Ohio Learning Standards
| Main Criteria: Ohio Learning Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Ohio Learning Standards |
| Health and PE |
| Grade: K - Adopted: 2009 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.5. | Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. |
| STANDARD / BENCHMARK | 5.A: | Know and follow procedures and safe practices. |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.A:1. | Respond positively to reminders of appropriate safety procedures. ReadyRosie Clap and Count Emotion Meter Scale Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.A:3. | Work independently and safely in self and shared space. ReadyRosie Clap and Count Emotion Meter Scale Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.A:4. | Explain rules related to safety and activity-specific procedures. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.5. | Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. |
| STANDARD / BENCHMARK | 5.B: | Demonstrate responsible behavior in physical activity settings. |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:1. | Follow instructions and class procedures while participating in physical education activities. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:2. | Demonstrate cooperation and consideration of others in partner and group physical activities. ReadyRosie Clap and Count Fishing for Tens Super Kindness |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:3. | Demonstrate willingness to work with a variety of partners in physical education activities. ReadyRosie Favorite People Place Cards |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.6. | Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| STANDARD / BENCHMARK | 6.B: | Discover that physical activities promote self-expression and positive social interaction. |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.B:3. | Describe feelings that result from participation in physical activity. ReadyRosie Emotion Meter Scale |
| Ohio Learning Standards |
| Health and PE |
| Grade: 1 - Adopted: 2009 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.5. | Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. |
| STANDARD / BENCHMARK | 5.A: | Know and follow procedures and safe practices. |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.A:1. | Respond positively to reminders of appropriate safety procedures. ReadyRosie Clap and Count Emotion Meter Scale Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.A:4. | Explain rules related to safety and activity-specific procedures. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.5. | Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. |
| STANDARD / BENCHMARK | 5.B: | Demonstrate responsible behavior in physical activity settings. |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:1. | Follow instructions and class procedures while participating in physical education activities. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:2. | Describe examples of cooperation and sharing in a variety of physical activities. ReadyRosie Clap and Count Fishing for Tens Folding a Blanket Super Kindness |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.6. | Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| STANDARD / BENCHMARK | 6.A: | Enjoy participation in a variety of physical activities. |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:2. | Sustain effort to complete tasks. ReadyRosie Books on the Go Routine Strategy: Transition Timer |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:3. | Express pleasure from trying a new activity or learning a new skill. ReadyRosie Emotion Meter Scale |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:4. | Invite someone to participate in a favorite physical activity. ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:5. | Identify positive feelings that result from participation in physical activity. ReadyRosie Emotion Meter Scale |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.6. | Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| STANDARD / BENCHMARK | 6.B: | Discover that physical activities promote self-expression and positive social interaction. |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.B:3. | Express personal feelings about progress in learning a new skill. ReadyRosie Emotion Meter Scale |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.B:4. | Identify feelings that result from participation in physical activity, alone and with others. ReadyRosie Clap and Count Emotion Meter Scale Folding a Blanket Super Kindness |
| Ohio Learning Standards |
| Health and PE |
| Grade: 2 - Adopted: 2009 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3. | Participates regularly in physical activity. |
| STANDARD / BENCHMARK | 3.A: | Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity. |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.A:4. | Discuss positive feelings that are associated with physical activity. ReadyRosie Emotion Meter Scale |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.5. | Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. |
| STANDARD / BENCHMARK | 5.A: | Know and follow procedures and safe practices. |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.A:1. | Respond positively to reminders of appropriate safety procedures. ReadyRosie Emotion Meter Scale Is my child overscheduled? Routine Strategy: Transition Timer Simon Says This Is Important |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.A:4. | Explain rules related to safety and activity-specific procedures. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.5. | Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. |
| STANDARD / BENCHMARK | 5.B: | Demonstrate responsible behavior in physical activity settings. |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:1. | Follow instructions and class procedures while participating in physical activities. ReadyRosie Conversation Starters Emotion Meter Scale How do I get my child to______? Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Subtraction War |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:2. | Demonstrate cooperation with others when resolving conflicts. ReadyRosie Subtraction War |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:3. | Take turns using equipment or performing a task. ReadyRosie Fair Share Super Kindness |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:4. | Interact positively with others in partner and small group activities without regard to individual differences. ReadyRosie Fair Share Super Kindness |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.6. | Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| STANDARD / BENCHMARK | 6.A: | Enjoy participation in a variety of physical activities. |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:3. | Encourage someone to try to perform a movement task, skill or sequence. ReadyRosie Subtraction War This Is Important |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:4. | Enjoy participating with others to accomplish a movement challenge. ReadyRosie Fair Share Super Kindness |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:5. | Identify positive feelings that result from participation in physical activity. ReadyRosie Emotion Meter Scale |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.6. | Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| STANDARD / BENCHMARK | 6.B: | Discover that physical activities promote self-expression and positive social interaction. |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.B:3. | Express personal feelings about progress made learning a new skill or improving a previously learned skill. ReadyRosie Emotion Meter Scale |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.B:4. | Enjoy participating with others to accomplish a movement challenge or achieve a physical activity goal. ReadyRosie Fair Share Super Kindness This Is Important |
| Ohio Learning Standards |
| Health and PE |
| Grade: 3 - Adopted: 2009 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.5. | Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. |
| STANDARD / BENCHMARK | 5.A: | Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings. |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.A:1. | Follow rules and safe practices in class activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.5. | Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. |
| STANDARD / BENCHMARK | 5.B: | Interact and communicate positively with others. |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:1. | Work cooperatively with a partner in the development of an activity, dance sequence or game. ReadyRosie Fair Share Super Kindness |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:2. | Cooperate with a partner or small group by taking turns and sharing equipment. ReadyRosie Fair Share Super Kindness |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:3. | Demonstrate acceptance of skill and ability of others through verbal and non-verbal behavior. ReadyRosie Emotion Meter Scale Is my child overscheduled? Routine Strategy: Transition Timer Simon Says This Is Important |
| BENCHMARK / GRADE LEVEL INDICATOR | 5.B:4. | Demonstrate cooperation with others when resolving conflict. ReadyRosie Fair Share Super Kindness |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.6. | Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| STANDARD / BENCHMARK | 6.A: | Appreciate physical activities that promote self challenge and enjoyment. |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:1. | Identify positive feelings associated with participation in physical activity. ReadyRosie Emotion Meter Scale |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:3. | Explain reasons for selecting a particular physical activity as a favorite. ReadyRosie Emotion Meter Scale |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.A:4. | Demonstrate enjoyment (e.g., smiling, positive reinforcement, high five) while participating with others during activity. ReadyRosie Emotion Meter Scale Is my child overscheduled? Routine Strategy: Transition Timer Simon Says This Is Important |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.6. | Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| STANDARD / BENCHMARK | 6.B: | Appreciate physical activities that promote self-expression and social and group interaction. |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.B:1. | Discuss personal feelings, thoughts or ideas that result from participation in physical activities with others (e.g., dance sequence, game). ReadyRosie Emotion Meter Scale |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.B:2. | Recognize that physical activity provides opportunities for social interaction. ReadyRosie Fair Share Super Kindness |
| BENCHMARK / GRADE LEVEL INDICATOR | 6.B:3. | Interact positively with partners or small groups in a variety of physical activity settings. ReadyRosie Fair Share Super Kindness |
| Ohio Learning Standards |
| Language Arts |
| Grade: K - Adopted: 2017 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ReadyRosie Book Cover Conversations Daily Conclusions Is It Real? Isn't That Bold? Making Connections Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? Who Am I? Wordless Picture Books |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.2. | Determine central ideas or themes of a text and analyze their development; provide a summary or thorough analysis of the text, including the appropriate components. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific language choices shape meaning, mood, or tone of the text. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. ReadyRosie Reading Rhymes |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.6. | Assess how point of view, perspective, or purpose shapes the content and style of a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie 20 Questions Draw A Memorable Story Daily Reading Routines Family Movie Night I Went to the Zoo and Saw Making Connections Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Reading and Making Connections Seeing the Story What Do I Like? What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.10. | Read, comprehend, and respond to complex literary and informational texts independently and proficiently. ReadyRosie Building a Fort Daily Reading Routines I Read to You, You Read to Me Making Connections Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story Tips for helping your child love reading What Do I Like? You Know It! |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 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? Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | PRODUCTION AND DISTRIBUTION OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie A Memorable Story All About Me All About My Family Captioning Your Childhood Create a Crazy Character Family Adventure List Here Are the Facts I Found This I Know All About Labeling Your Story Make a Card Make a List Make an Invitation Math Journal Walk My Family Journal My First Journal Nature Journaling Share Your Knowledge Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Tips for storytelling: Using your voice Who Am I? Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie Color Poem Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Guess Who I Found This I Want to Know About Let's Explore Nature Journaling |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.8. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. ReadyRosie Nature Journaling |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | RANGE OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) fora range of tasks, purposes, and audiences. ReadyRosie A Memorable Story All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Labeling Your Story Make a Card Make a List Make an Invitation Math Journal Walk My Family Journal My First Journal Nature Journaling Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. ReadyRosie A Memorable Story Building a Fort Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw A Memorable Story Daily Reading Routines Family Movie Night I Went to the Zoo and Saw Making Connections Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Reading and Making Connections Seeing the Story What Do I Like? What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STANDARD / BENCHMARK | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ReadyRosie Share Your Knowledge Sharing Chores and Your Day Who Am I? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.5. | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. ReadyRosie Here Are the Facts |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Here Are the Facts Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | KNOWLEDGE OF LANGUAGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.3. | Apply knowledge of language to understand how language functions indifferent contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.5. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ReadyRosie Nursery Rhymes |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.6. | Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.K. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.K.2. | With prompting and support, retell familiar stories, including key details. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.K.3. | With prompting and support, identify characters, settings, and major events in a story. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.K. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.K.4. | Ask and answer questions about unknown words in a text. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.K.5. | Recognize common types of texts (e.g., storybooks, poems). ReadyRosie What Do I Like? |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.K.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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.K. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.K.7. | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.K.9. | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.K. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.K.10. | Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.K. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.K.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie What's Cool About Nonfiction? |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.K.2. | With prompting and support, identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.K. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.K.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.K. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.K.7. | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). ReadyRosie Books I Like How Far Does It Fly? |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.K.8. | With prompting and support, identify the reasons an author gives to support points in a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.K. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.K.10. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.K. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | PRINT CONCEPTS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.K.1. | Demonstrate understanding of the organization and basic features of print. |
| PROFICIENCY LEVEL | RF.K.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| PROFICIENCY LEVEL | RF.K.1.c. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| PROFICIENCY LEVEL | RF.K.1.d. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.K. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | PHONOLOGICAL AWARENESS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.K.2. | Demonstrate understanding of spoken words, syllables, and phonemes (sounds). |
| PROFICIENCY LEVEL | RF.K.2.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| PROFICIENCY LEVEL | RF.K.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| PROFICIENCY LEVEL | RF.K.2.d. | Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| PROFICIENCY LEVEL | RF.K.2.e. | Add or substitute individual phonemes (sounds) in simple, one-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.K. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | PHONICS AND WORD RECOGNITION | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.K.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| PROFICIENCY LEVEL | RF.K.3.a. | Demonstrate basic knowledge of one-to-one grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| PROFICIENCY LEVEL | RF.K.3.b. | Associate the long and short sounds with common spellings (graphemes) for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| PROFICIENCY LEVEL | RF.K.3.c. | Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| PROFICIENCY LEVEL | RF.K.3.d. | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.K. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | FLUENCY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.K.4. | Read emergent-reader texts 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? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.K. | Writing Standards K–12 |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.K.1. | Use a combination of drawing, dictating, and writing to compose opinion pieces that tell a reader the topic or the name of the book being written about and express 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 |
| BENCHMARK / GRADE LEVEL INDICATOR | W.K.2. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name what is being written about and 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 a Card Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | W.K.3. | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 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? Write Me a Story |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.K. | Writing Standards K–12 |
| STANDARD / BENCHMARK | PRODUCTION AND DISTRIBUTION OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.K.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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.K. | Writing Standards K–12 |
| STANDARD / BENCHMARK | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.K.7. | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| BENCHMARK / GRADE LEVEL INDICATOR | W.K.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.K. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.K.1. | Participate in collaborative conversations about kindergarten topics and texts with diverse partners in small and larger groups. |
| PROFICIENCY LEVEL | SL.K.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ReadyRosie 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? |
| PROFICIENCY LEVEL | SL.K.1.b. | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.K. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.K.2. | Confirm understanding of a text read aloud or information presented in various media and other formats (e.g., orally) by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw A Memorable Story Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Making Connections Pattern Books Seeing the Story Storytelling with a Picture Book |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.K.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.K. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.K.4. | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.K.5. | Add drawings or other visual displays to descriptions as desired to provide additional detail. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.K.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? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.K. | Language Standards K–12 |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| PROFICIENCY LEVEL | L.K.1.a. | Print many upper- and lowercase letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| PROFICIENCY LEVEL | L.K.1.b. | Use frequently occurring nouns and verbs. ReadyRosie All About My Family |
| PROFICIENCY LEVEL | L.K.1.d. | Understand and use interrogatives (question words) (e.g., who, what, where, when, why, how). ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| PROFICIENCY LEVEL | L.K.1.f. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.K. | Language Standards K–12 |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.K.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| PROFICIENCY LEVEL | L.K.2.a. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| PROFICIENCY LEVEL | L.K.2.b. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| PROFICIENCY LEVEL | L.K.2.c. | Write a letter or letters for most consonant and short-vowel phonemes (sounds). ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture You Know It! |
| PROFICIENCY LEVEL | L.K.2.d. | 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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.K. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.K.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| PROFICIENCY LEVEL | L.K.5.a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| PROFICIENCY LEVEL | L.K.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms (opposites). ReadyRosie Speedy Synonyms |
| PROFICIENCY LEVEL | L.K.5.d. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.K. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.K.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| Ohio Learning Standards |
| Language Arts |
| Grade: 1 - Adopted: 2017 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ReadyRosie Chapter Books Daily Conclusions Funny Pictures How To Is It Real? Story Train Storytelling with a Picture Book Using Clues to Figure it Out What Do I Like? What Makes a Good Storyteller What's Cool About Nonfiction? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.2. | Determine central ideas or themes of a text and analyze their development; provide a summary or thorough analysis of the text, including the appropriate components. ReadyRosie Chapter Books Funny Pictures How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific language choices shape meaning, mood, or tone of the text. ReadyRosie Feelings Charades Let's Look Closer Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.5. | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. ReadyRosie Reading Rhymes |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.6. | Assess how point of view, perspective, or purpose shapes the content and style of a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie 20 Questions Draw Books on the Go Chapter Books Daily Reading Routines Family Movie Night Five Finger Rule I Went to the Zoo and Saw 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 Strategy: Reading and Making Connections Reading and Making Connections Seeing the Story What Do I Like? What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.10. | Read, comprehend, and respond to complex literary and informational texts independently and proficiently. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story Tips for helping your child love reading What Do I Like? You Know It! |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ReadyRosie I'd Really Like |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ReadyRosie Captioning Your Childhood Funny Pictures Labeling Your Story Magical Creature Writing My First Journal Remember The Story Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | PRODUCTION AND DISTRIBUTION OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie All About My Family Captioning Your Childhood Create a Crazy Character Family Adventure List Funny Pictures I Found This I Love My Family Because... I'd Really Like I'm An Expert Labeling Your Story Magical Creature Writing Make a Card Make a List Make an Invitation Math Journal Walk My First Journal Nature Journaling Picture Talk Remember The Story Share Your Knowledge Sharing Chores and Your Day Story Train Tell Me How Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie Color Poem Describe It I'd Really Like Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Remember The Story Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Guess Who I Found This I Want to Know About Let's Explore Nature Journaling |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.8. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. ReadyRosie Nature Journaling |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | RANGE OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) fora range of tasks, purposes, and audiences. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Labeling Your Story Make a Card Make a List Make an Invitation Math Journal Walk My First Journal Nature Journaling Remember The Story Sharing Chores and Your Day Tell Me How Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. ReadyRosie Building a Fort Conversation Starters Conversations in the Car Guess Who I Love My Family Because... I'd Really Like Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Books on the Go Chapter Books Daily Reading Routines Family Movie Night Five Finger Rule I Went to the Zoo and Saw 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 Strategy: Reading and Making Connections Reading and Making Connections Seeing the Story What Do I Like? What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STANDARD / BENCHMARK | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Noun Charades Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | KNOWLEDGE OF LANGUAGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.3. | Apply knowledge of language to understand how language functions indifferent contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ReadyRosie Million Dollar Words Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.5. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ReadyRosie Let's Look Closer Nursery Rhymes |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.6. | Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Million Dollar Words Noun Charades Nursery Rhymes Reading Rhymes Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.1. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.1.1. | Ask and answer questions about key details in a text. ReadyRosie Chapter Books Funny Pictures Preview & Predict Read a Little, Think a Little Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.1. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.1.2. | Analyze literary text development. |
| PROFICIENCY LEVEL | RL.1.2.b. | Retell stories, including key details. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.1. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.1.3. | Describe characters, settings, and major events in a story, using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.1. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.1.4. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ReadyRosie Let's Look Closer Poetry Routine Read a Little, Think a Little Seeing the Story What Do I Like? What Do I See When I Hear...? What Was That For? |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.1.5. | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. ReadyRosie Chapter Books What Do I Like? |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.1.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.1. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.1.7. | Use illustrations and details in a story to describe its characters, setting, or events. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.1.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.1. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.1.10. | With prompting and support, read prose and poetry of appropriate complexity for grade 1. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.1. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.1.1. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.1. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.1.2. | Analyze informational text development. |
| PROFICIENCY LEVEL | RI.1.2.a. | Identify the main topic. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| PROFICIENCY LEVEL | RI.1.2.b. | Retell key details of a text. ReadyRosie How To What's Cool About Nonfiction? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.1. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.1.4. | 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 |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.1.5. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.1.6. | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.1. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.1.7. | Use the illustrations and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.1.8. | Identify the reasons an author gives to support points in a text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.1. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.1.10. | With prompting and support, read informational texts appropriately complex for grade 1. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.1. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | PRINT CONCEPTS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.1.1. | Demonstrate understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.1. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | PHONOLOGICAL AWARENESS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.1.2. | Demonstrate understanding of spoken words, syllables, and phonemes (sounds). |
| PROFICIENCY LEVEL | RF.1.2.a. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| PROFICIENCY LEVEL | RF.1.2.b. | Orally produce single-syllable words by blending phonemes, including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| PROFICIENCY LEVEL | RF.1.2.c. | Isolate and pronounce initial, medial vowel, and final phonemes in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.1. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | PHONICS AND WORD RECOGNITION | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| PROFICIENCY LEVEL | RF.1.3.a. | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| PROFICIENCY LEVEL | RF.1.3.b. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| PROFICIENCY LEVEL | RF.1.3.c. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| PROFICIENCY LEVEL | RF.1.3.d. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| PROFICIENCY LEVEL | RF.1.3.e. | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| PROFICIENCY LEVEL | RF.1.3.g. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Fishing for Words Magical Creature Writing Make a Card My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.1. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | FLUENCY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.1.4. | Read with sufficient accuracy and fluency to support comprehension. |
| PROFICIENCY LEVEL | RF.1.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule My Library List Preview & Predict Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| PROFICIENCY LEVEL | RF.1.4.b. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| PROFICIENCY LEVEL | RF.1.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.1. | Writing Standards K–12 |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.1.1. | Write opinion pieces that introduce the topic or name the book being written about, express an opinion, supply a reason for the opinion, and provide some sense of closure. ReadyRosie Captioning Your Childhood My First Journal |
| BENCHMARK / GRADE LEVEL INDICATOR | W.1.2. | Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | W.1.3. | Write narratives to recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ReadyRosie Captioning Your Childhood Funny Pictures Labeling Your Story Magical Creature Writing My First Journal Remember The Story Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.1. | Writing Standards K–12 |
| STANDARD / BENCHMARK | PRODUCTION AND DISTRIBUTION OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.1.5. | 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 All About My Family Bake Sale/Lemonade Stand Captioning Your Childhood Color Poem Create a Crazy Character Family Adventure List Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Make a List Math Journal Walk Nature Journaling Story Train Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.1. | Writing Standards K–12 |
| STANDARD / BENCHMARK | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.1.7. | Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). ReadyRosie 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 |
| BENCHMARK / GRADE LEVEL INDICATOR | W.1.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.1. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.1.1. | Participate in collaborative conversations about grade 1 topics and texts with diverse partners in small and larger groups. |
| PROFICIENCY LEVEL | SL.1.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and text sunder 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? |
| PROFICIENCY LEVEL | SL.1.1.b. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| PROFICIENCY LEVEL | SL.1.1.c. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.1. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.1.2. | Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally). ReadyRosie Chapter Books Family Movie Night How To I Read to You, You Read to Me Preview & Predict Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Do You Want to Know? What Makes a Good Storyteller What's Cool About Nonfiction? |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.1.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.1. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.1.4. | 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? |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.1.5. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Create a Crazy Character Funny Pictures |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.1.6. | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.1. | Language Standards K–12 |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| PROFICIENCY LEVEL | L.1.1.a. | Print all upper- and lowercase letters. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| PROFICIENCY LEVEL | L.1.1.b. | Use common, proper, and possessive nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| PROFICIENCY LEVEL | L.1.1.c. | Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| PROFICIENCY LEVEL | L.1.1.d. | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). ReadyRosie Picture Talk |
| PROFICIENCY LEVEL | L.1.1.e. | Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). ReadyRosie Magical Creature Writing Picture Talk |
| PROFICIENCY LEVEL | L.1.1.f. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| PROFICIENCY LEVEL | L.1.1.i. | Use frequently occurring prepositions (e.g., during, beyond, toward). ReadyRosie Picture Talk |
| PROFICIENCY LEVEL | L.1.1.j. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.1. | Language Standards K–12 |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.1.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| PROFICIENCY LEVEL | L.1.2.a. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| PROFICIENCY LEVEL | L.1.2.b. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| PROFICIENCY LEVEL | L.1.2.d. | 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 |
| PROFICIENCY LEVEL | L.1.2.e. | 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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.1. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.1.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| PROFICIENCY LEVEL | L.1.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| PROFICIENCY LEVEL | L.1.4.b. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.1. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.1.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| PROFICIENCY LEVEL | L.1.5.a. | Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| PROFICIENCY LEVEL | L.1.5.b. | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). ReadyRosie Noun Charades Words to Chew On |
| PROFICIENCY LEVEL | L.1.5.c. | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| PROFICIENCY LEVEL | L.1.5.d. | Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.1. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.1.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| Ohio Learning Standards |
| Language Arts |
| Grade: 2 - Adopted: 2017 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ReadyRosie Can You See It? Chapter Books Daily Conclusions Funny Pictures How To Random, Bizarre Facts Reading Recipes Story Train That's So Cool Using Clues to Figure it Out What Do You Wonder? What Makes a Good Storyteller Who's Been Here? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.2. | Determine central ideas or themes of a text and analyze their development; provide a summary or thorough analysis of the text, including the appropriate components. ReadyRosie Chapter Books Funny Pictures How To That's So Cool |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific language choices shape meaning, mood, or tone of the text. ReadyRosie Feelings Charades Let's Look Closer Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.6. | Assess how point of view, perspective, or purpose shapes the content and style of a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie 20 Questions Draw Books on the Go Can You See It? Chapter Books Daily Reading Routines Family Movie Night Five Finger Rule I Went to the Zoo and Saw My Turn, Your Turn My Turn, Your Turn 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 Reading Strategy: Reading and Making Connections Song Lyrics That's So Cool What Do You Wonder? What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.10. | Read, comprehend, and respond to complex literary and informational texts independently and proficiently. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Song Lyrics That's So Cool Tips for helping your child love reading What Do You Wonder? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ReadyRosie I'd Really Like Please Can I? Take a Stand This Is Important |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. ReadyRosie Family Adventure List I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | PRODUCTION AND DISTRIBUTION OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie Color Poem Free Verse Create a Song Family Adventure List Family Journaling Funny Pictures I Love My Family Because... I'd Really Like Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Picture Talk Please Can I? Share Your Knowledge Sharing Chores and Your Day Story Train Take a Stand Tell Me How This Is Important Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie Color Poem Color Poem Free Verse Describe It Family Journaling I'd Really Like Make a Neighborhood Map Nature Journaling Sketching the Story This Is Important Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Family Interview Guess Who I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.8. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | RANGE OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) fora range of tasks, purposes, and audiences. ReadyRosie Color Poem Free Verse Family Adventure List Family Journaling I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Take a Stand Tell Me How This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe Write to the Tooth Fairy |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. ReadyRosie Building a Fort Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... I'd Really Like Kitchen Conversations Noun Charades Please Can I? Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Books on the Go Can You See It? Chapter Books Daily Reading Routines Family Movie Night Five Finger Rule I Went to the Zoo and Saw My Turn, Your Turn My Turn, Your Turn 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 Reading Strategy: Reading and Making Connections Song Lyrics That's So Cool What Do You Wonder? What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STANDARD / BENCHMARK | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Create a Song Noun Charades Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | KNOWLEDGE OF LANGUAGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.3. | Apply knowledge of language to understand how language functions indifferent contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ReadyRosie Color Poem Free Verse Feelings Charades Hink Pink How can I help my child learn new words? Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ReadyRosie Category Competition Hink Pink Million Dollar Words Reading Strategies: Slow Down, Reread Wondering About Words |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.5. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ReadyRosie Let's Look Closer |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.6. | Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. ReadyRosie Acrostic Poem Color Poem Free Verse Create a Song Feelings Charades Hink Pink How can I help my child learn new words? Million Dollar Words Noun Charades Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.2. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.2. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.2.2. | Analyze literary text development. |
| PROFICIENCY LEVEL | RL.2.2.b. | Retell stories, including fables and folktales from diverse cultures. ReadyRosie Chapter Books Funny Pictures Sequence and Summarize Story Train What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.2. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.2.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.2. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.2.4. | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. ReadyRosie Car Tongue Twisters Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics Tongue Twister Time |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.2.5. | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. ReadyRosie Summarizing the Story |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.2.6. | Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story. ReadyRosie Reading Strategy: Reading and Making Connections |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.2. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.2.7. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie 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 |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.2.9. | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.2. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.2.10. | By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. 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 Reading Strategy: Reading and Making Connections Song Lyrics What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.2. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To Reading Recipes That's So Cool What Do You Wonder? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.2. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.2.2. | Analyze informational text development. |
| PROFICIENCY LEVEL | RI.2.2.a. | Identify the main topic of a multi-paragraph text. ReadyRosie How To That's So Cool |
| PROFICIENCY LEVEL | RI.2.2.b. | Identify the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.2. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.2.3. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ReadyRosie How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes That's So Cool What Do You Wonder? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.2. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.2.4. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.2.5. | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information How To Let's Explore Reading Recipes What's Up with That? |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.2.6. | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.2. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.2.7. | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ReadyRosie How Far Does It Fly? That's So Cool |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.2.8. | Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points. ReadyRosie How To That's So Cool |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.2. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.2.10. | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Random, Bizarre Facts Reading Recipes Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.2. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | PHONICS AND WORD RECOGNITION | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| PROFICIENCY LEVEL | RF.2.3.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| PROFICIENCY LEVEL | RF.2.3.c. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| PROFICIENCY LEVEL | RF.2.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| PROFICIENCY LEVEL | RF.2.3.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| PROFICIENCY LEVEL | RF.2.3.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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.2. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | FLUENCY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.2.4. | Read with sufficient accuracy and fluency to support comprehension. |
| PROFICIENCY LEVEL | RF.2.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| PROFICIENCY LEVEL | RF.2.4.b. | Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| PROFICIENCY LEVEL | RF.2.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.2. | Writing Standards K–12 |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.2.1. | Write opinion pieces that introduce the topic or book being written about, express an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| BENCHMARK / GRADE LEVEL INDICATOR | W.2.2. | Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ReadyRosie Color Poem Free Verse Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | W.2.3. | Write narratives to recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Sketching the Story Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.2. | Writing Standards K–12 |
| STANDARD / BENCHMARK | PRODUCTION AND DISTRIBUTION OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.2.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Take a Stand Tell Me How This Is Important Who Are Your Heroes? Write About a Family Tradition |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.2. | Writing Standards K–12 |
| STANDARD / BENCHMARK | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.2.7. | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| BENCHMARK / GRADE LEVEL INDICATOR | W.2.8. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.2. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.2.1. | Participate in collaborative conversations about grade 2 topics and texts with diverse partners in small and larger groups. |
| PROFICIENCY LEVEL | SL.2.1.a. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 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? |
| PROFICIENCY LEVEL | SL.2.1.b. | Build on others’ talk in conversations by linking their comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| PROFICIENCY LEVEL | SL.2.1.c. | Ask for clarification and further explanation as needed about the topics and texts under discussion. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... I Read to You, You Read to Me Interview an Expert Kitchen Conversations Library Visit My Turn, Your Turn Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.2. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.2.2. | Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally). ReadyRosie Chapter Books Family Movie Night Funny Pictures Sequence and Summarize Story Train What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.2.3. | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.2. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.2.4. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.2.6. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) ReadyRosie Hidden Messages Magical Creature Writing Writing Telephone Game |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.2. | Language Standards K–12 |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.2.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| PROFICIENCY LEVEL | L.2.1.a. | Use collective nouns (e.g., group). ReadyRosie 20 Questions Noun Charades |
| PROFICIENCY LEVEL | L.2.1.b. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). ReadyRosie Noun Charades |
| PROFICIENCY LEVEL | L.2.1.d. | Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). ReadyRosie Family Journaling |
| PROFICIENCY LEVEL | L.2.1.e. | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| PROFICIENCY LEVEL | L.2.1.f. | Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). ReadyRosie 20 Questions Guess Who Hidden Messages Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Writing Telephone Game |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.2. | Language Standards K–12 |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| PROFICIENCY LEVEL | L.2.2.a. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| PROFICIENCY LEVEL | L.2.2.b. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| PROFICIENCY LEVEL | L.2.2.d. | 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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.2. | Language Standards K–12 |
| STANDARD / BENCHMARK | KNOWLEDGE OF LANGUAGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.2.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| PROFICIENCY LEVEL | L.2.3.a. | Recognize formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| PROFICIENCY LEVEL | L.2.3.b. | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.2. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.2.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| PROFICIENCY LEVEL | L.2.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| PROFICIENCY LEVEL | L.2.4.b. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| PROFICIENCY LEVEL | L.2.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| PROFICIENCY LEVEL | L.2.4.d. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). ReadyRosie Playground Compounds |
| PROFICIENCY LEVEL | L.2.4.e. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.2. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.2.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| PROFICIENCY LEVEL | L.2.5.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 |
| PROFICIENCY LEVEL | L.2.5.b. | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.2. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.2.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Describe It Feelings Charades Funny Pictures Hink Pink How can I help my child learn new words? Sharing Chores and Your Day What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? |
| Ohio Learning Standards |
| Language Arts |
| Grade: 3 - Adopted: 2017 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.1. | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ReadyRosie Chapter Books Daily Conclusions Random, Bizarre Facts Reading Recipes Story Train Talking About Books That's So Cool Using Clues to Figure it Out What Makes a Good Storyteller What Will You Learn? Who's Been Here? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.2. | Determine central ideas or themes of a text and analyze their development; provide a summary or thorough analysis of the text, including the appropriate components. ReadyRosie Chapter Books Talking About Books That's So Cool What Will You Learn? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.3. | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.4. | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific language choices shape meaning, mood, or tone of the text. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty Let's Look Closer Share Your Knowledge Talking About Books What Makes a Good Storyteller Wondering About Words |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.6. | Assess how point of view, perspective, or purpose shapes the content and style of a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.7. | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. ReadyRosie 20 Questions Draw Books on the Go Chapter Books Daily Reading Routines Family Movie Night Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn My Turn, Your Turn Poetry Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Song Lyrics That's So Cool What Makes a Good Storyteller What Will You Learn? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.9. | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ReadyRosie What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.R. | College and Career Readiness Anchor Standards for Reading |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.R.10. | Read, comprehend, and respond to complex literary and informational texts 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 Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Song Lyrics Talking About Books That's So Cool Tips for helping your child love reading What Will You Learn? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.1. | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ReadyRosie Please Can I? Take a Stand This Is Important |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. ReadyRosie Family Adventure List I Love My Family Because... Interview an Expert Make a Neighborhood Map Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ReadyRosie Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | PRODUCTION AND DISTRIBUTION OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ReadyRosie Create a Song Family Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Please Can I? Share Your Knowledge Sharing Chores and Your Day Story Train Take a Stand This Is Important Tips for storytelling: Using gestures Tips for storytelling: Using your voice Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ReadyRosie A Really Good Story Family Journaling Make a Neighborhood Map Nature Journaling This Is Important Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. ReadyRosie Family Interview Guess Who I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.8. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.W. | College and Career Readiness Anchor Standards for Writing |
| STANDARD / BENCHMARK | RANGE OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.W.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) fora range of tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.1. | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. ReadyRosie Building a Fort Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Please Can I? Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.2. | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Books on the Go Chapter Books Daily Reading Routines Family Movie Night Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn My Turn, Your Turn Poetry Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Song Lyrics That's So Cool What Makes a Good Storyteller What Will You Learn? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.SL. | College and Career Readiness Anchor Standards for Speaking and Listening |
| STANDARD / BENCHMARK | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.4. | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.SL.6. | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ReadyRosie Create a Song Noun Charades Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | KNOWLEDGE OF LANGUAGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.3. | Apply knowledge of language to understand how language functions indifferent contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.CCRA.L. | College and Career Readiness Anchor Standards for Language |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words Wondering About Words Word Detective |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.5. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books |
| BENCHMARK / GRADE LEVEL INDICATOR | CCRA.L.6. | Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. ReadyRosie Acrostic Poem Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Million Dollar Words Noun Charades Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.3. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.3. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.3.2. | Analyze literary text development. |
| PROFICIENCY LEVEL | RL.3.2.b. | Retell stories, including fables, folktales, and myths from diverse cultures. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.3. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.3.3. | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.3. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.3.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.3.5. | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.3.6. | Describe the difference between points of view in texts, particularly first- and third-person narration. ReadyRosie Reading Strategy: Reading and Making Connections |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.3. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.3.7. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or setting). ReadyRosie Pow Wow Crunch |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.3.9. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ReadyRosie What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RL.3. | Reading Standards for Literature K–12 |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RL.3.10. | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. 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 Reading Strategy: Reading and Making Connections Song Lyrics What Makes a Good Storyteller |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.3. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.3.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.3. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.3.2. | Analyze informational text development. |
| PROFICIENCY LEVEL | RI.3.2.a. | Determine the main idea of a text. ReadyRosie That's So Cool What Will You Learn? |
| PROFICIENCY LEVEL | RI.3.2.b. | Retell the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.3. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | KEY IDEAS AND DETAILS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.3.3. | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.3. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | CRAFT AND STRUCTURE | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.3.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.3.5. | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.3. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | INTEGRATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.3.7. | 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? |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.3.8. | Describe the relationships between the evidence and points an author uses throughout a text. ReadyRosie What Will You Learn? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RI.3. | Reading Standards for Informational Text K–12 |
| STANDARD / BENCHMARK | RANGE OF READING AND LEVEL OF TEXT COMPLEXITY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RI.3.10. | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. ReadyRosie Books on the Go Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.3. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | PHONICS AND WORD RECOGNITION | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.3.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| PROFICIENCY LEVEL | RF.3.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| PROFICIENCY LEVEL | RF.3.3.b. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| PROFICIENCY LEVEL | RF.3.3.d. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.RF.3. | Reading Standards for Foundational Skills K–12 |
| STANDARD / BENCHMARK | FLUENCY | |
| BENCHMARK / GRADE LEVEL INDICATOR | RF.3.4. | Read with sufficient accuracy and fluency to support comprehension. |
| PROFICIENCY LEVEL | RF.3.4.a. | Read grade-level text with purpose and understanding. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| PROFICIENCY LEVEL | RF.3.4.b. | Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |
| PROFICIENCY LEVEL | RF.3.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.3. | Writing Standards K–12 |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.3.1. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| PROFICIENCY LEVEL | W.3.1.a. | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. ReadyRosie This Is Important Who Are Your Heroes? |
| PROFICIENCY LEVEL | W.3.1.c. | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. ReadyRosie This Is Important |
| PROFICIENCY LEVEL | W.3.1.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.3. | Writing Standards K–12 |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.3.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| PROFICIENCY LEVEL | W.3.2.a. | Introduce a topic and group related information together; include illustrations to aid comprehension, if needed. ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| PROFICIENCY LEVEL | W.3.2.b. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| PROFICIENCY LEVEL | W.3.2.c. | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ReadyRosie Create a Song |
| PROFICIENCY LEVEL | W.3.2.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.3. | Writing Standards K–12 |
| STANDARD / BENCHMARK | TEXT TYPES AND PURPOSES | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.3.3. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| PROFICIENCY LEVEL | W.3.3.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 Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| PROFICIENCY LEVEL | W.3.3.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 |
| PROFICIENCY LEVEL | W.3.3.c. | Use temporal words and phrases to signal event order. ReadyRosie Family Journaling My Family Comic Strip Sharing Chores and Your Day Write Around Writing Telephone Game |
| PROFICIENCY LEVEL | W.3.3.d. | Provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.3. | Writing Standards K–12 |
| STANDARD / BENCHMARK | PRODUCTION AND DISTRIBUTION OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.3.4. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ReadyRosie Family Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| BENCHMARK / GRADE LEVEL INDICATOR | W.3.5. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.) ReadyRosie A Really Good Story Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important Write a Favorite Family Recipe |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.3. | Writing Standards K–12 |
| STANDARD / BENCHMARK | RESEARCH TO BUILD AND PRESENT KNOWLEDGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.3.7. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| BENCHMARK / GRADE LEVEL INDICATOR | W.3.8. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.W.3. | Writing Standards K–12 |
| STANDARD / BENCHMARK | RANGE OF WRITING | |
| BENCHMARK / GRADE LEVEL INDICATOR | W.3.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.3. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.3.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |
| PROFICIENCY LEVEL | SL.3.1.a. | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| PROFICIENCY LEVEL | SL.3.1.b. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 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? |
| PROFICIENCY LEVEL | SL.3.1.c. | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| PROFICIENCY LEVEL | SL.3.1.d. | Explain their own ideas and understanding in light of the discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.3. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | COMPREHENSION AND COLLABORATION | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.3.2. | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Family Movie Night My Turn, Your Turn Random, Bizarre Facts |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.3.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.SL.3. | Speaking and Listening Standards K–12 |
| STANDARD / BENCHMARK | PRESENTATION OF KNOWLEDGE AND IDEAS | |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.3.4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| BENCHMARK / GRADE LEVEL INDICATOR | SL.3.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.3. | Language Standards K–12 |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| PROFICIENCY LEVEL | L.3.1.a. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| PROFICIENCY LEVEL | L.3.1.b. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| PROFICIENCY LEVEL | L.3.1.c. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| PROFICIENCY LEVEL | L.3.1.e. | Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. ReadyRosie Magical Creature Writing |
| PROFICIENCY LEVEL | L.3.1.g. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| PROFICIENCY LEVEL | L.3.1.i. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.3. | Language Standards K–12 |
| STANDARD / BENCHMARK | CONVENTIONS OF STANDARD ENGLISH | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.3.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| PROFICIENCY LEVEL | L.3.2.c. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| PROFICIENCY LEVEL | L.3.2.e. | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Change One Letter Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |
| PROFICIENCY LEVEL | L.3.2.f. | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.3. | Language Standards K–12 |
| STANDARD / BENCHMARK | KNOWLEDGE OF LANGUAGE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.3.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| PROFICIENCY LEVEL | L.3.3.a. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.3. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.3.4. | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| PROFICIENCY LEVEL | L.3.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| PROFICIENCY LEVEL | L.3.4.b. | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| PROFICIENCY LEVEL | L.3.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| PROFICIENCY LEVEL | L.3.4.d. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.3. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.3.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| PROFICIENCY LEVEL | L.3.5.a. | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |
| PROFICIENCY LEVEL | L.3.5.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 |
| PROFICIENCY LEVEL | L.3.5.c. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.L.3. | Language Standards K–12 |
| STANDARD / BENCHMARK | VOCABULARY ACQUISITION AND USE | |
| BENCHMARK / GRADE LEVEL INDICATOR | L.3.6. | Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night, we went looking for them). ReadyRosie Category Competition Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Million Dollar Words Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| Ohio Learning Standards |
| Mathematics |
| Grade: K - Adopted: 2017 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.MP. | Standards for Mathematical Practice |
| STANDARD / 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? |
| STANDARD / BENCHMARK | MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| STANDARD / BENCHMARK | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| STANDARD / BENCHMARK | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STANDARD / BENCHMARK | MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| STANDARD / BENCHMARK | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.CC. | COUNTING AND CARDINALITY |
| STANDARD / BENCHMARK | Know number names and the count sequence. | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.CC.1. | Count to 100 by ones and by tens. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| BENCHMARK / GRADE LEVEL INDICATOR | K.CC.2. | Count forward within 100 beginning from any given number other than 1. 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? |
| BENCHMARK / GRADE LEVEL INDICATOR | K.CC.3. | Write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.CC. | COUNTING AND CARDINALITY |
| STANDARD / BENCHMARK | Count to tell the number of objects. | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.CC.4. | Understand the relationship between numbers and quantities; connect counting to cardinality using a variety of objects including pennies. |
| PROFICIENCY LEVEL | K.CC.4.a. | When counting objects, establish a one-to-one relationship by saying the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| PROFICIENCY LEVEL | K.CC.4.b. | Understand that the last number name said tells the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| PROFICIENCY LEVEL | K.CC.4.c. | Understand that each successive number name refers to a quantity that is one larger. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.CC. | COUNTING AND CARDINALITY |
| STANDARD / BENCHMARK | Count to tell the number of objects. | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.CC.5. | Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.CC. | COUNTING AND CARDINALITY |
| STANDARD / BENCHMARK | Compare numbers. | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.CC.6. | Orally identify (without using inequality symbols) whether the number of objects in one group is greater/more than, less/fewer than, or the same as the number of objects in another group, not to exceed 10 objects in each group. ReadyRosie In Ten Seconds More or Less The Biggest Number |
| BENCHMARK / GRADE LEVEL INDICATOR | K.CC.7. | Compare (without using inequality symbols) two numbers between 0 and 10 when presented as written numerals. ReadyRosie Ten in a Row |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.OA.1. | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds such as claps, acting out situations, verbal explanations, expressions, or equations. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| BENCHMARK / GRADE LEVEL INDICATOR | K.OA.2. | Solve addition and subtraction problems (written or oral), and add and subtract within 10 by using objects or drawings to represent the problem. ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| BENCHMARK / GRADE LEVEL INDICATOR | K.OA.3. | Decompose numbers and record compositions for numbers less than or equal to 10 into pairs in more than one way by using objects and, when appropriate, drawings or equations. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| BENCHMARK / GRADE LEVEL INDICATOR | K.OA.4. | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or, when appropriate, an equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| BENCHMARK / GRADE LEVEL INDICATOR | K.OA.5. | Fluently add and subtract within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.NBT. | NUMBER AND OPERATIONS IN BASE TEN |
| STANDARD / BENCHMARK | Work with numbers 11–19 to gain foundations for place value. | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.NBT.1. | Compose and decompose numbers from 11 to 19 into a group of ten ones and some further ones by using objects and, when appropriate, drawings or equations; understand that these numbers are composed of a group of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Identify, describe, and compare measurable attributes. | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.MD.1. | Identify and describe measurable attributes (length, weight, and height) of a single object using vocabulary terms such as long/short, heavy/light, or tall/short. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| BENCHMARK / GRADE LEVEL INDICATOR | K.MD.2. | Directly compare two objects with a measurable attribute in common to see which object has “more of” or “less of” the attribute, and describe the difference. For example, directly compare the heights of two children, and describe one child as taller/shorter. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing The Right Size |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Classify objects and count the number of objects in each category. | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.MD.3. | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. The number of objects in each category should be less than or equal to ten. Counting and sorting coins should be limited to pennies. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.G. | GEOMETRY |
| STANDARD / BENCHMARK | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.G.1. | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| BENCHMARK / GRADE LEVEL INDICATOR | K.G.2. | Correctly name shapes regardless of their orientations or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| BENCHMARK / GRADE LEVEL INDICATOR | K.G.3. | Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). ReadyRosie Shape Scavenger Hunt |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.K.G. | GEOMETRY |
| STANDARD / BENCHMARK | Describe, compare, create, and compose shapes. | |
| BENCHMARK / GRADE LEVEL INDICATOR | K.G.4. | Describe and compare two- or three-dimensional shapes, in different sizes and orientations, using informal language to describe their commonalities, differences, parts, and other attributes. ReadyRosie Canned Shape Scavenger Hunt |
| BENCHMARK / GRADE LEVEL INDICATOR | K.G.5. | Model shapes in the world by building shapes from components, e.g., sticks and clay balls, and drawing shapes. ReadyRosie Is it a Triangle? |
| BENCHMARK / GRADE LEVEL INDICATOR | K.G.6. | Combine simple shapes to form larger shapes. ReadyRosie Is it a Triangle? |
| Ohio Learning Standards |
| Mathematics |
| Grade: 1 - Adopted: 2017 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.MP. | Standards for Mathematical Practice |
| STANDARD / BENCHMARK | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| STANDARD / 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? |
| STANDARD / BENCHMARK | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STANDARD / BENCHMARK | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STANDARD / BENCHMARK | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| STANDARD / BENCHMARK | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Represent and solve problems involving addition and subtraction. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.OA.1. | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. See Table 1, page 95. 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... |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.OA.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.OA.3. | Apply properties of operations as strategies to add and subtract. For example, if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative Property of Addition); to add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative Property of Addition). Students need not use formal terms for these properties. ReadyRosie Fishing for Doubles |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.OA.4. | Understand subtraction as an unknown-addend problem. For example, subtract 10 − 8 by finding the number that makes 10 when added to 8. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Add and subtract within 20. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.OA.5. | Relate counting to addition and subtraction, e.g., by counting on 2 to add 2. ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.OA.6. | Add and subtract within 20, demonstrating fluency with various strategies for addition and subtraction within 10. Strategies may include counting on; making ten, e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14; decomposing a number leading to a ten, e.g., 13 − 4 = 13 − 3 − 1 = 10 − 1 = 9; using the relationship between addition and subtraction, e.g., knowing that 8 + 4 = 12, one knows 12 − 8 = 4; and creating equivalent but easier or known sums, e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Work with addition and subtraction equations. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.OA.8. | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations: 8 + □ = 11; 5 = □ − 3; 6 + 6 = □. ReadyRosie Where Did I Start? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.NBT. | NUMBER AND OPERATIONS IN BASE TEN |
| STANDARD / BENCHMARK | Extend the counting sequence. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.NBT.1. | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.NBT. | NUMBER AND OPERATIONS IN BASE TEN |
| STANDARD / BENCHMARK | Understand place value. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.NBT.2. | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten;” the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones; and the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| BENCHMARK / GRADE LEVEL INDICATOR | 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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.NBT. | NUMBER AND OPERATIONS IN BASE TEN |
| STANDARD / BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.NBT.4. | Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; record the strategy with a written numerical method (drawings and, when appropriate, equations) and explain the reasoning used. Understand that when adding two-digit numbers, tens are added to tens; ones are added to ones; and sometimes it is necessary to compose a ten. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.NBT.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. ReadyRosie Ten More |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.NBT.6. | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. ReadyRosie Ten More |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Measure lengths indirectly and by iterating length units. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 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 |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.MD.2. | Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. ReadyRosie Hunt and Measure |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Work with time and money. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.MD.3. | Work with time and money. |
| PROFICIENCY LEVEL | 1.MD.3.a. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| PROFICIENCY LEVEL | 1.MD.3.b. | Identify pennies and dimes by name and value. ReadyRosie Counting Coins |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Represent and interpret data. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.1.G. | GEOMETRY |
| STANDARD / BENCHMARK | Reason with shapes and their attributes. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.G.1. | Distinguish between defining attributes, e.g., triangles are closed and three-sided, versus non-defining attributes, e.g., color, orientation, overall size; build and draw shapes that possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.G.2. | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Students do not need to learn formal names such as "right rectangular prism." ReadyRosie Folding a Blanket Paper Airplane Geometry |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.G.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of or four of the shares in real-world contexts. Understand for these examples that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Ohio Learning Standards |
| Mathematics |
| Grade: 2 - Adopted: 2017 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.MP. | Standards for Mathematical Practice |
| STANDARD / BENCHMARK | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STANDARD / 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 |
| STANDARD / BENCHMARK | MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| STANDARD / BENCHMARK | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STANDARD / BENCHMARK | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| STANDARD / BENCHMARK | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Represent and solve problems involving addition and subtraction. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.OA.1. | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Add and subtract within 20. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.OA.2. | Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. See standard 1.OA.6 for a list of mental strategies. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Work with equal groups of objects to gain foundations for multiplication. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.OA.3. | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| BENCHMARK / GRADE LEVEL INDICATOR | 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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.NBT. | NUMBER AND OPERATIONS IN BASE TEN |
| STANDARD / BENCHMARK | Understand place value. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.NBT.1. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| PROFICIENCY LEVEL | 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 |
| PROFICIENCY LEVEL | 2.NBT.1.b. | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.NBT. | NUMBER AND OPERATIONS IN BASE TEN |
| STANDARD / BENCHMARK | Understand place value. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.NBT.2. | Count forward and backward within 1,000 by ones, tens, and hundreds starting at any number; skip-count by 5s starting at any multiple of 5. ReadyRosie Buzz on 3 Dollars and Dice |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.NBT.3. | Read and write numbers to 1,000 using base-ten numerals, number names, expanded form, and equivalent representations, e.g., 716 is 700 + 10 + 6, or 6 + 700 + 10, or 6 ones and 71 tens, etc. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.NBT.4. | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.NBT. | NUMBER AND OPERATIONS IN BASE TEN |
| STANDARD / BENCHMARK | Use place value understanding and properties of operations to add and subtract. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.NBT.5. | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.NBT.6. | Add up to four two-digit numbers using strategies based on place value and properties of operations. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.NBT.7. | Add and subtract within 1,000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; record the strategy with a written numerical method (drawings and, when appropriate, equations) and explain the reasoning used. Understand that in adding or subtracting three-digit numbers, hundreds are added or subtracted from hundreds, tens are added or subtracted from tens, ones are added or subtracted from ones; and sometimes it is necessary to compose or decompose tens or hundreds. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.NBT.8. | Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. ReadyRosie Dollars and Dice |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.NBT.9. | Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Measure and estimate lengths in standard units. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.MD.1. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.MD.3. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.MD.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Work with time and money. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.MD.8. | Solve problems with money. |
| PROFICIENCY LEVEL | 2.MD.8.a. | Identify nickels and quarters by name and value. ReadyRosie Coupon Savings Dollars and Dice |
| PROFICIENCY LEVEL | 2.MD.8.b. | Find the value of a collection of quarters, dimes, nickels, and pennies. ReadyRosie Coupon Savings Dollars and Dice |
| PROFICIENCY LEVEL | 2.MD.8.c. | Solve word problems by adding and subtracting within 100, dollars with dollars and cents with cents (not using dollars and cents simultaneously) using the $ and ₵ symbols appropriately (not including decimal notation). ReadyRosie What's in a Dollar? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Represent and interpret data. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.MD.9. | Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by creating a line plot, where the horizontal scale is marked off in whole-number units. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.2.G. | GEOMETRY |
| STANDARD / BENCHMARK | Reason with shapes and their attributes. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.G.1. | Recognize and identify triangles, quadrilaterals, pentagons, and hexagons based on the number of sides or vertices. Recognize and identify cubes, rectangular prisms, cones, and cylinders. ReadyRosie Mystery Shape |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.G.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ReadyRosie An Array of Brownies |
| BENCHMARK / GRADE LEVEL INDICATOR | 2.G.3. | Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, or fourths and quarters, and use the phrases half of, third of, or fourth of and quarter of. Describe the whole as two halves, three thirds, or four fourths in real-world contexts. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| Ohio Learning Standards |
| Mathematics |
| Grade: 3 - Adopted: 2017 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.MP. | Standards for Mathematical Practice |
| STANDARD / BENCHMARK | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STANDARD / BENCHMARK | MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| STANDARD / BENCHMARK | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| STANDARD / BENCHMARK | MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| STANDARD / BENCHMARK | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| STANDARD / BENCHMARK | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Represent and solve problems involving multiplication and division. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.OA.1. | Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. (Note: These standards are written with the convention that a x b means a groups of b objects each; however, because of the commutative property, students may also interpret 5 x 7 as the total number of objects in 7 groups of 5 objects each). ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.OA.2. | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. ReadyRosie Fair Share |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.OA.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. See Table 2, page 96. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.OA.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × □ = 48; 5 = □ ÷ 3; 6 × 6 = □. ReadyRosie Math Mind Reading Parts Unknown |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Understand properties of multiplication and the relationship between multiplication and division. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.OA.5. | Apply properties of operations as strategies to multiply and divide. For example, if 6 × 4 = 24 is known, then 4 × 6 = 24 is also known (Commutative Property of Multiplication); 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30 (Associative Property of Multiplication); knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56 (Distributive Property). Students need not use formal terms for these properties. ReadyRosie I Spy Sums and Products Multiplication War |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.OA.6. | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Multiply and divide within 100. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.OA.7. | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division, e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8, or properties of operations. Limit to division without remainders. By the end of Grade 3, know from memory all products of two one-digit numbers. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.OA. | OPERATIONS AND ALGEBRAIC THINKING |
| STANDARD / BENCHMARK | Solve problems involving the four operations, and identify and explain patterns in arithmetic. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.OA.8. | Solve two-step word problems using the four operations. Represent these problems using equations with a letter or a symbol, which stands for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole-number answers. Students may use parentheses for clarification since algebraic order of operations is not expected. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.NBT. | NUMBER AND OPERATIONS IN BASE TEN |
| STANDARD / BENCHMARK | Use place value understanding and properties of operations to perform multi-digit arithmetic. A range of strategies and algorithms may be used. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.NBT.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.NBT.2. | Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.NF. | NUMBER AND OPERATIONS—FRACTIONS |
| STANDARD / BENCHMARK | Develop understanding of fractions as numbers. Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 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! |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.NF. | NUMBER AND OPERATIONS—FRACTIONS |
| STANDARD / BENCHMARK | Develop understanding of fractions as numbers. Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.NF.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| PROFICIENCY LEVEL | 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 |
| PROFICIENCY LEVEL | 3.NF.3.b. | Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. ReadyRosie Sharing an Apple |
| PROFICIENCY LEVEL | 3.NF.3.c. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. ReadyRosie Fractions on a Number Line Shape Up! |
| PROFICIENCY LEVEL | 3.NF.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. ReadyRosie Fractions on a Number Line |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Solve problems involving money, measurement, and estimation of intervals of time, liquid volumes, and masses of objects. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.MD.1. | Work with time and money. |
| PROFICIENCY LEVEL | 3.MD.1.a. | Tell and write time to the nearest minute. Measure time intervals in minutes (within 90 minutes). Solve real-world problems involving addition and subtraction of time intervals (elapsed time) in minutes, e.g., by representing the problem on a number line diagram or clock. ReadyRosie Now is the Time |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Solve problems involving money, measurement, and estimation of intervals of time, liquid volumes, and masses of objects. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.MD.2. | Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply, or divide whole numbers to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Excludes multiplicative comparison problems involving notions of "times as much". ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Represent and interpret data. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.MD.3. | Create scaled picture graphs to represent a data set with several categories. Create scaled bar graphs to represent a data set with several categories. Solve two-step “how many more” and “how many less” problems using information presented in the scaled graphs. For example, create a bar graph in which each square in the bar graph might represent 5 pets, then determine how many more/less in two given categories. ReadyRosie Graphing Walking Goals |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.MD.4. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by creating a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.MD.5. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| PROFICIENCY LEVEL | 3.MD.5.a. | A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| PROFICIENCY LEVEL | 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 |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.MD.6. | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). ReadyRosie Cracker Perimeter & Area |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.MD. | MEASUREMENT AND DATA |
| STANDARD / BENCHMARK | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.MD.7. | Relate area to the operations of multiplication and addition. |
| PROFICIENCY LEVEL | 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 |
| PROFICIENCY LEVEL | 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 × c (represent the distributive property with visual models including an area model). ReadyRosie I Spy Sums and Products |
| DOMAIN / ACADEMIC CONTENT STANDARD | OH.3.G. | GEOMETRY |
| STANDARD / BENCHMARK | Reason with shapes and their attributes. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 3.G.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| Ohio Learning Standards |
| Science |
| Grade: 1 - Adopted: 2018 |
| DOMAIN / ACADEMIC CONTENT STANDARD | LIFE SCIENCE (LS) | |
| STANDARD / BENCHMARK | Topic: Basic Needs of Living Things - This topic focuses on the physical needs of living things in Ohio. Energy from the sun or food, nutrients, water, shelter and air are some of the physical needs of living things. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.LS.1: | Living things have basic needs, which are met by obtaining materials from the physical environment. |
| PROFICIENCY LEVEL | Living things require energy, water, and a particular range of temperatures in their environments. Plants get energy from sunlight. Animals get energy from plants and other animals. Living things acquire resources from the living and nonliving components of the environment. ReadyRosie Family Sensory Walk |
| DOMAIN / ACADEMIC CONTENT STANDARD | LIFE SCIENCE (LS) | |
| STANDARD / BENCHMARK | Topic: Basic Needs of Living Things - This topic focuses on the physical needs of living things in Ohio. Energy from the sun or food, nutrients, water, shelter and air are some of the physical needs of living things. | |
| BENCHMARK / GRADE LEVEL INDICATOR | 1.LS.2: | Living things survive only in environments that meet their needs. |
| PROFICIENCY LEVEL | Resources are necessary to meet the needs of an individual and populations of individuals. Living things interact with their physical environments as they meet those needs. ReadyRosie Family Sensory Walk |