXPECTATION | 2.RL.10. | By the end of the year, read and comprehend literature, including stories and poetry, on grade level1 proficiently and independently. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Color Poem Free Verse Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Turn, Your Turn My Turn, Your Turn Poetry Poetry 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 Song Lyrics |
| CONTENT STANDARD | ND.2.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXPECTATION | 2.RI.1. | Ask and answer who, what, where, when, why, and how to demonstrate understanding of key/supporting details in a text. ReadyRosie How To I Want to Know About Reading Recipes That's So Cool |
| GRADE LEVEL EXPECTATION | 2.RI.2. | Identify the main topic of a multi-paragraph text and retell key/supporting details that support the main topic. ReadyRosie How To That's So Cool |
| GRADE LEVEL EXPECTATION | 2.RI.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 STANDARD | ND.2.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXPECTATION | 2.RI.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 |
| GRADE LEVEL EXPECTATION | 2.RI.5. | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to efficiently locate key facts or information in a text. ReadyRosie Comprehension Clues Finding Information How To Let's Explore Reading Recipes What's Up with That? |
| GRADE LEVEL EXPECTATION | 2.RI.6. | Identify the main purpose of a text, including the author’s point of view, explanation, or description. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| CONTENT STANDARD | ND.2.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | 2.RI.7. | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ReadyRosie How Far Does It Fly? That's So Cool |
| GRADE LEVEL EXPECTATION | 2.RI.8. | Describe how reasons support specific points the author makes in a text. ReadyRosie How To |
| GRADE LEVEL EXPECTATION | 2.RI.10. | Proficiently read and comprehend informational texts, including history/social studies, science, and technical texts on grade level. 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 STANDARD | ND.2.RF | Reading Standards: Foundational Skills |
| BENCHMARK | Phonics and Word Recognition | |
| GRADE LEVEL EXPECTATION | 2.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | 2.RF.3.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| INDICATOR | 2.RF.3.c. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | 2.RF.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 2.RF.3.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| INDICATOR | 2.RF.3.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 STANDARD | ND.2.RF | Reading Standards: Foundational Skills |
| BENCHMARK | Fluency | |
| GRADE LEVEL EXPECTATION | 2.RF.4. | Read with sufficient accuracy and fluency to support comprehension. Read grade level text with purpose and understanding. |
| INDICATOR | 2.RF.4.a. | Read grade level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Conversation Starters Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Sharing Chores and Your Day Simon Says Take a Stand |
| INDICATOR | 2.RF.4.b. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| CONTENT STANDARD | ND.2.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | 2.W.1. | Write opinion pieces. |
| INDICATOR | 2.W.1.a. | Introduce the topic or book they are writing about. ReadyRosie This Is Important Who Are Your Heroes? |
| INDICATOR | 2.W.1.d. | Use linking words (e.g., because, and, also) to connect opinion and reasons. ReadyRosie This Is Important |
| INDICATOR | 2.W.1.e. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| CONTENT STANDARD | ND.2.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | 2.W.2. | Write informative/explanatory texts. |
| INDICATOR | 2.W.2.a. | Introduce a topic. ReadyRosie Write About a Family Tradition |
| INDICATOR | 2.W.2.b. | Use facts and definitions to develop points. ReadyRosie Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How Write a Favorite Family Recipe |
| INDICATOR | 2.W.2.c. | Use transitional words when appropriate. ReadyRosie Create a Song |
| INDICATOR | 2.W.2.d. | Provide a concluding statement or section. ReadyRosie I'd Really Like Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| CONTENT STANDARD | ND.2.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | 2.W.3. | Write narratives. |
| INDICATOR | 2.W.3.a. | Recount a well-elaborated event or short sequence of events. ReadyRosie Family Journaling My Family Comic Strip Sharing Chores and Your Day Sketching the Story Write Around Writing Telephone Game |
| INDICATOR | 2.W.3.b. | Include details to describe actions, thoughts, and feelings. ReadyRosie Create a Song Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Story Train Tell Me How Write a Favorite Family Recipe |
| INDICATOR | 2.W.3.c. | Use transitional words to signal event order. ReadyRosie Create a Song Picture Talk Write Around |
| INDICATOR | 2.W.3.d. | Provide a sense of closure. ReadyRosie Magical Creature Writing |
| CONTENT STANDARD | ND.2.W | Writing Standards |
| BENCHMARK | Production, Distribution, and Range of Writing | |
| GRADE LEVEL EXPECTATION | 2.W.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Family Journaling I'd Really Like Magical Creature Writing Nature Journaling This Is Important |
| CONTENT STANDARD | ND.2.W | Writing Standards |
| BENCHMARK | Research to Build and Present Knowledge | |
| GRADE LEVEL EXPECTATION | 2.W.7. | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| GRADE LEVEL EXPECTATION | 2.W.8. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Guess Who Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| CONTENT STANDARD | ND.2.SL. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXPECTATION | 2.SL.1. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| INDICATOR | 2.SL.1.b. | Build on others’ talk in conversations by linking their comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | 2.SL.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 STANDARD | ND.2.SL. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXPECTATION | 2.SL.2. | Recount or describe the main idea and key/supporting details from a text read aloud or information presented orally or through media. ReadyRosie 20 Questions Draw Can You See It? Chapter Books Color Poem Color Poem Free Verse Conversation Starters Describe It Family Interview Family Movie Night Funny Pictures Hink Pink How To Sharing Chores and Your Day Simon Says Story Train Take a Stand That's So Cool What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2.SL.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 STANDARD | ND.2.SL. | Speaking and Listening Standards |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | 2.SL.4. | Tell a story or recount an experience with appropriate facts and relevance, descriptive details, speaking audibly in coherent sentences. ReadyRosie 20 Questions 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Create a Song Describe It Family Interview Funny Pictures Hink Pink Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 2.SL.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 |
| GRADE LEVEL EXPECTATION | 2.SL.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) ReadyRosie 20 Questions Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| CONTENT STANDARD | ND.2.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 2.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Introduce: | |
| INDICATOR | 2.L.1.a. | Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. ReadyRosie Hidden Messages Writing Telephone Game |
| INDICATOR | 2.L.1.b. | Use collective nouns. ReadyRosie 20 Questions Noun Charades |
| INDICATOR | 2.L.1.c. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| INDICATOR | 2.L.1.d. | Use possessive nouns. ReadyRosie Noun Charades Picture Talk |
| INDICATOR | 2.L.1.e. | Form and use the past tense of frequently occurring irregular verbs. ReadyRosie Family Journaling |
| INDICATOR | 2.L.1.f. | Use verbs to convey a sense of past, present, and future. ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | 2.L.1.g. | Form and use regular and irregular verbs. ReadyRosie Picture Talk |
| INDICATOR | 2.L.1.i. | Form and use comparative and superlative adjectives and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Category Competition Hink Pink Million Dollar Words Picture Talk |
| INDICATOR | 2.L.1.j. | Use adverbs depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | 2.L.1.k. | Form and use comparative and superlative adverbs and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Category Competition Hink Pink Million Dollar Words Picture Talk |
| CONTENT STANDARD | ND.2.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 2.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Practice: | |
| INDICATOR | 2.L.1.o. | Ensure subject verb-agreement. ReadyRosie Picture Talk |
| INDICATOR | 2.L.1.p. | Produce compound sentences. ReadyRosie Hidden Messages Magical Creature Writing Writing Telephone Game |
| INDICATOR | 2.L.1.q. | Use singular and plural nouns with matching verbs in basic sentence (simple subject/verb agreement). ReadyRosie Picture Talk |
| INDICATOR | 2.L.1.r. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades Picture Talk |
| CONTENT STANDARD | ND.2.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 2.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Demonstrate proficiency in: | |
| INDICATOR | 2.L.1.u. | Produce complete sentences in shared language activities. ReadyRosie Hidden Messages Writing Telephone Game |
| INDICATOR | 2.L.1.v. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Hidden Messages Magical Creature Writing Picture Talk Writing Telephone Game |
| INDICATOR | 2.L.1.w. | Common and proper nouns. ReadyRosie Noun Charades |
| INDICATOR | 2.L.1.x. | Use regular plural nouns orally by adding /s/ or /es/. ReadyRosie Noun Charades Picture Talk |
| INDICATOR | 2.L.1.y. | Form and use the simple verb tenses (e.g., I walked, I walk; I will walk). ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | 2.L.1.z. | Use personal, possessive, and indefinite pronouns. ReadyRosie Picture Talk |
| INDICATOR | 2.L.1.aa. | Use frequently occurring adjectives. ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | 2.L.1.cc. | Use adjectives depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| CONTENT STANDARD | ND.2.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 2.L.2. | Within the context of authentic English writing and speaking… |
| INDICATOR | Practice: | |
| INDICATOR | 2.L.2.h. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| INDICATOR | 2.L.2.j. | Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | 2.L.2.l. | Use conventional spelling for high-frequency and other studied words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | 2.L.2.m. | Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 2.L.2.o. | Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations. (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD | ND.2.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 2.L.2. | Within the context of authentic English writing and speaking… |
| INDICATOR | Display proficiency in: | |
| INDICATOR | 2.L.2.p. | Capitalize dates and names of people. ReadyRosie Write a Letter |
| INDICATOR | 2.L.2.q. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing |
| INDICATOR | 2.L.2.s. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | 2.L.2.t. | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | 2.L.2.u. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| CONTENT STANDARD | ND.2.L. | Language Standards |
| BENCHMARK | Knowledge of Language | |
| GRADE LEVEL EXPECTATION | 2.L.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| INDICATOR | 2.L.3.a. | Compare formal and informal uses of English (e.g., texting vs. presentation vs. conversation style). ReadyRosie Million Dollar Words Share Your Knowledge Sharing Chores and Your Day |
| CONTENT STANDARD | ND.2.L. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXPECTATION | 2.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| INDICATOR | 2.L.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| INDICATOR | 2.L.4.b. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 2.L.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| INDICATOR | 2.L.4.d. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). ReadyRosie Playground Compounds |
| INDICATOR | 2.L.4.e. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| CONTENT STANDARD | ND.2.L. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXPECTATION | 2.L.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | 2.L.5.a. | Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| INDICATOR | 2.L.5.b. | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ReadyRosie Let's Look Closer |
| CONTENT STANDARD | ND.2.L. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXPECTATION | 2.L.6. | Use words and phrases acquired through conversations, reading, being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Describe It Feelings Charades Funny Pictures Hink Pink How can I help my child learn new words? Share Your Knowledge Sharing Chores and Your Day What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? Wondering About Words |
| North Dakota Academic Content Standards |
| Language Arts |
| Grade: 3 - Adopted: 2017 |
| CONTENT STANDARD | ND.3.RL. | Reading Standard for Literature/Fiction |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXPECTATION | 3.RL.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text (textual evidence) 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 |
| GRADE LEVEL EXPECTATION | 3.RL.2. | Recount stories, including fables, folktales, and myths from diverse cultures to determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ReadyRosie Chapter Books Story Train Talking About Books What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 3.RL.3. | Describe characters in a story (e.g., their traits, motivations, or feelings) and their actions. 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 STANDARD | ND.3.RL. | Reading Standard for Literature/Fiction |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXPECTATION | 3.RL.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty Let's Look Closer What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 3.RL.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 STANDARD | ND.3.RL. | Reading Standard for Literature/Fiction |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | 3.RL.7. | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| GRADE LEVEL EXPECTATION | 3.RL.9. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ReadyRosie What Makes a Good Storyteller |
| CONTENT STANDARD | ND.3.RL. | Reading Standard for Literature/Fiction |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXPECTATION | 3.RL.10. | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, on grade level independently and proficiently. 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 My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Song Lyrics |
| CONTENT STANDARD | ND.3.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Key Ideas and Details | |
| GRADE LEVEL EXPECTATION | 3.RI.1. | Ask and answer questions to demonstrate understanding of a text (textual evidence), referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| GRADE LEVEL EXPECTATION | 3.RI.2. | Determine the main idea of a text and recount the key details to explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| GRADE LEVEL EXPECTATION | 3.RI.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 STANDARD | ND.3.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Craft and Structure | |
| GRADE LEVEL EXPECTATION | 3.RI.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 |
| GRADE LEVEL EXPECTATION | 3.RI.5. | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| CONTENT STANDARD | ND.3.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Integration of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | 3.RI.7. | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ReadyRosie How Far Does It Fly? |
| CONTENT STANDARD | ND.3.RI. | Reading Standards for Informational/Nonfiction Text |
| BENCHMARK | Range of Reading and Level of Text Complexity | |
| GRADE LEVEL EXPECTATION | 3.RI.10. | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, on grade level independently. 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 STANDARD | ND.3.RF. | Reading Standards: Foundational Skills |
| BENCHMARK | Phonics and Word Recognition | |
| GRADE LEVEL EXPECTATION | 3.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | 3.RF.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 3.RF.3.b. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| INDICATOR | 3.RF.3.d. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD | ND.3.RF. | Reading Standards: Foundational Skills |
| BENCHMARK | Fluency | |
| GRADE LEVEL EXPECTATION | 3.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | 3.RF.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| INDICATOR | 3.RF.4.b. | Read grade-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 |
| INDICATOR | 3.RF.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| CONTENT STANDARD | ND.3.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | 3.W.1. | Write opinion pieces on familiar topics or texts, supporting a point of view with reasons. |
| INDICATOR | 3.W.1.a. | 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? |
| INDICATOR | 3.W.1.c. | Use transitional words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. ReadyRosie This Is Important |
| INDICATOR | 3.W.1.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| CONTENT STANDARD | ND.3.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | 3.W.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| INDICATOR | 3.W.2.a. | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. ReadyRosie How Far Does It Fly? Write About a Family Tradition |
| INDICATOR | 3.W.2.b. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | 3.W.2.c. | Use transitional words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ReadyRosie Create a Song |
| INDICATOR | 3.W.2.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| CONTENT STANDARD | ND.3.W | Writing Standards |
| BENCHMARK | Text Types and Purposes | |
| GRADE LEVEL EXPECTATION | 3.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| INDICATOR | 3.W.3.a. | 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 |
| INDICATOR | 3.W.3.b. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| INDICATOR | 3.W.3.c. | Use transitional words and phrases to signal event order. ReadyRosie Create a Song Write Around |
| INDICATOR | 3.W.3.d. | Provide a sense of closure. ReadyRosie Magical Creature Writing |
| CONTENT STANDARD | ND.3.W | Writing Standards |
| BENCHMARK | Production and Distribution of Writing | |
| GRADE LEVEL EXPECTATION | 3.W.4. | Produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3.) ReadyRosie Create a Song Family Adventure List Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Write About a Family Tradition |
| GRADE LEVEL EXPECTATION | 3.W.5. | Develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.) ReadyRosie A Really Good Story This Is Important Write a Favorite Family Recipe |
| GRADE LEVEL EXPECTATION | 3.W.7. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| GRADE LEVEL EXPECTATION | 3.W.8. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| CONTENT STANDARD | ND.3.SL. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXPECTATION | 3.SL.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |
| INDICATOR | 3.SL.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? |
| INDICATOR | 3.SL.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? |
| INDICATOR | 3.SL.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 STANDARD | ND.3.SL. | Speaking and Listening Standards |
| BENCHMARK | Comprehension and Collaboration | |
| GRADE LEVEL EXPECTATION | 3.SL.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 Family Movie Night Story Train Talking About Books That's So Cool What Makes a Good Storyteller What Will You Learn? |
| GRADE LEVEL EXPECTATION | 3.SL.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 Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| CONTENT STANDARD | ND.3.SL. | Speaking and Listening Standards |
| BENCHMARK | Presentation of Knowledge and Ideas | |
| GRADE LEVEL EXPECTATION | 3.SL.4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | 3.SL.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 |
| GRADE LEVEL EXPECTATION | 3.SL.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) ReadyRosie 20 Questions Guess Who Simon Says Who's Coming to Dinner? |
| CONTENT STANDARD | ND.3.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 3.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Introduce: | |
| INDICATOR | 3.L.1.a. | Produce complex and compound-complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| CONTENT STANDARD | ND.3.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 3.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Practice: | |
| INDICATOR | 3.L.1.g. | Produce compound sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| INDICATOR | 3.L.1.h. | Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. ReadyRosie Writing Telephone Game |
| INDICATOR | 3.L.1.i. | Use regular plural nouns orally by adding /s/ or /es/. ReadyRosie Noun Charades |
| INDICATOR | 3.L.1.j. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| INDICATOR | 3.L.1.k. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| INDICATOR | 3.L.1.l. | Use possessive nouns. ReadyRosie Noun Charades |
| INDICATOR | 3.L.1.n. | Form and use comparative and superlative adjectives and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | 3.L.1.o. | Form and use comparative and superlative adverbs and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| CONTENT STANDARD | ND.3.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 3.L.1. | Within the context of authentic English writing and speaking… |
| INDICATOR | Demonstrate proficiency in: | |
| INDICATOR | 3.L.1.p. | Correctly use common homophones (e.g., to, too, two; there, their). ReadyRosie Hinky Pinky and Hinketty Pinketty |
| INDICATOR | 3.L.1.r. | Use collective nouns. ReadyRosie 20 Questions Noun Charades |
| INDICATOR | 3.L.1.s. | Form and use the past tense of frequently occurring irregular verbs. ReadyRosie Family Journaling |
| INDICATOR | 3.L.1.t. | Use verbs to convey a sense of past, present, and future. ReadyRosie Magical Creature Writing |
| INDICATOR | 3.L.1.w. | Use adverbs depending on what is to be modified. ReadyRosie Acrostic Poem |
| CONTENT STANDARD | ND.3.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 3.L.2. | Within the context of authentic English writing and speaking… |
| INDICATOR | Practice: | |
| INDICATOR | 3.L.2.c. | Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 3.L.2.j. | Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts). ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD | ND.3.L. | Language Standards |
| BENCHMARK | Conventions of Standard English | |
| GRADE LEVEL EXPECTATION | 3.L.2. | Within the context of authentic English writing and speaking… |
| INDICATOR | Display proficiency in: | |
| INDICATOR | 3.L.2.k. | Use commas in greetings and closings of letters. ReadyRosie Write a Thank You Note |
| INDICATOR | 3.L.2.m. | Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR | 3.L.2.o. | Use conventional spelling for high-frequency and other studied words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD | ND.3.L. | Language Standards |
| BENCHMARK | Knowledge of Language | |
| GRADE LEVEL EXPECTATION | 3.L.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| INDICATOR | 3.L.3.a. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Noun Charades Sharing Chores and Your Day |
| CONTENT STANDARD | ND.3.L. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXPECTATION | 3.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| INDICATOR | 3.L.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| INDICATOR | 3.L.4.b. | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | 3.L.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| INDICATOR | 3.L.4.d. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| CONTENT STANDARD | ND.3.L. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXPECTATION | 3.L.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | 3.L.5.a. | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| INDICATOR | 3.L.5.b. | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | 3.L.5.c. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer |
| CONTENT STANDARD | ND.3.L. | Language Standards |
| BENCHMARK | Vocabulary Acquisition and Use | |
| GRADE LEVEL EXPECTATION | 3.L.6. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). ReadyRosie Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Noun Charades Share Your Knowledge Sharing Chores and Your Day |
| North Dakota Academic Content Standards |
| Mathematics |
| Grade: K - Adopted: 2017 |
| CONTENT STANDARD | ND.MP. | Standards for Mathematical Practice |
| BENCHMARK | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| BENCHMARK | MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| BENCHMARK | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| BENCHMARK | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| BENCHMARK | MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| BENCHMARK | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| CONTENT STANDARD | ND.K.CC. | Counting and Cardinality |
| BENCHMARK | Know number names and the count sequence. | |
| GRADE LEVEL EXPECTATION | K.CC.1. | Count to 100 by ones and by tens. Count backward from 20 by ones. ReadyRosie Add One Car Race Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| GRADE LEVEL EXPECTATION | K.CC.2. | Count forward beginning from a given number within 100. Count backward from a given number within 10. ReadyRosie Add One Car Race Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| GRADE LEVEL EXPECTATION | K.CC.3. | Write numbers sequentially from 0 to 20. Write a given number from 0 to 20. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| CONTENT STANDARD | ND.K.CC. | Counting and Cardinality |
| BENCHMARK | Count to tell the number of objects. | |
| GRADE LEVEL EXPECTATION | K.CC.4. | Understand the relationship between numbers and quantities up to 20; connect counting to cardinality. |
| INDICATOR | K.CC.4.a. | Use one to one correspondence when counting objects. ReadyRosie Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Spill the Beans What Am I Counting? |
| INDICATOR | K.CC.4.b. | Understand that the last number name said tells the number of objects counted, regardless of their arrangement or order in which they were counted. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| INDICATOR | K.CC.4.c. | Understand that each successive number name refers to a quantity that is one more. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| CONTENT STANDARD | ND.K.CC. | Counting and Cardinality |
| BENCHMARK | Count to tell the number of objects. | |
| GRADE LEVEL EXPECTATION | K.CC.5. | Count to answer “how many?” questions. |
| INDICATOR | K.CC.5.a. | Tell how many objects up to 20 are in an arranged pattern (e.g., a line or an array) or up to 10 objects in a scattered configuration. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| INDICATOR | K.CC.5.b. | Represent a number of objects up to 20 with a written numeral. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| INDICATOR | K.CC.5.c. | Given a number from 1-20, count out that many objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| CONTENT STANDARD | ND.K.CC. | Counting and Cardinality |
| BENCHMARK | Compare numbers. | |
| GRADE LEVEL EXPECTATION | K.CC.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, using groups of up to 10 objects. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| GRADE LEVEL EXPECTATION | K.CC.7. | Compare two numbers between 1 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| CONTENT STANDARD | ND.K.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| GRADE LEVEL EXPECTATION | K.OA.1. | Represent addition and subtraction in a variety of ways. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| GRADE LEVEL EXPECTATION | K.OA.2. | Use an appropriate strategy to solve word problems that involve adding and subtracting within 10. ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| GRADE LEVEL EXPECTATION | K.OA.3. | Decompose numbers less than or equal to 10 into multiple combinations of two parts. Record each decomposition with a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| GRADE LEVEL EXPECTATION | K.OA.4. | Find the number that makes 10 when added to a given number from 1 to 9. Record with a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| GRADE LEVEL EXPECTATION | K.OA.5. | Fluently add and subtract within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| CONTENT STANDARD | ND.K.NB. | Number and Operations in Base Ten |
| BENCHMARK | Work with numbers 11-19 to gain foundations for place value. | |
| GRADE LEVEL EXPECTATION | K.NBT.1. | Compose and decompose numbers from 11 to 19 using a group of ten ones and additional ones. Record each composition or decomposition with a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| CONTENT STANDARD | ND.K.MD. | Measurement and Data |
| BENCHMARK | Describe and compare measurable attributes. | |
| GRADE LEVEL EXPECTATION | K.MD.1. | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| GRADE LEVEL EXPECTATION | K.MD.2. | Compare two objects with a common measurable attribute and describe the difference. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing The Right Size |
| CONTENT STANDARD | ND.K.MD. | Measurement and Data |
| BENCHMARK | Classify objects and count the number of objects in each category. | |
| GRADE LEVEL EXPECTATION | K.MD.3. | Classify objects into given categories limiting the number in each category to 10 or less. Count the numbers of objects in each category and sort the categories by count. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| CONTENT STANDARD | ND.K.G. | Geometry |
| BENCHMARK | Identify and describe shapes and solids (squares, circles, triangles, rectangles, cubes, and spheres). | |
| GRADE LEVEL EXPECTATION | K.G.1. | Describe objects in the environment using names of shapes and solids (squares, circles, triangles, rectangles, cubes, and spheres). ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| GRADE LEVEL EXPECTATION | K.G.2. | Correctly name shapes and solids (squares, circles, triangles, rectangles, cubes, and spheres) regardless of their orientations or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| GRADE LEVEL EXPECTATION | K.G.3. | Identify shapes and solids (squares, circles, triangles, rectangles, cubes, and spheres) as two-dimensional or three-dimensional. ReadyRosie Shape Scavenger Hunt |
| CONTENT STANDARD | ND.K.G. | Geometry |
| BENCHMARK | Compare, classify, and compose shapes. | |
| GRADE LEVEL EXPECTATION | K.G.4. | Compare and classify two-dimensional shapes (squares, circles, triangles, rectangles) of different sizes and orientations, using informal language to describe their similarities, differences, and attributes. ReadyRosie Shape Scavenger Hunt |
| GRADE LEVEL EXPECTATION | K.G.6. | Compose a new shape by combining two or more simple shapes. ReadyRosie Is it a Triangle? |
| North Dakota Academic Content Standards |
| Mathematics |
| Grade: 1 - Adopted: 2017 |
| CONTENT STANDARD | ND.MP. | Standards for Mathematical Practice |
| BENCHMARK | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| BENCHMARK | 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? |
| BENCHMARK | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| BENCHMARK | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| BENCHMARK | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| BENCHMARK | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| CONTENT STANDARD | ND.1.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Represent and solve problems involving addition and subtraction. | |
| GRADE LEVEL EXPECTATION | 1.OA.1. | Use strategies to add and subtract within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 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... |
| GRADE LEVEL EXPECTATION | 1.OA.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| CONTENT STANDARD | ND.1.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| GRADE LEVEL EXPECTATION | 1.OA.3. | Apply properties of operations as strategies to add and subtract. ReadyRosie Fishing for Doubles |
| GRADE LEVEL EXPECTATION | 1.OA.4. | Demonstrate understanding of subtraction as an unknown-addend 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 Dimes Ten Scoops |
| CONTENT STANDARD | ND.1.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Add and subtract within 20. | |
| GRADE LEVEL EXPECTATION | 1.OA.5. | Relate counting to addition and subtraction. ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| GRADE LEVEL EXPECTATION | 1.OA.6. | Use strategies to add and subtract within 20. Fluently add and subtract within 10. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| CONTENT STANDARD | ND.1.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Work with addition and subtraction equations. | |
| GRADE LEVEL EXPECTATION | 1.OA.8. | Determine the unknown whole number in an addition or subtraction equation that uses three whole numbers. ReadyRosie Where Did I Start? |
| CONTENT STANDARD | ND.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Extend the counting sequence. | |
| GRADE LEVEL EXPECTATION | 1.NBT.1. | Count forward and backward within 120, starting at any given number. Read and write numerals within 120. Represent a number of objects up to 120 with a written numeral. ReadyRosie Car Race I Can Make You Say 21 Sneaky Math Note Spill the Beans Ten in a Row |
| CONTENT STANDARD | ND.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| GRADE LEVEL EXPECTATION | 1.NBT.2. | Demonstrate understanding that the two digits of a two-digit number represent amounts of tens and ones, including: |
| INDICATOR | 1.NBT.2.a. | 10 can be thought of as a bundle of ten ones — called a “ten.” ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | 1.NBT.2.b. | The numbers from 11 to 19 are composed of a ten and additional ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | 1.NBT.2.c. | Multiples of 10 up to 90 represent a number of tens and 0 ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| CONTENT STANDARD | ND.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| GRADE LEVEL EXPECTATION | 1.NBT.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| CONTENT STANDARD | ND.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| GRADE LEVEL EXPECTATION | 1.NBT.4. | Demonstrate understanding of place value when adding two-digit numbers within 100. Use concrete models or drawing strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to add and subtract within 100. Relate the strategy to a written method and explain the reasoning used. |
| INDICATOR | 1.NBT.4.b. | Add a two-digit number and a multiple of 10. ReadyRosie Broken Calculator Keys Ten Dimes |
| CONTENT STANDARD | ND.1.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| GRADE LEVEL EXPECTATION | 1.NBT.5. | Mentally add or subtract 10 to or from a given two-digit number. Explain the reasoning used. ReadyRosie Ten More |
| GRADE LEVEL EXPECTATION | 1.NBT.6. | Use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to subtract multiples of 10 in the range of 10-90 from multiples of 10 in the same range resulting in a positive or zero difference. Use a written method to explain the strategy. ReadyRosie Ten More |
| CONTENT STANDARD | ND.1.MD. | Measurement and Data |
| BENCHMARK | Measure lengths indirectly and by iterating length units. | |
| GRADE LEVEL EXPECTATION | 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 |
| GRADE LEVEL EXPECTATION | 1.MD.2. | Demonstrate understanding that the length measurement of an object is the number of same-size length units that span the object with no gaps or overlaps. Measure and express the length of an object using whole non-standards units. ReadyRosie Hunt and Measure |
| CONTENT STANDARD | ND.1.MD. | Measurement and Data |
| BENCHMARK | Work with time. | |
| GRADE LEVEL EXPECTATION | 1.MD.3. | Tell and write time to the hour and half-hour (including o’clock and half past) using analog and digital clocks. ReadyRosie Body Clock |
| CONTENT STANDARD | ND.1.MD. | Measurement and Data |
| BENCHMARK | Represent and interpret data. | |
| GRADE LEVEL EXPECTATION | 1.MD.4. | Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ReadyRosie Survey Says |
| CONTENT STANDARD | ND.1.MD. | Measurement and Data |
| BENCHMARK | Identify and count money. | |
| GRADE LEVEL EXPECTATION | 1.MD.5. | Identify and tell the value of a dollar bill, quarter, dime, nickel, and penny. ReadyRosie Counting Coins |
| GRADE LEVEL EXPECTATION | 1.MD.6. | Count and tell the value of combinations of dimes and pennies up to one dollar. ReadyRosie Counting Coins |
| CONTENT STANDARD | ND.1.G. | Geometry |
| BENCHMARK | Reason with shapes and solids and their attributes (squares, circles, triangles, rectangles, trapezoids, rhombuses, pentagons, hexagons, octagons, cubes, spheres, cylinders, cones, triangular prisms, and rectangular prisms). | |
| GRADE LEVEL EXPECTATION | 1.G.1. | Distinguish between defining attributes versus non-defining attributes. Use defining attributes to build and draw two-dimensional shapes (squares, circles, triangles, rectangles, trapezoids, rhombuses, pentagons, hexagons, octagons). ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| GRADE LEVEL EXPECTATION | 1.G.2. | Compose a new shape or solid from two-dimensional shapes and/or three-dimensional solids (squares, circles, triangles, rectangles, trapezoids, rhombuses, pentagons, hexagons, octagons, cubes, spheres, cylinders, cones, triangular prisms, and rectangular prisms). ReadyRosie Folding a Blanket Paper Airplane Geometry |
| GRADE LEVEL EXPECTATION | 1.G.3. | Partition circles and rectangles into two equal shares. Describe the shares using the word halves, and use the phrase half of. Describe the whole as two of the shares. ReadyRosie Folding Napkins Making Playdough Together |
| North Dakota Academic Content Standards |
| Mathematics |
| Grade: 2 - Adopted: 2017 |
| CONTENT STANDARD | ND.MP. | Standards for Mathematical Practice |
| BENCHMARK | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| BENCHMARK | 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 |
| BENCHMARK | MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| BENCHMARK | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| BENCHMARK | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| BENCHMARK | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| CONTENT STANDARD | ND.2.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Represent and solve problems involving addition and subtraction. | |
| GRADE LEVEL EXPECTATION | 2.OA.1. | Use strategies to add and subtract within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. ReadyRosie Can I Stump You? Even or Odd? Family Math Book Input Output Make One Up Restaurant Story Problems |
| CONTENT STANDARD | ND.2.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Add and subtract within 20. | |
| GRADE LEVEL EXPECTATION | 2.OA.2. | Use mental strategies to fluently add and subtract within 20. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| CONTENT STANDARD | ND.2.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Work with equal groups of objects to gain foundations for multiplication. | |
| GRADE LEVEL EXPECTATION | 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 STANDARD | ND.2.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| GRADE LEVEL EXPECTATION | 2.NBT.1. | Demonstrate understanding that the three digits of a three-digit number represent amounts of hundreds, tens, and ones, including: |
| INDICATOR | 2.NBT.1.a. | 100 can be thought of as a bundle of ten tens called a “hundred”. ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| INDICATOR | 2.NBT.1.b. | Multiples of 100 represent a number of hundreds, 0 tens, and 0 ones. ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| CONTENT STANDARD | ND.2.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Understand place value. | |
| GRADE LEVEL EXPECTATION | 2.NBT.2. | Count forward and backward from any given number within 1000. Skip-count by 5s, 10s, and 100s. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| GRADE LEVEL EXPECTATION | 2.NBT.3. | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| GRADE LEVEL EXPECTATION | 2.NBT.4. | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, recording the results of comparisons with the symbols >, =, and <. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| CONTENT STANDARD | ND.2.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| GRADE LEVEL EXPECTATION | 2.NBT.5. | Use strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to fluently add and subtract within 100. 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? |
| GRADE LEVEL EXPECTATION | 2.NBT.6. | Use strategies based on place value and properties of operations to add up to four two-digit numbers. 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 |
| GRADE LEVEL EXPECTATION | 2.NBT.7. | Demonstrate understanding of place value within 1000 when adding and subtracting three-digit numbers. Use concrete models or drawings and strategies based on place value, properties of operation, and/or the relationship between addition and subtraction to add and subtract within 1000. Use a written method to explain the strategy. ReadyRosie 2-Digit Addition War Addition War All About My Number 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? Less Than Place Value Battle Place Value Dice Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| GRADE LEVEL EXPECTATION | 2.NBT.8. | Mentally add or subtract 10 or 100 to or from a given number between 100 and 900. ReadyRosie Dollars and Dice |
| CONTENT STANDARD | ND.2.MD. | Measurement and Data |
| BENCHMARK | Measure and estimate lengths in standard units. | |
| GRADE LEVEL EXPECTATION | 2.MD.1. | Select and use appropriate tools to measure the length of an object. ReadyRosie Three Questions |
| GRADE LEVEL EXPECTATION | 2.MD.3. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| GRADE LEVEL EXPECTATION | 2.MD.4. | Measure to determine how much longer one object is than another, expressing the difference with a standard unit of measurement. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD | ND.2.MD. | Measurement and Data |
| BENCHMARK | Work with time and money. | |
| GRADE LEVEL EXPECTATION | 2.MD.8. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. ReadyRosie What's in a Dollar? |
| CONTENT STANDARD | ND.2.MD. | Measurement and Data |
| BENCHMARK | Represent and interpret data. | |
| GRADE LEVEL EXPECTATION | 2.MD.9. | Generate data by measuring lengths of objects to the nearest whole standard unit. Show the measurements by making a line plot, using a horizontal scale marked off in whole-number units. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD | ND.2.G. | Geometry |
| BENCHMARK | Reason with shapes and their attributes (squares, circles, triangles, rectangles, trapezoids, rhombuses, pentagons, hexagons, octagons, parallelograms, quadrilaterals, cubes, spheres, cylinders, cones, triangular prisms, and rectangular prisms). | |
| GRADE LEVEL EXPECTATION | 2.G.1. | Identify trapezoids, rhombuses, pentagons, hexagons, octagons, parallelograms, quadrilaterals, cubes, spheres, cylinders, cones, triangular prisms, rectangular prisms. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. ReadyRosie Mystery Shape Paper Airplane Geometry |
| GRADE LEVEL EXPECTATION | 2.G.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number. ReadyRosie An Array of Brownies |
| GRADE LEVEL EXPECTATION | 2.G.3. | Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that identical wholes can be equally divided in different ways. Demonstrate understanding that partitioning shapes into more equal shares creates smaller shares. ReadyRosie Counting Fractions |
| North Dakota Academic Content Standards |
| Mathematics |
| Grade: 3 - Adopted: 2017 |
| CONTENT STANDARD | ND.MP. | Standards for Mathematical Practice |
| BENCHMARK | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| BENCHMARK | MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| BENCHMARK | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| BENCHMARK | MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| BENCHMARK | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| BENCHMARK | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| CONTENT STANDARD | ND.3.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Represent and solve problems involving multiplication and division. | |
| GRADE LEVEL EXPECTATION | 3.OA.1. | Interpret and model products of whole numbers. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| GRADE LEVEL EXPECTATION | 3.OA.2. | Interpret and model whole-number quotients of whole numbers, as the number in a group or the number of groups. ReadyRosie Fair Share What's the Difference? |
| GRADE LEVEL EXPECTATION | 3.OA.3. | Using drawings and equations with a symbol for an unknown number, solve multiplication and division word problems within 100 in situations involving equal groups, arrays, and measurement quantities. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| GRADE LEVEL EXPECTATION | 3.OA.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. ReadyRosie Math Mind Reading Parts Unknown |
| CONTENT STANDARD | ND.3.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Understand properties of multiplication and the relationship between multiplication and division. | |
| GRADE LEVEL EXPECTATION | 3.OA.5. | Apply properties of operations as strategies to multiply and divide (without the use of formal terms). ReadyRosie I Spy Sums and Products Multiplication War |
| GRADE LEVEL EXPECTATION | 3.OA.6. | Understand division as an unknown-factor problem. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| CONTENT STANDARD | ND.3.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Multiply and divide within 100 | |
| GRADE LEVEL EXPECTATION | 3.OA.7. | Using mental strategies, fluently multiply and divide within 100. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| CONTENT STANDARD | ND.3.OA. | Operations and Algebraic Thinking |
| BENCHMARK | Solve problems involving the four operations, and identify and explain patterns in arithmetic. | |
| GRADE LEVEL EXPECTATION | 3.OA.8. | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| CONTENT STANDARD | ND.3.NBT. | Number and Operations in Base Ten |
| BENCHMARK | Use place value understanding and properties of operations to perform multi-digit arithmetic. | |
| GRADE LEVEL EXPECTATION | 3.NBT.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| GRADE LEVEL EXPECTATION | 3.NBT.2. | Using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction, fluently add and subtract within 1000. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| CONTENT STANDARD | ND.3.NF. | Number and Operations – Fractions |
| BENCHMARK | Develop understanding of fractions as numbers. | |
| GRADE LEVEL EXPECTATION | 3.NF.1. | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction a/b as the quantity formed by “a” parts of size 1/b. ReadyRosie Fractions on a Number Line Shape Up! |
| CONTENT STANDARD | ND.3.NF. | Number and Operations – Fractions |
| BENCHMARK | Develop understanding of fractions as numbers. | |
| GRADE LEVEL EXPECTATION | 3.NF.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| INDICATOR | 3.NF.3.a. | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. ReadyRosie Sharing an Apple |
| INDICATOR | 3.NF.3.b. | Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent using a visual fraction model. ReadyRosie Sharing an Apple |
| INDICATOR | 3.NF.3.c. | Recognize fractions, a/1 or a/a, that are equivalent to whole numbers. Express whole numbers as fractions, a/1 or a/a. ReadyRosie Fractions on a Number Line Shape Up! |
| INDICATOR | 3.NF.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. ReadyRosie Fractions on a Number Line |
| INDICATOR | 3.NF.3.e. | Recognize that comparisons are valid only when the two fractions refer to the same whole. ReadyRosie Fractions on a Number Line |
| INDICATOR | 3.NF.3.f. | Record the results of comparisons with the symbols >, =, or <, and justify the conclusions by using a visual fraction model. ReadyRosie Fractions on a Number Line |
| CONTENT STANDARD | ND.3.MD. | Measurement and Data |
| BENCHMARK | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. | |
| GRADE LEVEL EXPECTATION | 3.MD.1. | Tell and write time to the nearest minute and measure time intervals in minutes. Solve elapsed time word problems on the hour and the half hour, using a variety of strategies. ReadyRosie Now is the Time |
| GRADE LEVEL EXPECTATION | 3.MD.2. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| CONTENT STANDARD | ND.3.MD. | Measurement and Data |
| BENCHMARK | Represent and interpret data | |
| GRADE LEVEL EXPECTATION | 3.MD.3. | Draw scaled picture graphs and scaled bar graphs to represent data sets with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. ReadyRosie Graphing Walking Goals |
| GRADE LEVEL EXPECTATION | 3.MD.4. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked in appropriate units—whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD | ND.3.MD. | Measurement and Data |
| BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| GRADE LEVEL EXPECTATION | 3.MD.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| INDICATOR | 3.MD.5.a. | A square with a side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| INDICATOR | 3.MD.5.b. | A plane figure, which can be covered without gaps or overlaps by n unit squares, is said to have an area of n square units. ReadyRosie Cracker Perimeter & Area |
| CONTENT STANDARD | ND.3.MD. | Measurement and Data |
| BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| GRADE LEVEL EXPECTATION | 3.MD.6. | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). ReadyRosie Cracker Perimeter & Area |
| CONTENT STANDARD | ND.3.MD. | Measurement and Data |
| BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| GRADE LEVEL EXPECTATION | 3.MD.7. | Relate area to the operations of multiplication and addition. |
| INDICATOR | 3.MD.7.b. | Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. ReadyRosie An Array of Brownies |
| INDICATOR | 3.MD.7.c. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a ח c. Use area models to represent the distributive property in mathematical reasoning. ReadyRosie I Spy Sums and Products |
| CONTENT STANDARD | ND.3.G. | Geometry |
| BENCHMARK | Reason with shapes and their attributes. | |
| GRADE LEVEL EXPECTATION | 3.G.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. ReadyRosie Counting Fractions Shape Up! |
| North Dakota Academic Content Standards |
| Science |
| Grade: K - Adopted: 2019 |
| CONTENT STANDARD | Science and Engineering Practices | |
| BENCHMARK | 1 | Asking questions and defining problems |
| GRADE LEVEL EXPECTATION | Asking questions and defining problems in K-12 builds on prior experiences and progresses to simple descriptive questions. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD | Science and Engineering Practices | |
| BENCHMARK | 3 | Planning and carrying out investigations |
| GRADE LEVEL EXPECTATION | Planning and carrying out K-12 investigations to answer questions or test solutions to problems build on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD | Engineering & Technology (ET) | |
| BENCHMARK | K-2-ET1. | Engineering & Technology |
| GRADE LEVEL EXPECTATION | K-2-ET1-1. | Ask questions, make observations, and gather information to define a simple problem (a situation people want to change) that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| GRADE LEVEL EXPECTATION | K-2-ET1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD | Life Science (LS) | |
| BENCHMARK | K-LS1. | From Molecules to Organisms: Structures and Processes |
| GRADE LEVEL EXPECTATION | K-LS1-1. | Describe patterns, through observation, of what plants and animals (including humans) need to survive. ReadyRosie Family Sensory Walk |
| CONTENT STANDARD | Earth and Space Science (ESS) | |
| BENCHMARK | K-ESS3. | Earth and Human Activity |
| GRADE LEVEL EXPECTATION | K-ESS3-1. | Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model. ReadyRosie Family Sensory Walk |
| North Dakota Academic Content Standards |
| Science |
| Grade: 1 - Adopted: 2019 |
| CONTENT STANDARD | Science and Engineering Practices | |
| BENCHMARK | 1 | Asking questions and defining problems |
| GRADE LEVEL EXPECTATION | Asking questions and defining problems in K-12 builds on prior experiences and progresses to simple descriptive questions. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD | Science and Engineering Practices | |
| BENCHMARK | 3 | Planning and carrying out investigations |
| GRADE LEVEL EXPECTATION | Planning and carrying out K-12 investigations to answer questions or test solutions to problems build on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD | Engineering & Technology (ET) | |
| BENCHMARK | K-2-ET1. | Engineering & Technology |
| GRADE LEVEL EXPECTATION | K-2-ET1-1. | Ask questions, make observations, and gather information to define a simple problem (a situation people want to change) that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| GRADE LEVEL EXPECTATION | K-2-ET1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD | Life Science (LS) | |
| BENCHMARK | 1-LS3. | Heredity: Inheritance and Variation of Traits |
| GRADE LEVEL EXPECTATION | 1-LS3-1. | Construct an evidence-based account, through observation, that young plants and animals are alike, but not exactly like, their parents. ReadyRosie Family Sensory Walk |
| North Dakota Academic Content Standards |
| Science |
| Grade: 2 - Adopted: 2019 |
| CONTENT STANDARD | Science and Engineering Practices | |
| BENCHMARK | 1 | Asking questions and defining problems |
| GRADE LEVEL EXPECTATION | Asking questions and defining problems in K-12 builds on prior experiences and progresses to simple descriptive questions. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD | Science and Engineering Practices | |
| BENCHMARK | 3 | Planning and carrying out investigations |
| GRADE LEVEL EXPECTATION | Planning and carrying out K-12 investigations to answer questions or test solutions to problems build on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD | Engineering & Technology (ET) | |
| BENCHMARK | K-2-ET1. | Engineering & Technology |
| GRADE LEVEL EXPECTATION | K-2-ET1-1. | Ask questions, make observations, and gather information to define a simple problem (a situation people want to change) that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| GRADE LEVEL EXPECTATION | K-2-ET1-3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| North Dakota Academic Content Standards |
| Science |
| Grade: 3 - Adopted: 2019 |
| CONTENT STANDARD | Science and Engineering Practices | |
| BENCHMARK | 1 | Asking questions and defining problems |
| GRADE LEVEL EXPECTATION | Asking questions and defining problems in K-12 builds on prior experiences and progresses to simple descriptive questions. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD | Science and Engineering Practices | |
| BENCHMARK | 3 | Planning and carrying out investigations |
| GRADE LEVEL EXPECTATION | Planning and carrying out K-12 investigations to answer questions or test solutions to problems build on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. ReadyRosie Ramp Car Racing |