Pennsylvania Core and Academic Standards
| Main Criteria: Pennsylvania Core and Academic Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Pennsylvania Core and Academic Standards |
| Health and PE |
| Grade: K - Adopted: 2003 |
| SUBJECT / STANDARD AREA | PA.10.2.3. | Healthful Living: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.2.3.D. | Identify the steps in a decision-making process. ReadyRosie Survey Says What Do I Like? |
| SUBJECT / STANDARD AREA | PA.10.3.3. | Safety and Injury Prevention: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.3.3.C. | Recognize conflict situations and identify strategies to avoid or resolve (walk away; I-statements; refusal skills; adult intervention). ReadyRosie Feelings Charades How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD AREA / STATEMENT | 10.3.3.D. | Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down). ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| SUBJECT / STANDARD AREA | PA.10.4.3. | Physical Activity: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.4.3.F. | Recognize positive and negative interactions of small group activities (roles (e.g., leader, follower); cooperation/sharing; on task participation). ReadyRosie Clap and Count Fishing for Tens Super Kindness |
| SUBJECT / STANDARD AREA | PA.10.5.3. | Concepts, Principles and Strategies of Movement: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.5.3.F. | Recognize and describe game strategies using appropriate vocabulary (faking/dodging; passing/receiving; moving to be open; defending space; following rules of play). ReadyRosie Clap and Count Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| Pennsylvania Core and Academic Standards |
| Health and PE |
| Grade: 1 - Adopted: 2003 |
| SUBJECT / STANDARD AREA | PA.10.2.3. | Healthful Living: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.2.3.D. | Identify the steps in a decision-making process. ReadyRosie Survey Says What Do I Like? |
| SUBJECT / STANDARD AREA | PA.10.3.3. | Safety and Injury Prevention: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.3.3.C. | Recognize conflict situations and identify strategies to avoid or resolve (walk away; I-statements; refusal skills; adult intervention). ReadyRosie Feelings Charades How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD AREA / STATEMENT | 10.3.3.D. | Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down). ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| SUBJECT / STANDARD AREA | PA.10.4.3. | Physical Activity: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.4.3.F. | Recognize positive and negative interactions of small group activities (roles (e.g., leader, follower); cooperation/sharing; on task participation). ReadyRosie Clap and Count Fishing for Tens Folding a Blanket Super Kindness |
| Pennsylvania Core and Academic Standards |
| Health and PE |
| Grade: 2 - Adopted: 2003 |
| SUBJECT / STANDARD AREA | PA.10.3.3. | Safety and Injury Prevention: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.3.3.C. | Recognize conflict situations and identify strategies to avoid or resolve (walk away; I-statements; refusal skills; adult intervention). ReadyRosie Feelings Charades How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD AREA / STATEMENT | 10.3.3.D. | Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down). ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| SUBJECT / STANDARD AREA | PA.10.4.3. | Physical Activity: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.4.3.F. | Recognize positive and negative interactions of small group activities (roles (e.g., leader, follower); cooperation/sharing; on task participation). ReadyRosie Fair Share Subtraction War Super Kindness |
| Pennsylvania Core and Academic Standards |
| Health and PE |
| Grade: 3 - Adopted: 2003 |
| SUBJECT / STANDARD AREA | PA.10.3.3. | Safety and Injury Prevention: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.3.3.C. | Recognize conflict situations and identify strategies to avoid or resolve (walk away; I-statements; refusal skills; adult intervention). ReadyRosie Feelings Charades How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STANDARD AREA / STATEMENT | 10.3.3.D. | Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down). ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| SUBJECT / STANDARD AREA | PA.10.4.3. | Physical Activity: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: |
| STANDARD AREA / STATEMENT | 10.4.3.F. | Recognize positive and negative interactions of small group activities (roles (e.g., leader, follower); cooperation/sharing; on task participation). ReadyRosie Fair Share Super Kindness |
| Pennsylvania Core and Academic Standards |
| Language Arts |
| Grade: K - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.1.1.K. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Book Handling | |
| STANDARD | CC.1.1.K.A. | Utilize book handing skills. ReadyRosie Environmental Print |
| SUBJECT / STANDARD AREA | PA.CC.1.1.K. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Print Concepts | |
| STANDARD | CC.1.1.K.B. | Demonstrate understanding of the organization and basic features of print. |
| DESCRIPTOR / STANDARD | CC.1.1.K.B.1. | Follow words left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| DESCRIPTOR / STANDARD | CC.1.1.K.B.3. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| DESCRIPTOR / STANDARD | CC.1.1.K.B.4. | Recognize and name all uppercase and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| SUBJECT / STANDARD AREA | PA.CC.1.1.K. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Phonological Awareness | |
| STANDARD | CC.1.1.K.C. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| DESCRIPTOR / STANDARD | CC.1.1.K.C.1. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| DESCRIPTOR / STANDARD | CC.1.1.K.C.3. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| DESCRIPTOR / STANDARD | CC.1.1.K.C.4. | Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words. ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| SUBJECT / STANDARD AREA | PA.CC.1.1.K. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Phonics and Word Recognition | |
| STANDARD | CC.1.1.K.D. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| DESCRIPTOR / STANDARD | CC.1.1.K.D.1. | Demonstrate basic knowledge of one-to-one letter-sound correspondence. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names |
| DESCRIPTOR / STANDARD | CC.1.1.K.D.2. | Associate the long and short sounds with common spellings for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| DESCRIPTOR / STANDARD | CC.1.1.K.D.3. | Read grade-level high-frequency sight words with automaticity. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| DESCRIPTOR / STANDARD | CC.1.1.K.D.4. | 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! |
| SUBJECT / STANDARD AREA | PA.CC.1.1.K. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Fluency | |
| STANDARD | CC.1.1.K.E. | Read emergent-reader text with purpose and understanding. ReadyRosie Daily Reading Routines Making Connections My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.K. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Main Idea | |
| STANDARD | CC.1.2.K.A. | With prompting and support, identify the main idea and retell key details of text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.K. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.2.K.B. | With prompting and support, answer questions about key details in a text. ReadyRosie I Read to You, You Read to Me Isn't That Bold? Making Connections Pattern Books Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.2.K. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.2.K.F. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| SUBJECT / STANDARD AREA | PA.CC.1.2.K. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Diverse Media | |
| STANDARD | CC.1.2.K.G. | Answer questions to describe the relationship between illustrations and the text in which they appear. ReadyRosie Books I Like How Far Does It Fly? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.K. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Evaluating Arguments | |
| STANDARD | CC.1.2.K.H. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.K. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.2.K.J. | 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 |
| STANDARD | CC.1.2.K.K. | Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Storytelling with a Picture Book What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.2.K. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Range of Reading | |
| STANDARD | CC.1.2.K.L. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Theme | |
| STANDARD | CC.1.3.K.A. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.3.K.B. | Answer questions about key details in a text. ReadyRosie I Read to You, You Read to Me Isn't That Bold? Making Connections Pattern Books Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Literary Elements | |
| STANDARD | CC.1.3.K.C. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Point of View | |
| STANDARD | CC.1.3.K.D. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Text Structure | |
| STANDARD | CC.1.3.K.E. | Recognize common types of text. ReadyRosie What Do I Like? |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.3.K.F. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Sources of Information | |
| STANDARD | CC.1.3.K.G. | Make connections between the illustrations and the text in a story (read or read aloud). ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Text Analysis | |
| STANDARD | CC.1.3.K.H. | Compare and contrast the adventures and experiences of characters in familiar stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use: Strategies | |
| STANDARD | CC.1.3.K.I. | Determine or clarify the meaning of unknown or multiple- meaning words and phrases based upon grade-level reading and content. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread Storytelling with a Picture Book What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.3.K.J. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.K. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Range of Reading | |
| STANDARD | CC.1.3.K.K. | Actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory | |
| STANDARD | CC.1.4.K.A. | Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts. 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Focus | |
| STANDARD | CC.1.4.K.B. | Use a combination of drawing, dictating, and writing to focus on one specific 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Content | |
| STANDARD | CC.1.4.K.C. | With prompting and support, generate ideas and details to convey information that relates to the chosen topic. ReadyRosie All About Me All About My Family Here Are the Facts I Know All About Labeling Your Story Make a Card My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Organization | |
| STANDARD | CC.1.4.K.D. | Make logical connections between drawing and dictation/writing. ReadyRosie All About Me |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Style | |
| STANDARD | CC.1.4.K.E. | With prompting and support, illustrate using details and dictate/write using descriptive words. ReadyRosie All About Me Create a Crazy Character Family Poem Favorite People Place Cards |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Conventions of Language | |
| STANDARD | CC.1.4.K.F. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| DESCRIPTOR / STANDARD | CC.1.4.K.F.1. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| DESCRIPTOR / STANDARD | CC.1.4.K.F.2. | Recognize and use end punctuation. ReadyRosie Isn't That Bold? |
| DESCRIPTOR / STANDARD | CC.1.4.K.F.3. | Spell simple words phonetically. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative | |
| STANDARD | CC.1.4.K.G. | Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics. ReadyRosie Captioning Your Childhood My First Journal |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Content | |
| STANDARD | CC.1.4.K.I. | Support the opinion with reasons. ReadyRosie Captioning Your Childhood My First Journal |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Organization | |
| STANDARD | CC.1.4.K.J. | Make logical connections between drawing and writing. ReadyRosie Make an Invitation Write Me a Story |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Conventions of Language | |
| STANDARD | CC.1.4.K.L. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| DESCRIPTOR / STANDARD | CC.1.4.K.L.1. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| DESCRIPTOR / STANDARD | CC.1.4.K.L.2. | Recognize and use end punctuation. ReadyRosie Isn't That Bold? |
| DESCRIPTOR / STANDARD | CC.1.4.K.L.3. | Spell simple words phonetically. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative | |
| STANDARD | CC.1.4.K.M. | Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Focus | |
| STANDARD | CC.1.4.K.N. | Establish who and what the narrative will be about. 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Content | |
| STANDARD | CC.1.4.K.O. | Describe experiences and events. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Organization | |
| STANDARD | CC.1.4.K.P. | Recount 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Conventions of Language | |
| STANDARD | CC.1.4.K.R. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| DESCRIPTOR / STANDARD | CC.1.4.K.R.1. | Capitalize first word in sentence and pronoun I. ReadyRosie Make an Invitation |
| DESCRIPTOR / STANDARD | CC.1.4.K.R.2. | Recognize and use end punctuation. ReadyRosie Isn't That Bold? |
| DESCRIPTOR / STANDARD | CC.1.4.K.R.3. | Spell simple words phonetically. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Production and Distribution of Writing: Writing Process | |
| STANDARD | CC.1.4.K.T. | With guidance and support from adults and peers, 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Conducting Research | |
| STANDARD | CC.1.4.K.V. | Participate in individual or shared research projects on a topic of interest. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Credibility, Reliability, and Validity of Sources | |
| STANDARD | CC.1.4.K.W. | With guidance and support, 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.K. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Range of Writing | |
| STANDARD | CC.1.4.K.X. | Write routinely over short time frames. ReadyRosie Make a Card Make a List Math Journal Walk Nature Journaling |
| SUBJECT / STANDARD AREA | PA.CC.1.5.K. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Collaborative Discussion | |
| STANDARD | CC.1.5.K.A. | Participate in collaborative conversations with peers and adults in small and larger groups. 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.K. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Critical Listening | |
| STANDARD | CC.1.5.K.B. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.5.K. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Evaluating Information | |
| STANDARD | CC.1.5.K.C. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.K. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Presentation of Knowledge and Ideas: Context | |
| STANDARD | CC.1.5.K.E. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.K. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Conventions of Standard English | |
| STANDARD | CC.1.5.K.G. | Demonstrate command of the conventions of standard English when speaking, based on kindergarten level and content. ReadyRosie Sharing Chores and Your Day Simon Says Who Am I? Who's Coming to Dinner? |
| Pennsylvania Core and Academic Standards |
| Language Arts |
| Grade: 1 - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.1.1.1. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Print Concepts | |
| STANDARD | CC.1.1.1.B. | Demonstrate understanding of the organization and basic features of print. |
| DESCRIPTOR / STANDARD | CC.1.1.1.B.1. | Recognize the distinguishing features of a sentence. ReadyRosie Reading Strategies: Punctuation Expression |
| SUBJECT / STANDARD AREA | PA.CC.1.1.1. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Phonological Awareness | |
| STANDARD | CC.1.1.1.C. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| DESCRIPTOR / STANDARD | CC.1.1.1.C.1. | 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 |
| DESCRIPTOR / STANDARD | CC.1.1.1.C.2. | Count, pronounce, blend, and segment syllables in spoken and written words. ReadyRosie Rhyming Hand Game |
| DESCRIPTOR / STANDARD | CC.1.1.1.C.3. | Orally produce single-syllable words, including consonant blends and digraphs. ReadyRosie Silly Song Singing Singing Together |
| DESCRIPTOR / STANDARD | CC.1.1.1.C.4. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| DESCRIPTOR / STANDARD | CC.1.1.1.C.5. | Add or substitute individual sounds (phonemes) in one-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing |
| SUBJECT / STANDARD AREA | PA.CC.1.1.1. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Phonics and Word Recognition | |
| STANDARD | CC.1.1.1.D. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| DESCRIPTOR / STANDARD | CC.1.1.1.D.1. | Identify common consonant diagraphs, final-e, and common vowel teams. ReadyRosie Thinking About Word Chunks |
| DESCRIPTOR / STANDARD | CC.1.1.1.D.2. | Decode one- and two-syllable words with common patterns. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Reading Strategy: Cover the Suffix Rhyming Hand Game Word Man You Know It! |
| DESCRIPTOR / STANDARD | CC.1.1.1.D.4. | 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! |
| SUBJECT / STANDARD AREA | PA.CC.1.1.1. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Fluency | |
| STANDARD | CC.1.1.1.E. | Read with accuracy and fluency to support comprehension. |
| DESCRIPTOR / STANDARD | CC.1.1.1.E.1. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Preview & Predict Read Like You Talk 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? |
| DESCRIPTOR / STANDARD | CC.1.1.1.E.2. | Read on-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 |
| DESCRIPTOR / STANDARD | CC.1.1.1.E.3. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.2.1. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Main Idea | |
| STANDARD | CC.1.2.1.A. | Identify the main idea and retell key details of text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.1. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.2.1.B. | Ask and answer questions about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.1. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Text Structure | |
| STANDARD | CC.1.2.1.E. | Use various text features and search tools to locate key facts or information in a text. ReadyRosie Getting Into Information How To What's Cool About Nonfiction? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.1. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.2.1.F. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.2.1. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Diverse Media | |
| STANDARD | CC.1.2.1.G. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.1. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Evaluating Arguments | |
| STANDARD | CC.1.2.1.H. | Identify the reasons an author gives to support points in a text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.1. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.2.1.J. | Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. ReadyRosie How can I help my child learn new words? Nursery Rhymes |
| STANDARD | CC.1.2.1.K. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content. ReadyRosie Share Your Knowledge Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.2.1. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Range of Reading | |
| STANDARD | CC.1.2.1.L. | Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. 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? What Do You Want to Know? |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Theme | |
| STANDARD | CC.1.3.1.A. | Retell stories, including key details, and demonstrate understanding of their central message or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.3.1.B. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Literary Elements | |
| STANDARD | CC.1.3.1.C. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Point of View | |
| STANDARD | CC.1.3.1.D. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Text Structure | |
| STANDARD | CC.1.3.1.E. | Explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text types. ReadyRosie Chapter Books What Do I Like? |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.3.1.F. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Sources of Information | |
| STANDARD | CC.1.3.1.G. | Use illustrations and details in a story to describe 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Text Analysis | |
| STANDARD | CC.1.3.1.H. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use: Strategies | |
| STANDARD | CC.1.3.1.I. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content. ReadyRosie Share Your Knowledge Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.3.1.J. | Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. ReadyRosie How can I help my child learn new words? Nursery Rhymes |
| SUBJECT / STANDARD AREA | PA.CC.1.3.1. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Range of Reading | |
| STANDARD | CC.1.3.1.K. | Read and comprehend literature on grade level, reading independently and proficiently. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Five Finger Rule Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Reading and Making Connections Seeing the Story What Do I Like? What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory | |
| STANDARD | CC.1.4.1.A. | Write informative/ explanatory texts to examine a topic and convey ideas and information. 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Focus | |
| STANDARD | CC.1.4.1.B. | Identify and write about one specific topic. ReadyRosie All About My Family I'd Really Like Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Content | |
| STANDARD | CC.1.4.1.C. | Develop the topic with two or more facts. ReadyRosie All About My Family I'd Really Like Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Organization | |
| STANDARD | CC.1.4.1.D. | Group information 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Style | |
| STANDARD | CC.1.4.1.E. | Choose words and phrases for effect. ReadyRosie Million Dollar Words Noun Charades Sharing Chores and Your Day |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Conventions of Language | |
| STANDARD | CC.1.4.1.F. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| DESCRIPTOR / STANDARD | CC.1.4.1.F.1. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| DESCRIPTOR / STANDARD | CC.1.4.1.F.2. | Use end punctuation; use commas in dates and words in series. ReadyRosie Magical Creature Writing |
| DESCRIPTOR / STANDARD | CC.1.4.1.F.3. | Spell words drawing on common spelling patterns, 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative | |
| STANDARD | CC.1.4.1.G. | Write opinion pieces on familiar topics. ReadyRosie Captioning Your Childhood My First Journal |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Focus | |
| STANDARD | CC.1.4.1.H. | Form an opinion by choosing among given topics. ReadyRosie Captioning Your Childhood My First Journal |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Content | |
| STANDARD | CC.1.4.1.I. | Support the opinion with reasons related to the opinion. ReadyRosie Captioning Your Childhood My First Journal |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Organization | |
| STANDARD | CC.1.4.1.J. | Create an organizational structure that includes reasons and provides some sense of closure. ReadyRosie Captioning Your Childhood I'd Really Like My First Journal |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Style | |
| STANDARD | CC.1.4.1.K. | Use a variety of words and phrases. ReadyRosie Captioning Your Childhood I'd Really Like My First Journal |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Conventions of Language | |
| STANDARD | CC.1.4.1.L. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| DESCRIPTOR / STANDARD | CC.1.4.1.L.1. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| DESCRIPTOR / STANDARD | CC.1.4.1.L.2. | Use end punctuation; use commas in dates and words in series. ReadyRosie Magical Creature Writing |
| DESCRIPTOR / STANDARD | CC.1.4.1.L.3. | Spell words drawing on common spelling patterns, 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative | |
| STANDARD | CC.1.4.1.M. | Write narratives to develop real or imagined experiences or events. ReadyRosie Captioning Your Childhood Labeling Your Story My First Journal Remember The Story Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Focus | |
| STANDARD | CC.1.4.1.N. | Establish who and what the narrative will be about. ReadyRosie Captioning Your Childhood Labeling Your Story Magical Creature Writing My First Journal Remember The Story Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Organization | |
| STANDARD | CC.1.4.1.P. | Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure. ReadyRosie Captioning Your Childhood Labeling Your Story My First Journal Remember The Story Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Style | |
| STANDARD | CC.1.4.1.Q. | Use a variety of words and phrases. ReadyRosie Captioning Your Childhood I'd Really Like My First Journal |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Conventions of Language | |
| STANDARD | CC.1.4.1.R. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| DESCRIPTOR / STANDARD | CC.1.4.1.R.1. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| DESCRIPTOR / STANDARD | CC.1.4.1.R.2. | Use end punctuation; use commas in dates and words in series. ReadyRosie Magical Creature Writing |
| DESCRIPTOR / STANDARD | CC.1.4.1.R.3. | Spell words drawing on common spelling patterns, 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Production and Distribution of Writing: Writing Process | |
| STANDARD | CC.1.4.1.T. | With guidance and support from adults and peers, 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Conducting Research | |
| STANDARD | CC.1.4.1.V. | Participate in individual or shared research and writing projects. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Credibility, Reliability, and Validity of Sources | |
| STANDARD | CC.1.4.1.W. | With guidance and support, 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.1. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Range of Writing | |
| STANDARD | CC.1.4.1.X. | 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 I'd Really Like I'm An Expert Make a Card Make a List Make an Invitation Math Journal Walk Nature Journaling Write to the Tooth Fairy |
| SUBJECT / STANDARD AREA | PA.CC.1.5.1. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Collaborative Discussion | |
| STANDARD | CC.1.5.1.A. | Participate in collaborative conversations with peers and adults in small and larger groups. 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.1. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Critical Listening | |
| STANDARD | CC.1.5.1.B. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Seeing the Story Storytelling with a Picture Book |
| SUBJECT / STANDARD AREA | PA.CC.1.5.1. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Evaluating Information | |
| STANDARD | CC.1.5.1.C. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.1. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Presentation of Knowledge and Ideas: Purpose, Audience, and Task | |
| STANDARD | CC.1.5.1.D. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.1. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Presentation of Knowledge and Ideas: Context | |
| STANDARD | CC.1.5.1.E. | Produce complete sentences when appropriate to task and situation. ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.1. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Multimedia | |
| STANDARD | CC.1.5.1.F. | Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw |
| SUBJECT / STANDARD AREA | PA.CC.1.5.1. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Conventions of Standard English | |
| STANDARD | CC.1.5.1.G. | Demonstrate command of the conventions of standard English when speaking, based on Grade 1 level and content. ReadyRosie Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| Pennsylvania Core and Academic Standards |
| Language Arts |
| Grade: 2 - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.1.1.2. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Phonics and Word Recognition | |
| STANDARD | CC.1.1.2.D. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| DESCRIPTOR / STANDARD | CC.1.1.2.D.2. | Decode two-syllable words with long vowels and words with common prefixes and suffixes. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| DESCRIPTOR / STANDARD | CC.1.1.2.D.3. | Read grade-level high-frequency sight words and words with inconsistent but common spelling-sound correspondences. ReadyRosie My Words, Your Words |
| DESCRIPTOR / STANDARD | CC.1.1.2.D.4. | Read grade-appropriate irregularly spelled words. ReadyRosie My Words, Your Words |
| SUBJECT / STANDARD AREA | PA.CC.1.1.2. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Fluency | |
| STANDARD | CC.1.1.2.E. | Read with accuracy and fluency to support comprehension. |
| DESCRIPTOR / STANDARD | CC.1.1.2.E.1. | Read on-level text with purpose and understanding. 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 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? |
| DESCRIPTOR / STANDARD | CC.1.1.2.E.2. | Read on-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 |
| DESCRIPTOR / STANDARD | CC.1.1.2.E.3. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.2.2. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Main Idea | |
| STANDARD | CC.1.2.2.A. | Identify the main idea of a multiparagraph text as well as the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| SUBJECT / STANDARD AREA | PA.CC.1.2.2. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.2.2.B. | Ask and answer questions such 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 |
| STANDARD | CC.1.2.2.C. | Describe the connection between a series of events, concepts, or steps in a procedure within a text. ReadyRosie I Want to Know About I Went to the Zoo and Saw That's So Cool What Do You Wonder? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.2. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Text Structure | |
| STANDARD | CC.1.2.2.E. | Use various text features and search tools to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues How To Reading Recipes |
| SUBJECT / STANDARD AREA | PA.CC.1.2.2. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.2.2.F. | Determine the meaning of words and phrases as they are used in grade-level text including multiple-meaning words. ReadyRosie Share Your Knowledge Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.2.2. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Diverse Media | |
| STANDARD | CC.1.2.2.G. | Explain how graphic representations contribute to and clarify a text. ReadyRosie How Far Does It Fly? That's So Cool |
| SUBJECT / STANDARD AREA | PA.CC.1.2.2. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Evaluating Arguments | |
| STANDARD | CC.1.2.2.H. | Describe how reasons support specific points the author makes in a text. ReadyRosie How To |
| SUBJECT / STANDARD AREA | PA.CC.1.2.2. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.2.2.J. | Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases. ReadyRosie Share Your Knowledge Wondering About Words |
| STANDARD | CC.1.2.2.K. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools. ReadyRosie Share Your Knowledge Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.2.2. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Range of Reading | |
| STANDARD | CC.1.2.2.L. | Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.3.2.B. | Ask and answer questions such 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Literary Elements | |
| STANDARD | CC.1.3.2.C. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Point of View | |
| STANDARD | CC.1.3.2.D. | Acknowledge differences in the points of views of characters, including by speaking in a different voice for each character when reading dialogue aloud. ReadyRosie Building a Fort Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Text Structure | |
| STANDARD | CC.1.3.2.E. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.3.2.F. | Describe how words and phrases 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Sources of Information | |
| STANDARD | CC.1.3.2.G. | Use information from illustrations and words, in print or digital text, to demonstrate understanding of 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Text Analysis | |
| STANDARD | CC.1.3.2.H. | Compare and contrast two or more versions of the same story by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use: Strategies | |
| STANDARD | CC.1.3.2.I. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools. ReadyRosie Share Your Knowledge Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.3.2.J. | Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases. ReadyRosie Share Your Knowledge Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.3.2. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Range of Reading | |
| STANDARD | CC.1.3.2.K. | Read and comprehend literature on grade level, reading independently and proficiently. ReadyRosie Books on the Go Can You See It? Chapter Books Daily Reading Routines Five Finger Rule 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 What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory | |
| STANDARD | CC.1.4.2.A. | Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. ReadyRosie Color Poem Free Verse Create a Song Family Adventure List I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Focus | |
| STANDARD | CC.1.4.2.B. | Identify and introduce the topic. 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Content | |
| STANDARD | CC.1.4.2.C. | Develop the topic with facts and/or definitions. 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Organization | |
| STANDARD | CC.1.4.2.D. | Group information and provide a concluding statement or section. ReadyRosie Color Poem Free Verse Create a Song Family Adventure List I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Style | |
| STANDARD | CC.1.4.2.E. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Million Dollar Words Noun Charades Sharing Chores and Your Day |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Conventions of Language | |
| STANDARD | CC.1.4.2.F. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| DESCRIPTOR / STANDARD | CC.1.4.2.F.1. | Capitalize proper nouns. ReadyRosie Noun Charades |
| DESCRIPTOR / STANDARD | CC.1.4.2.F.3. | Spell words drawing on common spelling patterns. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative | |
| STANDARD | CC.1.4.2.G. | Write opinion pieces on familiar topics or texts. ReadyRosie This Is Important Who Are Your Heroes? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Focus | |
| STANDARD | CC.1.4.2.H. | Identify the topic and state an opinion. ReadyRosie This Is Important Who Are Your Heroes? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Conventions of Language | |
| STANDARD | CC.1.4.2.L. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| DESCRIPTOR / STANDARD | CC.1.4.2.L.1. | Capitalize proper nouns. ReadyRosie Noun Charades |
| DESCRIPTOR / STANDARD | CC.1.4.2.L.3. | Spell words drawing on common spelling patterns. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative | |
| STANDARD | CC.1.4.2.M. | Write narratives to develop real or imagined experiences or events. ReadyRosie Family Journaling 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Focus | |
| STANDARD | CC.1.4.2.N. | Establish a situation and introduce a narrator and/or characters. ReadyRosie Magical Creature Writing Write Around |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Content | |
| STANDARD | CC.1.4.2.O. | Include thoughts and feelings to describe experiences and events to show the response of characters to situations. ReadyRosie Magical Creature Writing Write Around |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Organization | |
| STANDARD | CC.1.4.2.P. | Organize a short sequence of events, using temporal words to signal event order; provide a sense of closure. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing My Family Comic Strip Story Train Write Around |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Style | |
| STANDARD | CC.1.4.2.Q. | Choose words and phrases for effect ReadyRosie Acrostic Poem Create a Song Million Dollar Words Noun Charades Sharing Chores and Your Day |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Conventions of Language | |
| STANDARD | CC.1.4.2.R. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
| DESCRIPTOR / STANDARD | CC.1.4.2.R.1. | Capitalize proper nouns. ReadyRosie Noun Charades |
| DESCRIPTOR / STANDARD | CC.1.4.2.R.3. | Spell words drawing on common spelling patterns. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Production and Distribution of Writing: Writing Process | |
| STANDARD | CC.1.4.2.T. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Conducting Research | |
| STANDARD | CC.1.4.2.V. | Participate in individual or shared research and writing projects. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Credibility, Reliability, and Validity of Sources | |
| STANDARD | CC.1.4.2.W. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.2. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Range of Writing | |
| STANDARD | CC.1.4.2.X. | 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 Color Poem Free Verse Family Adventure List Family Journaling I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important Write to the Tooth Fairy |
| SUBJECT / STANDARD AREA | PA.CC.1.5.2. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Collaborative Discussion | |
| STANDARD | CC.1.5.2.A. | Participate in collaborative conversations with peers and adults in small and larger groups. 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.2. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Critical Listening | |
| STANDARD | CC.1.5.2.B. | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw My Turn, Your Turn Random, Bizarre Facts |
| SUBJECT / STANDARD AREA | PA.CC.1.5.2. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Evaluating Information | |
| STANDARD | CC.1.5.2.C. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.2. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Presentation of Knowledge and Ideas: Purpose, Audience, and Task | |
| STANDARD | CC.1.5.2.D. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.2. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Presentation of Knowledge and Ideas: Context | |
| STANDARD | CC.1.5.2.E. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.2. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Conventions of Standard English | |
| STANDARD | CC.1.5.2.G. | Demonstrate command of the conventions of standard English when speaking, based on Grade 2 level and content. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| Pennsylvania Core and Academic Standards |
| Language Arts |
| Grade: 3 - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.1.1.3. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Phonics and Word Recognition | |
| STANDARD | CC.1.1.3.D. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| DESCRIPTOR / STANDARD | CC.1.1.3.D.1. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| DESCRIPTOR / STANDARD | CC.1.1.3.D.2. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| DESCRIPTOR / STANDARD | CC.1.1.3.D.4. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.1.3. | Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. |
| STANDARD AREA / STATEMENT | Fluency | |
| STANDARD | CC.1.1.3.E. | Read with accuracy and fluency to support comprehension. |
| DESCRIPTOR / STANDARD | CC.1.1.3.E.1. | Read on-level text with purpose and understanding. 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 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? |
| DESCRIPTOR / STANDARD | CC.1.1.3.E.2. | Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Dialogue |
| DESCRIPTOR / STANDARD | CC.1.1.3.E.3. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| SUBJECT / STANDARD AREA | PA.CC.1.2.3. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Main Idea | |
| STANDARD | CC.1.2.3.A. | Determine the main idea of a text; recount the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.3. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.2.3.B. | Ask and answer questions about the text and make inferences from text; refer to text to support responses. ReadyRosie Daily Conclusions Reading Recipes That's So Cool Using Clues to Figure it Out What Will You Learn? Who's Been Here? |
| SUBJECT / STANDARD AREA | PA.CC.1.2.3. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Point of View | |
| STANDARD | CC.1.2.3.D. | Explain the point of view of the author. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| SUBJECT / STANDARD AREA | PA.CC.1.2.3. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Text Structure | |
| STANDARD | CC.1.2.3.E. | Use text features and search tools to locate and interpret information. ReadyRosie Comprehension Clues Reading Recipes |
| SUBJECT / STANDARD AREA | PA.CC.1.2.3. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.2.3.F. | Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books |
| SUBJECT / STANDARD AREA | PA.CC.1.2.3. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Diverse Media | |
| STANDARD | CC.1.2.3.G. | Use information gained from text features to demonstrate understanding of a text. ReadyRosie Comprehension Clues Reading Recipes |
| SUBJECT / STANDARD AREA | PA.CC.1.2.3. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.2.3.J. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. ReadyRosie Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| STANDARD | CC.1.2.3.K. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. ReadyRosie Hinky Pinky and Hinketty Pinketty Share Your Knowledge Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.2.3. | Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. |
| STANDARD AREA / STATEMENT | Range of Reading | |
| STANDARD | CC.1.2.3.L. | Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. ReadyRosie Books on the Go Daily Reading Routines Favorite Genres Five Finger Rule That's So Cool What Will You Learn? |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Theme | |
| STANDARD | CC.1.3.3.A. | Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text. ReadyRosie Chapter Books Talking About Books |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Text Analysis | |
| STANDARD | CC.1.3.3.B. | Ask and answer questions about the text and make inferences from text, referring to text to support responses. ReadyRosie 20 Questions Chapter Books Daily Conclusions It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books Using Clues to Figure it Out What Makes a Good Storyteller Who's Been Here? |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Key Ideas and Details: Literary Elements | |
| STANDARD | CC.1.3.3.C. | Describe characters in a story and explain how their actions contribute to the sequence of events. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Text Structure | |
| STANDARD | CC.1.3.3.E. | Refer to parts of texts when writing or speaking about a text using such terms as chapter, scene, and stanza and describe how each successive part builds upon 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Craft and Structure: Vocabulary | |
| STANDARD | CC.1.3.3.F. | Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Sources of Information | |
| STANDARD | CC.1.3.3.G. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ReadyRosie Pow Wow Crunch |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Integration of Knowledge and Ideas: Text Analysis | |
| STANDARD | CC.1.3.3.H. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. ReadyRosie What Makes a Good Storyteller |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use: Strategies | |
| STANDARD | CC.1.3.3.I. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. ReadyRosie Hinky Pinky and Hinketty Pinketty Share Your Knowledge Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Vocabulary Acquisition and Use | |
| STANDARD | CC.1.3.3.J. | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. ReadyRosie Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| SUBJECT / STANDARD AREA | PA.CC.1.3.3. | Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. |
| STANDARD AREA / STATEMENT | Range of Reading | |
| STANDARD | CC.1.3.3.K. | Read and comprehend literary fiction on grade level, reading independently and proficiently. ReadyRosie Books on the Go 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 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory | |
| STANDARD | CC.1.4.3.A. | Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Focus | |
| STANDARD | CC.1.4.3.B. | Identify and introduce the topic. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Content | |
| STANDARD | CC.1.4.3.C. | Develop the topic with facts, definitions, details, and illustrations, as appropriate. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Organization | |
| STANDARD | CC.1.4.3.D. | Create an organizational structure that includes information grouped and connected logically with a concluding statement or section. ReadyRosie Family Adventure List Make a Neighborhood Map Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Style | |
| STANDARD | CC.1.4.3.E. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Informative/Explanatory: Conventions of Language | |
| STANDARD | CC.1.4.3.F. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. ReadyRosie 20 Questions 20 Questions Draw Family Interview Magical Creature Writing Pow Wow Crunch Reading Strategy: Model Expressive Reading Sharing Chores and Your Day Who's Coming to Dinner? Write a Letter |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Opinion/Argumentative: Conventions of Language | |
| STANDARD | CC.1.4.3.L. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. ReadyRosie 20 Questions 20 Questions Draw Family Interview Magical Creature Writing Pow Wow Crunch Reading Strategy: Model Expressive Reading Sharing Chores and Your Day Who's Coming to Dinner? Write a Letter |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative | |
| STANDARD | CC.1.4.3.M. | Write narratives to develop real or imagined experiences or events. ReadyRosie Family Journaling 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Focus | |
| STANDARD | CC.1.4.3.N. | Establish a situation and introduce a narrator and/or characters. ReadyRosie A Really Good Story Magical Creature Writing Write Around |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Content | |
| STANDARD | CC.1.4.3.O. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Organization | |
| STANDARD | CC.1.4.3.P. | Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order; provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Style | |
| STANDARD | CC.1.4.3.Q. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Narrative: Conventions of Language | |
| STANDARD | CC.1.4.3.R. | Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. ReadyRosie 20 Questions 20 Questions Draw Family Interview Magical Creature Writing Pow Wow Crunch Reading Strategy: Model Expressive Reading Sharing Chores and Your Day Who's Coming to Dinner? Write a Letter |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Response to Literature | |
| STANDARD | CC.1.4.3.S. | Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. ReadyRosie Chapter Books Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Pow Wow Crunch Song Lyrics Story Train Talking About Books That's So Cool Tips for helping your child love reading What Makes a Good Storyteller What Will You Learn? Who Are Your Heroes? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Production and Distribution of Writing: Writing Process | |
| STANDARD | CC.1.4.3.T. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. ReadyRosie A Really Good Story This Is Important Write a Favorite Family Recipe |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Conducting Research | |
| STANDARD | CC.1.4.3.V. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Credibility, Reliability, and Validity of Sources | |
| STANDARD | CC.1.4.3.W. | 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.4.3. | Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. |
| STANDARD AREA / STATEMENT | Range of Writing | |
| STANDARD | CC.1.4.3.X. | 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 |
| SUBJECT / STANDARD AREA | PA.CC.1.5.3. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Collaborative Discussion | |
| STANDARD | CC.1.5.3.A. | Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly. 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.3. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Critical Listening | |
| STANDARD | CC.1.5.3.B. | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Family Movie Night My Turn, Your Turn Random, Bizarre Facts |
| SUBJECT / STANDARD AREA | PA.CC.1.5.3. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Comprehension and Collaboration: Evaluating Information | |
| STANDARD | CC.1.5.3.C. | Ask and answer questions about information from a speaker, offering appropriate 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? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.3. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Presentation of Knowledge and Ideas: Purpose, Audience, and Task | |
| STANDARD | CC.1.5.3.D. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Create a Song Family Interview I Love My Family Because... Share Your Knowledge Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.3. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Presentation of Knowledge and Ideas: Context | |
| STANDARD | CC.1.5.3.E. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| SUBJECT / STANDARD AREA | PA.CC.1.5.3. | Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. |
| STANDARD AREA / STATEMENT | Conventions of Standard English | |
| STANDARD | CC.1.5.3.G. | Demonstrate command of the conventions of standard English when speaking, based on Grade 3 level and content. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| Pennsylvania Core and Academic Standards |
| Mathematics |
| Grade: K - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.MP. | Standards for Mathematical Practice |
| STANDARD AREA / STATEMENT | CC.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 AREA / STATEMENT | CC.MP.2. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| STANDARD AREA / STATEMENT | CC.MP.4. | Look for and make use of structure. ReadyRosie Pattern Walk |
| STANDARD AREA / STATEMENT | CC.MP.5. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| STANDARD AREA / STATEMENT | CC.MP.6. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STANDARD AREA / STATEMENT | CC.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| SUBJECT / STANDARD AREA | PA.CC.2.1.K. | Numbers and Operations |
| STANDARD AREA / STATEMENT | CC.2.1.K.A. | Counting & Cardinality |
| STANDARD | CC.2.1.K.A.1. | Know number names and write and recite the count sequence. ReadyRosie Add One Card Sequencing and Counting Go Fish My Favorite Things Number Lookout Numbers on My Back Salty Numbers Sneaky Math Note Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| STANDARD | CC.2.1.K.A.2. | Apply one-to-one correspondence to count the number of objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| STANDARD | CC.2.1.K.A.3. | Apply the concept of magnitude to compare numbers and quantities. ReadyRosie In Ten Seconds Ten in a Row The Biggest Number |
| SUBJECT / STANDARD AREA | PA.CC.2.1.K. | Numbers and Operations |
| STANDARD AREA / STATEMENT | CC.2.1.K.B. | Numbers & Operations in Base Ten |
| STANDARD | CC.2.1.K.B.1. | Use place value to compose and decompose numbers within 19. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| SUBJECT / STANDARD AREA | PA.CC.2.2.K. | Algebraic Concepts |
| STANDARD AREA / STATEMENT | CC.2.2.K.A. | Operations and Algebraic Thinking |
| STANDARD | CC.2.2.K.A.1. | Extend the concepts of putting together and taking apart to add and subtract within 10. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| SUBJECT / STANDARD AREA | PA.CC.2.3.K. | Geometry |
| STANDARD AREA / STATEMENT | CC.2.3.K.A. | Geometry |
| STANDARD | CC.2.3.K.A.1. | Identify and describe two- and three-dimensional shapes. ReadyRosie Canned Shape Scavenger Hunt |
| STANDARD | CC.2.3.K.A.2. | Analyze, compare, create, and compose two- and three-dimensional shapes. ReadyRosie Is it a Triangle? |
| SUBJECT / STANDARD AREA | PA.CC.2.4.K. | Measurement, Data, and Probability |
| STANDARD AREA / STATEMENT | CC.2.4.K.A. | Measurement and Data |
| STANDARD | CC.2.4.K.A.1. | Describe and compare attributes of length, area, weight, and capacity of everyday objects. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing |
| STANDARD | CC.2.4.K.A.4. | Classify objects and count the number of objects in each category. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| Pennsylvania Core and Academic Standards |
| Mathematics |
| Grade: 1 - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.MP. | Standards for Mathematical Practice |
| STANDARD AREA / STATEMENT | CC.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| STANDARD AREA / STATEMENT | CC.MP.2. | 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 AREA / STATEMENT | CC.MP.4. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| STANDARD AREA / STATEMENT | CC.MP.6. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| STANDARD AREA / STATEMENT | CC.MP.7. | Attend to precision. ReadyRosie Category Hunt |
| STANDARD AREA / STATEMENT | CC.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| SUBJECT / STANDARD AREA | PA.CC.2.1.1. | Numbers and Operations |
| STANDARD AREA / STATEMENT | CC.2.1.1.B. | Numbers & Operations in Base Ten |
| STANDARD | CC.2.1.1.B.1. | Extend the counting sequence to read and write numerals to represent objects. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| STANDARD | CC.2.1.1.B.2. | Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. ReadyRosie Greater Than How Many Fingers? How Many Tens in 50? I'm Thinking of a Number Location Guess My Number Stacking Pennies Ten Dimes Ten in a Row |
| STANDARD | CC.2.1.1.B.3. | Use place-value concepts and properties of operations to add and subtract within 100. ReadyRosie Broken Calculator Keys Ten Dimes |
| SUBJECT / STANDARD AREA | PA.CC.2.2.1. | Algebraic Concepts |
| STANDARD AREA / STATEMENT | CC.2.2.1.A. | Operations and Algebraic Thinking |
| STANDARD | CC.2.2.1.A.1. | Represent and solve problems involving addition and subtraction within 20. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| STANDARD | CC.2.2.1.A.2. | Understand and apply properties of operations and the relationship between addition and subtraction. ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference Ten Dimes |
| SUBJECT / STANDARD AREA | PA.CC.2.3.1. | Geometry |
| STANDARD AREA / STATEMENT | CC.2.3.1.A. | Geometry |
| STANDARD | CC.2.3.1.A.1. | Compose and distinguish between two- and three-dimensional shapes based on their attributes. ReadyRosie Canned Folding a Blanket Mystery Shape Paper Airplane Geometry |
| STANDARD | CC.2.3.1.A.2. | Use the understanding of fractions to partition shapes into halves and quarters. ReadyRosie Folding Napkins Making Playdough Together |
| SUBJECT / STANDARD AREA | PA.CC.2.4.1. | Measurement, Data, and Probability |
| STANDARD AREA / STATEMENT | CC.2.4.1.A. | Measurement and Data |
| STANDARD | CC.2.4.1.A.1. | Order lengths and measure them both indirectly and by repeating length units. ReadyRosie Hunt and Measure |
| STANDARD | CC.2.4.1.A.2. | Tell and write time to the nearest half hour using both analog and digital clocks. ReadyRosie Body Clock |
| Pennsylvania Core and Academic Standards |
| Mathematics |
| Grade: 2 - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.MP. | Standards for Mathematical Practice |
| STANDARD AREA / STATEMENT | CC.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STANDARD AREA / STATEMENT | CC.MP.2. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| STANDARD AREA / STATEMENT | CC.MP.4. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| STANDARD AREA / STATEMENT | CC.MP.6. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| STANDARD AREA / STATEMENT | CC.MP.7. | Attend to precision. ReadyRosie Category Hunt |
| STANDARD AREA / STATEMENT | CC.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| SUBJECT / STANDARD AREA | PA.CC.2.1.2. | Numbers and Operations |
| STANDARD AREA / STATEMENT | CC.2.1.2.B. | Numbers & Operations in Base Ten |
| STANDARD | CC.2.1.2.B.1. | Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. ReadyRosie All About My Number Greater Than How Much to 1,000? Is it Reasonable? Less Than Location Guess My Number Place Value Battle Place Value Dice The Greater Number |
| STANDARD | CC.2.1.2.B.2. | Use place-value concepts to read, write, and skip count to 1000. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More Place Value Dice Sneaky Math Note Thousand More |
| STANDARD | CC.2.1.2.B.3. | Use place-value understanding and properties of operations to add and subtract within 1000. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| SUBJECT / STANDARD AREA | PA.CC.2.2.2. | Algebraic Concepts |
| STANDARD AREA / STATEMENT | CC.2.2.2.A. | Operations and Algebraic Thinking |
| STANDARD | CC.2.2.2.A.1. | Represent and solve problems involving addition and subtraction within 100. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| STANDARD | CC.2.2.2.A.2. | Use mental strategies to add and subtract within 20. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| SUBJECT / STANDARD AREA | PA.CC.2.3.2. | Geometry |
| STANDARD AREA / STATEMENT | CC.2.3.2.A. | Geometry |
| STANDARD | CC.2.3.2.A.1. | Analyze and draw two- and three-dimensional shapes having specified attributes. ReadyRosie Paper Airplane Geometry |
| STANDARD | CC.2.3.2.A.2. | Use the understanding of fractions to partition shapes into halves, quarters, and thirds. ReadyRosie Counting Fractions |
| SUBJECT / STANDARD AREA | PA.CC.2.4.2. | Measurement, Data, and Probability |
| STANDARD AREA / STATEMENT | CC.2.4.2.A. | Measurement and Data |
| STANDARD | CC.2.4.2.A.1. | Measure and estimate lengths in standard units using appropriate tools. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| STANDARD | CC.2.4.2.A.3. | Solve problems and make change using coins and paper currency with appropriate symbols. ReadyRosie What's in a Dollar? |
| Pennsylvania Core and Academic Standards |
| Mathematics |
| Grade: 3 - Adopted: 2014 |
| SUBJECT / STANDARD AREA | PA.CC.MP. | Standards for Mathematical Practice |
| STANDARD AREA / STATEMENT | CC.MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| STANDARD AREA / STATEMENT | CC.MP.2. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| STANDARD AREA / STATEMENT | CC.MP.5. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| STANDARD AREA / STATEMENT | CC.MP.6. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| STANDARD AREA / STATEMENT | CC.MP.7. | Attend to precision. ReadyRosie Category Hunt |
| STANDARD AREA / STATEMENT | CC.MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| SUBJECT / STANDARD AREA | PA.CC.2.1.3. | Numbers and Operations |
| STANDARD AREA / STATEMENT | CC.2.1.3.B. | Numbers & Operations in Base Ten |
| STANDARD | CC.2.1.3.B.1. | Apply place-value understanding and properties of operations to perform multi-digit arithmetic. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? 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? |
| SUBJECT / STANDARD AREA | PA.CC.2.1.3. | Numbers and Operations |
| STANDARD AREA / STATEMENT | CC.2.1.3.C. | Numbers & Operations — Fractions |
| STANDARD | CC.2.1.3.C.1. | Explore and develop an understanding of fractions as numbers. ReadyRosie Fractions on a Number Line Shape Up! |
| SUBJECT / STANDARD AREA | PA.CC.2.2.3. | Algebraic Concepts |
| STANDARD AREA / STATEMENT | CC.2.2.3.A. | Operations and Algebraic Thinking |
| STANDARD | CC.2.2.3.A.1. | Represent and solve problems involving multiplication and division. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| STANDARD | CC.2.2.3.A.2. | Understand properties of multiplication and the relationship between multiplication and division. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Price Per Pound Product Practice Say it a Different Way |
| STANDARD | CC.2.2.3.A.4. | Solve problems involving the four operations, and identify and explain patterns in arithmetic. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice Race to Zero |
| SUBJECT / STANDARD AREA | PA.CC.2.3.3. | Geometry |
| STANDARD AREA / STATEMENT | CC.2.3.3.A. | Geometry |
| STANDARD | CC.2.3.3.A.2. | Use the understanding of fractions to partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole. ReadyRosie Counting Fractions Shape Up! |
| SUBJECT / STANDARD AREA | PA.CC.2.4.3. | Measurement, Data, and Probability |
| STANDARD AREA / STATEMENT | CC.2.4.3.A. | Measurement and Data |
| STANDARD | CC.2.4.3.A.1. | Solve problems involving measurement and estimation of temperature, liquid volume, mass, and length. ReadyRosie Cooking Estimation Double the Recipe How Far Does It Fly? Ramp Car Racing Reading Recipes |
| STANDARD | CC.2.4.3.A.2. | Tell and write time to the nearest minute and solve problems by calculating time intervals. ReadyRosie Now is the Time |
| STANDARD | CC.2.4.3.A.4. | Represent and interpret data using tally charts, tables, pictographs, line plots, and bar graphs. ReadyRosie Graphing Walking Goals |
| STANDARD | CC.2.4.3.A.5. | Determine the area of a rectangle and apply the concept to multiplication and to addition. ReadyRosie An Array of Brownies |
| Pennsylvania Core and Academic Standards |
| Science |
| Grade: K - Adopted: 2012 |
| SUBJECT / STANDARD AREA | PA.SI. | Science as Inquiry |
| STANDARD AREA / STATEMENT | SI.1. | Ask questions about objects, organisms, and events. ReadyRosie Ramp Car Racing |
| SUBJECT / STANDARD AREA | PA.3.1. | Biological Sciences |
| STANDARD AREA / STATEMENT | 3.1.A. | Organisms and Cells |
| STANDARD | Common Characteristics of Life | |
| DESCRIPTOR / STANDARD | 3.1.K.A1. | Identify the similarities and differences of living and nonliving things. ReadyRosie Nature Journaling |
| SUBJECT / STANDARD AREA | PA.3.1. | Biological Sciences |
| STANDARD AREA / STATEMENT | 3.1.B. | Genetics |
| STANDARD | Heredity | |
| DESCRIPTOR / STANDARD | 3.1.K.B1. | Observe and describe how young animals resemble their parents and other animals of the same kind. ReadyRosie Family Sensory Walk |
| SUBJECT / STANDARD AREA | PA.3.3. | Earth and Space Sciences |
| STANDARD AREA / STATEMENT | 3.3.A. | Earth Structure, Processes and Cycles |
| STANDARD | Earth Features and the Processes that Change It | |
| DESCRIPTOR / STANDARD | 3.3.K.A1. | Distinguish between three types of earth materials – rock, soil, and sand. ReadyRosie I Found This |
| Pennsylvania Core and Academic Standards |
| Science |
| Grade: 1 - Adopted: 2012 |
| SUBJECT / STANDARD AREA | PA.SI. | Science as Inquiry |
| STANDARD AREA / STATEMENT | SI.1. | Ask questions about objects, organisms, and events. ReadyRosie Ramp Car Racing |
| SUBJECT / STANDARD AREA | PA.3.1. | Biological Sciences |
| STANDARD AREA / STATEMENT | 3.1.A. | Organisms and Cells |
| STANDARD | Common Characteristics of Life | |
| DESCRIPTOR / STANDARD | 3.1.1.A1. | Categorize living and nonliving things by external characteristics. ReadyRosie Nature Journaling |
| SUBJECT / STANDARD AREA | PA.3.1. | Biological Sciences |
| STANDARD AREA / STATEMENT | 3.1.A. | Organisms and Cells |
| STANDARD | Energy Flow | |
| DESCRIPTOR / STANDARD | 3.1.1.A2. | Investigate the dependence of living things on the sun’s energy, water, food/nutrients, air, living space, and shelter. ReadyRosie Family Sensory Walk |
| SUBJECT / STANDARD AREA | PA.3.1. | Biological Sciences |
| STANDARD AREA / STATEMENT | 3.1.A. | Organisms and Cells |
| STANDARD | Form and Function | |
| DESCRIPTOR / STANDARD | 3.1.1.A5. | Identify and describe plant parts and their function. ReadyRosie I Found This |
| SUBJECT / STANDARD AREA | PA.3.1. | Biological Sciences |
| STANDARD AREA / STATEMENT | 3.1.C. | Evolution |
| STANDARD | Unifying Themes | |
| DESCRIPTOR / STANDARD | 3.1.1.C3. | CONSTANCY AND CHANGE: Describe changes that occur as a result of habitat. ReadyRosie Family Sensory Walk |
| Pennsylvania Core and Academic Standards |
| Science |
| Grade: 2 - Adopted: 2012 |
| SUBJECT / STANDARD AREA | PA.SI. | Science as Inquiry |
| STANDARD AREA / STATEMENT | SI.1. | Ask questions about objects, organisms, and events. ReadyRosie Ramp Car Racing |
| Pennsylvania Core and Academic Standards |
| Science |
| Grade: 3 - Adopted: 2012 |
| SUBJECT / STANDARD AREA | PA.3.1. | Biological Sciences |
| STANDARD AREA / STATEMENT | 3.1.A. | Organisms and Cells |
| STANDARD | Common Characteristics of Life | |
| DESCRIPTOR / STANDARD | 3.1.3.A1. | Describe characteristics of living things that help to identify and classify them. ReadyRosie Nature Journaling |
| SUBJECT / STANDARD AREA | PA.3.4. | Technology and Engineering Education |
| STANDARD AREA / STATEMENT | 3.4.D. | Abilities for a Technological World |
| STANDARD | Applying the Design Process | |
| DESCRIPTOR / STANDARD | 3.4.3.D1. | Identify people’s needs and wants and define some problems that can be solved through the design process. ReadyRosie Ramp Car Racing |