Virginia Standards of Learning
| Main Criteria: Virginia Standards of Learning | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Virginia Standards of Learning |
| Health and PE |
| Grade: K - Adopted: 2015 |
| STRAND / TOPIC | VA.HE.K. | Health Education - Kindergarten students recognize basic facts and concepts about their bodies and begin to acquire skills and practices that keep them safe and healthy. Students learn to seek help and advice from parents/guardians and other trusted adults and begin to learn how to seek reliable health information. They understand how to make good decisions about simple health issues, respect others, follow school safety rules, and be responsible. |
| STANDARD / STRAND | Essential Health Concepts | |
| INDICATOR / STANDARD | K.1. | The student will identify and describe key health and safety concepts. |
| INDICATOR | K.1.g) | Identify adults that keep children healthy (e.g., parents/guardians, teachers, school counselors, nurses, doctors). ReadyRosie All About My Family Family Poem Super Kindness |
| INDICATOR | K.1.i) | Describe the function of the teeth and how to take care of them. ReadyRosie Brushing Your Teeth |
| INDICATOR | K.1.n) | Identify emotions (e.g., happiness, sadness, anger, fear, frustration). ReadyRosie Emotion Meter Scale Feelings Charades School Routine Practice |
| INDICATOR | K.1.o) | Describe what it means to be a friend and to show consideration and concern for others. ReadyRosie Favorite People Place Cards Routine Strategy: Routine Chart |
| STRAND / TOPIC | VA.HE.K. | Health Education - Kindergarten students recognize basic facts and concepts about their bodies and begin to acquire skills and practices that keep them safe and healthy. Students learn to seek help and advice from parents/guardians and other trusted adults and begin to learn how to seek reliable health information. They understand how to make good decisions about simple health issues, respect others, follow school safety rules, and be responsible. |
| STANDARD / STRAND | Healthy Decisions | |
| INDICATOR / STANDARD | K.2. | The student will identify healthy decisions. |
| INDICATOR | K.2.b) | Identify positive physical activity options and the benefits of being physically active every day. ReadyRosie Brushing Your Teeth |
| INDICATOR | K.2.c) | Describe alternatives to television watching. ReadyRosie Brushing Your Teeth |
| INDICATOR | K.2.h) | Discuss the benefits of personal hygiene practices (e.g., tooth brushing, flossing, hand washing, grooming). ReadyRosie Brushing Your Teeth |
| INDICATOR | K.2.n) | Describe positive and negative emotions that affect physical health (e.g., anger, sadness, fear, frustration, happiness, pride). ReadyRosie Emotion Meter Scale Feelings Charades School Routine Practice |
| INDICATOR | K.2.o) | Discuss how to express and handle emotions appropriately. ReadyRosie Clap and Count Emotion Meter Scale Family Poem Feelings Charades Freeze Dance Red Light Purple Light Challenge School Routine Practice What Do I Like? |
| STRAND / TOPIC | VA.HE.K. | Health Education - Kindergarten students recognize basic facts and concepts about their bodies and begin to acquire skills and practices that keep them safe and healthy. Students learn to seek help and advice from parents/guardians and other trusted adults and begin to learn how to seek reliable health information. They understand how to make good decisions about simple health issues, respect others, follow school safety rules, and be responsible. |
| STANDARD / STRAND | Advocacy and Health Promotion | |
| INDICATOR / STANDARD | K.3. | The student will describe and demonstrate behaviors that promote health and prevent injury and disease. |
| INDICATOR | K.3.h) | Demonstrate how to brush and floss teeth correctly. ReadyRosie Brushing Your Teeth |
| INDICATOR | K.3.n) | Practice using words to identify emotions. ReadyRosie Emotion Meter Scale Feelings Charades School Routine Practice |
| INDICATOR | K.3.p) | Demonstrate acceptable behavior in classrooms and during play, to include showing respect for the personal space of others. ReadyRosie Clap and Count Create a Routine Chart Emotion Meter Scale Is my child overscheduled? Race to Be Ready Red Light, Green Light Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer School Routine Practice Simon Says |
| INDICATOR | K.3.q) | Apply strategies for establishing social and physical barriers, to include polite refusal skills, cooperation with others, and adaptation to change. ReadyRosie Clap and Count Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| STRAND / TOPIC | VA.PE.K. | Physical Education - Participating in a variety of movement experiences to develop fundamental movement patterns is the primary focus of the kindergarten physical education curriculum. While children at this level vary in maturity across all movement skills, they should demonstrate continuous improvement in movement under very simple conditions. While developing fundamental skill patterns, students begin to learn key movement concepts that help them perform in a variety of educational games, dances, and gymnastics. They learn how their bodies react to vigorous physical activity. Students learn to use safe practices, cooperate with and respect others, and follow classroom rules. Experiences in physical education help them develop a positive attitude for leading a healthy, active lifestyle. |
| STANDARD / STRAND | Social Development | |
| INDICATOR / STANDARD | K.4. | The student will use appropriate behaviors and safe practices in physical activity settings. |
| INDICATOR | K.4.a) | Demonstrate cooperative and safe 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 Super Kindness |
| INDICATOR | K.4.c) | Identify three classroom (procedural) rules. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| Virginia Standards of Learning |
| Health and PE |
| Grade: 1 - Adopted: 2015 |
| STRAND / TOPIC | VA.HE.1. | Health Education - Students in grade one learn about personal safety and their body’s major organs. They begin to understand how behaviors can impact health and wellness now and in the future. Students begin to relate choices with consequences. They begin to examine the influence of social media on health decisions and to identify ways to access reliable information. They exhibit respect for self, others, and the environment. |
| STANDARD / STRAND | Essential Health Concepts | |
| INDICATOR / STANDARD | 1.1. | The student will identify the basic components and functions of human body systems and the importance of safe practices, positive interpersonal relationships, and environmental health. |
| INDICATOR | 1.1.g) | Compare and contrast emotions that may make a person happy and emotions that may make a person feel unhappy or mad. ReadyRosie Emotion Meter Scale Feelings Charades I Love My Family Because... School Routine Practice What Do I See When I Hear...? |
| INDICATOR | 1.1.h) | Describe characteristics that are unique to each individual. ReadyRosie Story of Your Name |
| INDICATOR | 1.1.i) | Identify cooperative behaviors, respect for others, adherence to school rules, acceptance of responsibility, and respect for the property of others. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STRAND / TOPIC | VA.HE.1. | Health Education - Students in grade one learn about personal safety and their body’s major organs. They begin to understand how behaviors can impact health and wellness now and in the future. Students begin to relate choices with consequences. They begin to examine the influence of social media on health decisions and to identify ways to access reliable information. They exhibit respect for self, others, and the environment. |
| STANDARD / STRAND | Healthy Decisions | |
| INDICATOR / STANDARD | 1.2. | The student will explain that good health is related to healthy decisions. |
| INDICATOR | 1.2.a) | The student will explain that good health is related to healthy decisions. ReadyRosie Brushing Your Teeth |
| INDICATOR | 1.2.d) | Discuss the importance of personal hygiene, to include care of one’s teeth. ReadyRosie Brushing Your Teeth |
| INDICATOR | 1.2.h) | Explain the importance of making healthy decisions and how unhealthy decisions affect the body. ReadyRosie Brushing Your Teeth |
| INDICATOR | 1.2.m) | Identify appropriate ways a person may express the emotions of happy, unhappy, or mad. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| INDICATOR | 1.2.n) | Explain the role of listening in building and maintaining friendships. ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| INDICATOR | 1.2.o) | Explain the importance of responsible behaviors when interacting with others. ReadyRosie Clap and Count Create a Routine Chart Emotion Meter Scale Is my child overscheduled? Making Playdough Together Race to Be Ready Red Light, Green Light Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer School Routine Practice Simon Says |
| STRAND / TOPIC | VA.HE.1. | Health Education - Students in grade one learn about personal safety and their body’s major organs. They begin to understand how behaviors can impact health and wellness now and in the future. Students begin to relate choices with consequences. They begin to examine the influence of social media on health decisions and to identify ways to access reliable information. They exhibit respect for self, others, and the environment. |
| STANDARD / STRAND | Advocacy and Health Promotion | |
| INDICATOR / STANDARD | 1.3. | The student will identify specific rules and practices to promote personal safety and socially responsible behaviors. |
| INDICATOR | 1.3.l) | Demonstrate ways to express emotions appropriately. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| INDICATOR | 1.3.m) | Demonstrate cooperation with friends and classmates. ReadyRosie Clap and Count Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| INDICATOR | 1.3.n) | Demonstrate responsible behaviors when interacting with others. ReadyRosie Create a Routine Chart Emotion Meter Scale Is my child overscheduled? Race to Be Ready Red Light, Green Light Routine Strategy: Chore Chart Routine Strategy: Routine Chart Routine Strategy: Transition Timer School Routine Practice Simon Says |
| STRAND / TOPIC | VA.PE.1. | Physical Education - Students in grade one refine locomotor skills and further develop fundamental non-locomotor and manipulative skills in educational games, dance, and gymnastics. They continue to develop an understanding of key concepts and anatomical basis of movement principles and link these concepts and principles to their movement. Students explore and experiment with a range of movement experiences in a variety of environmental contexts, with the goal of becoming confident and competent movers. Students relate participation in vigorous physical activity to changes in the body, to enjoyment, and to improving their health and wellness. They further their understanding of the importance of physical activity and energy balance (nutrition) in their lives. As students increase their understanding of movement, they gain a deeper understanding of how the body moves. Students continue to develop socially as they work safely alone and in groups. The natural enjoyment of physical activity should be reinforced and complemented by a variety of educational game, dance, and gymnastic activities in which students learn and are successful. |
| STANDARD / STRAND | Social Development | |
| INDICATOR / STANDARD | 1.4. | The student will demonstrate basic knowledge and skills for safe and cooperative play, individually and with others, without reminders from teacher. |
| INDICATOR | 1.4.b) | Demonstrate safety rules for activity. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| INDICATOR | 1.4.d) | Identify classroom (procedural) rules. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| Virginia Standards of Learning |
| Health and PE |
| Grade: 2 - Adopted: 2015 |
| STRAND / TOPIC | VA.HE.2. | Health Education - Students in grade two continue to learn about the basic structures and functions of the human body systems. Focusing on preventing illness and disease, the students begin to understand the relationship between health behaviors, choices, and consequences. They learn about food sources, healthy food and beverage choices, the factors that influence health decisions, the harmful effects of drugs, and how to communicate consideration and respect for others. |
| STANDARD / STRAND | Essential Health Concepts | |
| INDICATOR / STANDARD | 2.1. | The student will identify the major body systems, healthy food and beverage choices, emotions, and social skills, and explain how each is connected to personal health. |
| INDICATOR | 2.1.k) | Describe situations in which conflict may occur. ReadyRosie Feelings Charades |
| INDICATOR | 2.1.l) | Define self-image, and identify that individuals are unique. ReadyRosie Story of Your Name |
| STRAND / TOPIC | VA.HE.2. | Health Education - Students in grade two continue to learn about the basic structures and functions of the human body systems. Focusing on preventing illness and disease, the students begin to understand the relationship between health behaviors, choices, and consequences. They learn about food sources, healthy food and beverage choices, the factors that influence health decisions, the harmful effects of drugs, and how to communicate consideration and respect for others. |
| STANDARD / STRAND | Healthy Decisions | |
| INDICATOR / STANDARD | 2.2. | The student will identify personal health decisions and health habits that influence health and wellness throughout life. |
| INDICATOR | 2.2.l) | Explain healthy ways to express the emotions associated with disappointment, loss, and grief. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| INDICATOR | 2.2.m) | Discuss how to express needs and wants appropriately. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| INDICATOR | 2.2.o) | Describe the use of nonviolent strategies to resolve conflicts. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| INDICATOR | 2.2.p) | Describe characteristics of a trusted friend and a trusted adult. ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| INDICATOR | 2.2.q) | Describe how to work and play cooperatively. ReadyRosie Fair Share Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| INDICATOR | 2.2.r) | Describe how self-image influences personal success. ReadyRosie Story of Your Name |
| STRAND / TOPIC | VA.HE.2. | Health Education - Students in grade two continue to learn about the basic structures and functions of the human body systems. Focusing on preventing illness and disease, the students begin to understand the relationship between health behaviors, choices, and consequences. They learn about food sources, healthy food and beverage choices, the factors that influence health decisions, the harmful effects of drugs, and how to communicate consideration and respect for others. |
| STANDARD / STRAND | Advocacy and Health Promotion | |
| INDICATOR / STANDARD | 2.3. | The student will describe the influences and factors that impact health and wellness. |
| INDICATOR | 2.3.j) | Demonstrate nonviolent strategies to resolve conflicts and support peers in school and in the community. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STRAND / TOPIC | VA.PE.2. | Physical Education - Students in grade two focus on mature patterns, not on traditional games, while participating in a variety of movement experiences to develop fundamental motor skills and patterns. They vary movement patterns and begin to combine skills in educational game, dance, and gymnastic activities. Students’ progress in skill development and in understanding key elements of fundamental movement skills, including movement concepts, major muscles and bones, health-related fitness concepts, energy balance concepts, and the benefits of physical activity. Students work cooperatively and responsibly in groups and begin to build skills to meet movement challenges. They participate in physical activities at school and identify opportunities to participate in regular physical activity outside of school. |
| STANDARD / STRAND | Social Development | |
| INDICATOR / STANDARD | 2.4. | The student will identify and apply cooperative, respectful, and safe behaviors in physical activity settings. |
| INDICATOR | 2.4.c) | Demonstrate cooperative skills, to include taking turns and sharing equipment. ReadyRosie Fair Share Super Kindness |
| INDICATOR | 2.4.e) | Identify two class safety rules. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| Virginia Standards of Learning |
| Health and PE |
| Grade: 3 - Adopted: 2015 |
| STRAND / TOPIC | VA.HE.3. | Health Education - Students in grade three learn how health habits impact growth and development. They learn to compare and contrast healthy and unhealthy practices. Skill building continues as students learn to apply the knowledge of health-risk reduction to the promotion of health. Students access valid information and begin to understand the relationship between personal decisions and the impact of personal decisions on self and others. |
| STANDARD / STRAND | Essential Health Concepts | |
| INDICATOR / STANDARD | 3.1. | The student will explain that health habits and practices impact personal growth and development. |
| INDICATOR | 3.1.m) | Identify the steps for goal setting to adopt positive health practices. ReadyRosie Setting Summer Learning Goals |
| INDICATOR | 3.1.n) | Describe emotions that result from experiencing change, such as the arrival of a new family member, making new friends, going to a new school, being accepted by peers, and losing a loved one. ReadyRosie Emotion Meter Scale Feelings Charades I Love My Family Because... |
| INDICATOR | 3.1.o) | Describe positive interaction with family, peers, and other individuals. ReadyRosie Family Poem I Love My Family Because... |
| INDICATOR | 3.1.q) | Describe behaviors that may cause the loss of a friend (e.g., being unaware of the attitudes and feelings of others, using inappropriate language and behavior, excluding a friend from activities, breaking promises). ReadyRosie Family Poem I Love My Family Because... |
| INDICATOR | 3.1.r) | Explain the difference between bullying and conflict. ReadyRosie Feelings Charades |
| STRAND / TOPIC | VA.HE.3. | Health Education - Students in grade three learn how health habits impact growth and development. They learn to compare and contrast healthy and unhealthy practices. Skill building continues as students learn to apply the knowledge of health-risk reduction to the promotion of health. Students access valid information and begin to understand the relationship between personal decisions and the impact of personal decisions on self and others. |
| STANDARD / STRAND | Healthy Decisions | |
| INDICATOR / STANDARD | 3.2. | The student will demonstrate the ability to use essential health concepts to improve personal health. |
| INDICATOR | 3.2.i) | List the benefits of goal setting for personal health. ReadyRosie Setting Summer Learning Goals |
| INDICATOR | 3.2.k) | Identify how emotions such as happiness, fear, sadness, excitement, anger, and loneliness can be expressed positively or negatively. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important Who Are Your Heroes? |
| INDICATOR | 3.2.l) | Identify the process of resolving conflicts peacefully. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STRAND / TOPIC | VA.HE.3. | Health Education - Students in grade three learn how health habits impact growth and development. They learn to compare and contrast healthy and unhealthy practices. Skill building continues as students learn to apply the knowledge of health-risk reduction to the promotion of health. Students access valid information and begin to understand the relationship between personal decisions and the impact of personal decisions on self and others. |
| STANDARD / STRAND | Advocacy and Health Promotion | |
| INDICATOR / STANDARD | 3.3. | The student will promote health and safety at school and at home. |
| INDICATOR | 3.3.j) | Design effective strategies for expressing and managing emotions, which may include physical activity, talking about feelings, reading, or creative expressions such as writing, art, music, and dance. ReadyRosie Emotion Meter Scale Family Poem Feelings Charades Freeze Dance I Love My Family Because... Inside Outside Traits Red Light Purple Light Challenge This Is Important Who Are Your Heroes? |
| INDICATOR | 3.3.m) | Demonstrate positive ways to communicate with family and friends. ReadyRosie Sharing Chores and Your Day |
| INDICATOR | 3.3.o) | Demonstrate effective verbal communication skills, awareness of the attitudes, feelings, and opinions of others, appropriate language and behavior, sharing, and reciprocal helping behavior to make and keep friends. ReadyRosie Routine Strategy: Routine Chart |
| STRAND / TOPIC | VA.PE.3. | Physical Education - Skill development remains a central focus for students in grade three as they begin to accept feedback from and provide appropriate feedback to others. Students refine, vary, and combine skills in complex situations and demonstrate more proficient movement patterns in educational games, dance, and gymnastic activities to become confident and competent movers. Students identify critical elements (small, isolated parts of the whole skill or movement) and apply them in their movement. They develop fitness knowledge and can relate regular physical activity to energy balance and health benefits. Students continue to build knowledge of body structures and systems. They know safe practices, rules, and procedures and apply them with little or no reinforcement. Students work cooperatively with peers and understand that there are many differences in movement skill and ability levels among their classmates. |
| STANDARD / STRAND | Social Development | |
| INDICATOR / STANDARD | 3.4. | The student will demonstrate an understanding of the purposes for rules, procedures, and respectful behaviors, while in various physical activity settings. |
| INDICATOR | 3.4.a) | Explain the importance of rules for activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer |
| INDICATOR | 3.4.b) | Provide input into establishing and demonstrate implementation of rules and guidelines for appropriate behavior in physical activity settings. ReadyRosie Conversation Starters Emotion Meter Scale How do I get my child to______? Is my child overscheduled? Routine Strategy: Transition Timer Simon Says |
| INDICATOR | 3.4.c) | Describe the importance of cooperating and work cooperatively with peers to achieve a goal. ReadyRosie Fair Share Super Kindness |
| Virginia Standards of Learning |
| Language Arts |
| Grade: K - Adopted: 2017 |
| STRAND / TOPIC | VA.CML.K. | Communication and Multimodal Literacies |
| STANDARD / STRAND | K.1. | The student will build oral communication skills. |
| INDICATOR / STANDARD | K.1.a. | Listen actively and speak using agreed-upon rules for discussion. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who Am I? Who's Coming to Dinner? |
| INDICATOR / STANDARD | K.1.b. | Express ideas in complete sentences and express needs through direct requests. ReadyRosie Guess Who Simon Says Who's Coming to Dinner? Write Me a Story |
| INDICATOR / STANDARD | K.1.c. | Initiate conversations. 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? |
| INDICATOR / STANDARD | K.1.d. | Follow implicit rules for conversation, including taking turns and staying on topic. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who Am I? Who's Coming to Dinner? |
| INDICATOR / STANDARD | K.1.e. | Listen and speak in informal conversations with peers and adults. ReadyRosie Here Are the Facts Share Your Knowledge When I Grow Up |
| INDICATOR / STANDARD | K.1.f. | Discuss various texts and topics collaboratively and with partners. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About I Read to You, You Read to Me Making Connections Pattern Books Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together Storytelling with a Picture Book When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| INDICATOR / STANDARD | K.1.g. | Use voice level, phrasing, and intonation appropriate for various language situations. ReadyRosie Conversation Starters Here Are the Facts Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| INDICATOR / STANDARD | K.1.h. | Follow one- and two-step directions. ReadyRosie Freeze Dance |
| INDICATOR / STANDARD | K.1.i. | Ask how and why questions to seek help, get information, or clarify information. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| INDICATOR / STANDARD | K.1.j. | Work respectfully with others. ReadyRosie Building a Fort Sharing Chores and Your Day |
| STRAND / TOPIC | VA.CML.K. | Communication and Multimodal Literacies |
| STANDARD / STRAND | K.2. | The student will demonstrate growth in oral, early literacy skills. |
| INDICATOR / STANDARD | K.2.a. | Listen and respond to a variety of text and media. ReadyRosie Family Movie Night Seeing the Story |
| STRAND / TOPIC | VA.R.K. | Reading |
| STANDARD / STRAND | K.3. | The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness. |
| INDICATOR / STANDARD | K.3.a. | Begin to discriminate between spoken sentences, words, and syllables. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR / STANDARD | K.3.b. | Identify and produce words that rhyme. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATOR / STANDARD | K.3.d. | Blend and segment one-syllable words into phonemes including onset and rime. ReadyRosie Reading Strategy: Chunk the Word |
| INDICATOR / STANDARD | K.3.e. | Identify words according to shared beginning and/or ending sounds. ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| STRAND / TOPIC | VA.R.K. | Reading |
| STANDARD / STRAND | K.4. | The student will understand how print is organized and read. |
| INDICATOR / STANDARD | K.4.a. | Hold print materials in the correct position. ReadyRosie Environmental Print |
| INDICATOR / STANDARD | K.4.c. | Distinguish between print and pictures. ReadyRosie Books I Like Environmental Print How Far Does It Fly? Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| INDICATOR / STANDARD | K.4.d. | Follow words from left to right and from top to bottom on a printed page. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR / STANDARD | K.4.e. | Match voice with print. 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 |
| STRAND / TOPIC | VA.R.K. | Reading |
| STANDARD / STRAND | K.5. | The student will demonstrate an understanding that print conveys meaning. |
| INDICATOR / STANDARD | K.5.a. | Identify common signs and logos. ReadyRosie Environmental Print |
| INDICATOR / STANDARD | K.5.b. | Explain that printed materials provide information. ReadyRosie Environmental Print |
| INDICATOR / STANDARD | K.5.d. | Read his/her name and commonly used high-frequency words. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? Write Your Name You Know It! |
| STRAND / TOPIC | VA.R.K. | Reading |
| STANDARD / STRAND | K.6. | The student will develop an understanding of basic phonetic principles. |
| INDICATOR / STANDARD | K.6.a. | Identify and name the capital and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| INDICATOR / STANDARD | K.6.b. | Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters. ReadyRosie All About My Family Alphabet Dice Game Family Alliteration Name Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Stinkle, Stinkle, Stittle Star Super Hero Names Word Man You Know It! |
| INDICATOR / STANDARD | K.6.c. | Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR / STANDARD | K.6.d. | Identify initial consonant sounds in one-syllable words. ReadyRosie All About My Family Alphabet Dice Game Family Alliteration Name Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Stinkle, Stinkle, Stittle Star Super Hero Names Word Man You Know It! |
| INDICATOR / STANDARD | K.6.e. | Identify final consonant sounds in one-syllable words. ReadyRosie All About My Family Alphabet Dice Game Family Alliteration Name Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Stinkle, Stinkle, Stittle Star Super Hero Names Word Man You Know It! |
| STRAND / TOPIC | VA.R.K. | Reading |
| STANDARD / STRAND | K.7. | The student will expand vocabulary and use of word meanings. |
| INDICATOR / STANDARD | K.7.b. | Increase vocabulary by listening to a variety of texts read aloud. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Seeing the Story |
| INDICATOR / STANDARD | K.7.c. | Use vocabulary from other content areas. ReadyRosie I Went to the Zoo and Saw Share Your Knowledge |
| INDICATOR / STANDARD | K.7.d. | Ask about words not understood. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| INDICATOR / STANDARD | K.7.e. | Use number words. ReadyRosie Environmental Print |
| INDICATOR / STANDARD | K.7.f. | Use nouns to identify and name people, places, and things. ReadyRosie All About My Family |
| INDICATOR / STANDARD | K.7.g. | Use adjectives to describe location, size, color, and shape. ReadyRosie All About Me Make a Card |
| INDICATOR / STANDARD | K.7.h. | Use verbs to identify actions. ReadyRosie All About My Family |
| STRAND / TOPIC | VA.R.K. | Reading |
| STANDARD / STRAND | K.8. | The student will demonstrate comprehension of fictional texts. |
| INDICATOR / STANDARD | K.8.a. | Identify the role of an author and an illustrator. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| INDICATOR / STANDARD | K.8.b. | Relate previous experiences to what is read. ReadyRosie Making Connections Read a Little, Think a Little Seeing the Story Wordless Picture Books |
| INDICATOR / STANDARD | K.8.c. | Use pictures to make predictions. ReadyRosie Books I Like Cover the Ending How Far Does It Fly? Read a Little, Think a Little |
| INDICATOR / STANDARD | K.8.d. | Ask and answer questions about what is read. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR / STANDARD | K.8.e. | Use story elements of characters, settings, and events to retell stories sequentially using beginning, middle, and end. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND / TOPIC | VA.R.K. | Reading |
| STANDARD / STRAND | K.9. | The student will demonstrate comprehension of nonfiction texts. |
| INDICATOR / STANDARD | K.9.a. | Use pictures to identify topic and make predictions. ReadyRosie Book Cover Conversations Books I Like How Far Does It Fly? Is It Real? What's Cool About Nonfiction? Who Am I? |
| INDICATOR / STANDARD | K.9.b. | Identify text features specific to the topic, such as titles, headings, and pictures. ReadyRosie Books I Like How Far Does It Fly? |
| INDICATOR / STANDARD | K.9.c. | Ask and answer questions about what is read. ReadyRosie What's Cool About Nonfiction? |
| STRAND / TOPIC | VA.W.K. | Writing |
| STANDARD / STRAND | K.10. | The student will print in manuscript. |
| INDICATOR / STANDARD | K.10.a. | Print capital and lowercase letters of the alphabet independently. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| INDICATOR / STANDARD | K.10.b. | Print his/her first and last names. ReadyRosie Captioning Your Childhood Favorite People Place Cards Labeling Your Story Letters on My Back Make an Invitation Write Your Name |
| STRAND / TOPIC | VA.W.K. | Writing |
| STANDARD / STRAND | K.11. | The student will write in a variety of forms to include narrative and descriptive. |
| INDICATOR / STANDARD | K.11.b. | Use prewriting activities to generate ideas including drawing pictures. ReadyRosie Color Poem Create a Crazy Character Make an Invitation Write Me a Story Write a Favorite Family Recipe |
| INDICATOR / STANDARD | K.11.c. | Use letters to phonetically spell words that describe pictures or experiences. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| INDICATOR / STANDARD | K.11.d. | Write left to right and top to bottom. ReadyRosie Make an Invitation |
| INDICATOR / STANDARD | K.11.e. | Compose simple sentences. ReadyRosie Favorite People Place Cards Write Me a Story Write a Favorite Family Recipe |
| INDICATOR / STANDARD | K.11.f. | Begin each sentence with a capital letter and use ending punctuation. ReadyRosie Isn't That Bold? Make an Invitation |
| INDICATOR / STANDARD | K.11.g. | Share writing with others. ReadyRosie Color Poem Create a Crazy Character Family Adventure List Make a Card Nature Journaling Write Me a Story |
| STRAND / TOPIC | VA.Re.K. | Research |
| STANDARD / STRAND | K.12. | The student will conduct research to answer questions or solve problems using available resources. |
| INDICATOR / STANDARD | K.12.a. | Generate topics of interest. ReadyRosie I Want to Know About Nature Journaling |
| INDICATOR / STANDARD | K.12.b. | Generate questions to gather information. ReadyRosie Guess Who Let's Explore |
| INDICATOR / STANDARD | K.12.c. | Identify pictures, texts, or people as sources of information. ReadyRosie How Far Does It Fly? Nature Journaling |
| Virginia Standards of Learning |
| Language Arts |
| Grade: 1 - Adopted: 2017 |
| STRAND / TOPIC | VA.CML.1. | Communication and Multimodal Literacies |
| STANDARD / STRAND | 1.1. | The student will develop oral communication skills. |
| INDICATOR / STANDARD | 1.1.a. | Listen actively and speak using agreed-upon rules for discussion. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR / STANDARD | 1.1.b. | Initiate conversation with peers and adults. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR / STANDARD | 1.1.c. | Adapt or change oral language to fit the situation. ReadyRosie Sharing Chores and Your Day |
| INDICATOR / STANDARD | 1.1.d. | Use appropriate voice level, phrasing, and intonation. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says |
| INDICATOR / STANDARD | 1.1.e. | Participate in collaborative and partner discussions about various texts and topics. ReadyRosie Building a Fort Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR / STANDARD | 1.1.f. | Follow rules for conversation using appropriate voice level in small-group settings. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR / STANDARD | 1.1.g. | Ask and respond to questions to seek help, get information, or clarify information. 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? |
| INDICATOR / STANDARD | 1.1.h. | Restate and follow simple two-step oral directions. ReadyRosie Freeze Dance |
| INDICATOR / STANDARD | 1.1.j. | Express ideas orally in complete sentences. ReadyRosie Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| INDICATOR / STANDARD | 1.1.k. | Work respectfully with others. ReadyRosie Building a Fort Sharing Chores and Your Day |
| INDICATOR / STANDARD | 1.1.l. | Increase listening and speaking vocabularies. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| STRAND / TOPIC | VA.CML.1. | Communication and Multimodal Literacies |
| STANDARD / STRAND | 1.2. | The student will demonstrate growth in oral early literacy skills. |
| INDICATOR / STANDARD | 1.2.a. | Listen and respond to a variety of print and media materials. ReadyRosie Family Movie Night Seeing the Story |
| STRAND / TOPIC | VA.R.1. | Reading |
| STANDARD / STRAND | 1.3. | The student will orally identify, produce, and manipulate various phonemes within words to develop phonological and phonemic awareness. |
| INDICATOR / STANDARD | 1.3.a. | Create rhyming words. ReadyRosie Bag of Rhymes Name Rhymes Nursery Rhymes Reading Rhymes Rhyming Hand Game Silly Song Singing |
| INDICATOR / STANDARD | 1.3.b. | Count phonemes (sounds) in one-syllable words. ReadyRosie Rhyming Hand Game |
| INDICATOR / STANDARD | 1.3.e. | Add or delete phonemes to make new words. ReadyRosie Name Rhymes Silly Song Singing |
| STRAND / TOPIC | VA.R.1. | Reading |
| STANDARD / STRAND | 1.4. | The student will apply knowledge of how print is organized and read. |
| INDICATOR / STANDARD | 1.4.a. | Read from left to right and from top to bottom. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR / STANDARD | 1.4.b. | Match spoken words with print. ReadyRosie Alphabet Dice Game Environmental Print Five Finger Rule Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression |
| INDICATOR / STANDARD | 1.4.c. | Identify letters, words, sentences, and ending punctuation. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Punctuation Expression Reading Strategy: Using Your Reading Finger |
| STRAND / TOPIC | VA.R.1. | Reading |
| STANDARD / STRAND | 1.5. | The student will apply phonetic principles to read and spell. |
| INDICATOR / STANDARD | 1.5.a. | Use initial and final consonants to decode and spell one- syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| INDICATOR / STANDARD | 1.5.b. | Use two-letter consonant blends to decode and spell one-syllable words. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR / STANDARD | 1.5.c. | Use consonant digraphs to decode and spell one-syllable words. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR / STANDARD | 1.5.d. | Use short vowel sounds to decode and spell one-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR / STANDARD | 1.5.e. | Blend initial, medial, and final sounds to recognize and read words. ReadyRosie Begin with the End Family Alliteration Name Game |
| INDICATOR / STANDARD | 1.5.f. | Use word patterns to decode unfamiliar words. ReadyRosie Change One Letter Word Challenge |
| INDICATOR / STANDARD | 1.5.h. | Read and spell commonly used sight words. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| STRAND / TOPIC | VA.R.1. | Reading |
| STANDARD / STRAND | 1.6. | The student will use semantic clues and syntax for support when reading. |
| INDICATOR / STANDARD | 1.6.a. | Use words, phrases, and sentences. ReadyRosie Reading Strategies: Punctuation Expression Reading Strategy: Using Your Reading Finger |
| INDICATOR / STANDARD | 1.6.b. | Use titles and pictures. ReadyRosie Favorite Illustrators How Far Does It Fly? How To Reading Strategies: Look at the Picture Storytelling with a Picture Book |
| INDICATOR / STANDARD | 1.6.d. | Use knowledge of sentence structure. ReadyRosie Reading Strategies: Punctuation Expression |
| INDICATOR / STANDARD | 1.6.e. | Reread and self-correct. ReadyRosie Preview & Predict Read a Little, Think a Little |
| STRAND / TOPIC | VA.R.1. | Reading |
| STANDARD / STRAND | 1.7. | The student will expand vocabulary and use of word meanings. |
| INDICATOR / STANDARD | 1.7.a. | Discuss meanings of words in context. ReadyRosie Million Dollar Words Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| INDICATOR / STANDARD | 1.7.b. | Develop vocabulary by listening to and reading a variety of texts. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Seeing the Story Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| INDICATOR / STANDARD | 1.7.c. | Ask for the meaning of unknown words and make connections to familiar words. ReadyRosie Feelings Charades I Read to You, You Read to Me Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller Wondering About Words |
| INDICATOR / STANDARD | 1.7.d. | Use text clues such as words or pictures to discern meanings of unknown words. ReadyRosie Favorite Illustrators How Far Does It Fly? How To Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| INDICATOR / STANDARD | 1.7.e. | Use vocabulary from other content areas. ReadyRosie I Went to the Zoo and Saw Share Your Knowledge Wondering About Words |
| INDICATOR / STANDARD | 1.7.f. | Use singular and plural nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATOR / STANDARD | 1.7.g. | Use adjectives to describe nouns. ReadyRosie Make a Card Picture Talk |
| INDICATOR / STANDARD | 1.7.h. | Use verbs to identify actions. ReadyRosie All About My Family Picture Talk |
| STRAND / TOPIC | VA.R.1. | Reading |
| STANDARD / STRAND | 1.8. | The student will use simple reference materials. |
| INDICATOR / STANDARD | 1.8.a. | Use knowledge of alphabetical order by first letter. ReadyRosie I Went to the Zoo and Saw |
| STRAND / TOPIC | VA.R.1. | Reading |
| STANDARD / STRAND | 1.9. | The student will read and demonstrate comprehension of a variety of fictional texts. |
| INDICATOR / STANDARD | 1.9.a. | Preview the selection. ReadyRosie Preview & Predict |
| INDICATOR / STANDARD | 1.9.c. | Relate previous experiences to what is read. ReadyRosie Preview & Predict Read a Little, Think a Little Seeing the Story |
| INDICATOR / STANDARD | 1.9.d. | Make and confirm predictions. ReadyRosie Cover the Ending Preview & Predict Read a Little, Think a Little |
| INDICATOR / STANDARD | 1.9.e. | Ask and answer who, what, when, where, why, and how questions about what is read. ReadyRosie Chapter Books Reading and Making Connections What Do I Like? |
| INDICATOR / STANDARD | 1.9.f. | Identify characters, setting, and important events. 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 |
| INDICATOR / STANDARD | 1.9.g. | Retell stories and events, using beginning, middle, and end in a sequential order. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| INDICATOR / STANDARD | 1.9.i. | Read and reread familiar stories and poems with fluency, accuracy, and meaningful expression. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Preview & Predict Read Like You Talk Read a Little, Think a Little Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading |
| STRAND / TOPIC | VA.R.1. | Reading |
| STANDARD / STRAND | 1.10. | The student will read and demonstrate comprehension of a variety of nonfiction texts. |
| INDICATOR / STANDARD | 1.10.c. | Set a purpose for reading. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule My Library List Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| INDICATOR / STANDARD | 1.10.d. | Identify text features such as pictures, headings, charts, and captions. ReadyRosie Getting Into Information How Far Does It Fly? How To |
| INDICATOR / STANDARD | 1.10.f. | Ask and answer who, what, where, when, why, and how questions about what is read. ReadyRosie How To I Want to Know About What's Cool About Nonfiction? |
| INDICATOR / STANDARD | 1.10.g. | Identify the main idea. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| INDICATOR / STANDARD | 1.10.h. | Read and reread familiar texts with fluency, accuracy, and meaningful expression. ReadyRosie Books on the Go Building a Fort Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading |
| STRAND / TOPIC | VA.W.1. | Writing |
| STANDARD / STRAND | 1.11. | The student will print legibly in manuscript. |
| INDICATOR / STANDARD | 1.11.a. | Form letters accurately. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| STRAND / TOPIC | VA.W.1. | Writing |
| STANDARD / STRAND | 1.12. | The student will write in a variety of forms to include narrative, descriptive, and opinion. |
| INDICATOR / STANDARD | 1.12.a. | Identify audience and purpose. ReadyRosie Family Adventure List Make an Invitation Write to the Tooth Fairy |
| INDICATOR / STANDARD | 1.12.b. | Use prewriting activities to generate ideas. ReadyRosie Color Poem Describe It Make an Invitation Remember The Story Write a Favorite Family Recipe |
| INDICATOR / STANDARD | 1.12.c. | Focus on one topic. ReadyRosie All About My Family I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Nature Journaling Tell Me How Write About a Family Tradition |
| INDICATOR / STANDARD | 1.12.d. | Organize writing to suit purpose. ReadyRosie Family Adventure List Funny Pictures Magical Creature Writing My First Journal Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition |
| INDICATOR / STANDARD | 1.12.f. | Write to express an opinion and give a reason. ReadyRosie Captioning Your Childhood My First Journal |
| INDICATOR / STANDARD | 1.12.g. | Use letters to phonetically spell words. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR / STANDARD | 1.12.h. | Share writing with others. ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| STRAND / TOPIC | VA.W.1. | Writing |
| STANDARD / STRAND | 1.13. | The student will edit writing for capitalization, punctuation, and spelling. |
| INDICATOR / STANDARD | 1.13.b. | Begin each sentence with a capital letter and use ending punctuation. ReadyRosie Magical Creature Writing Make an Invitation |
| INDICATOR / STANDARD | 1.13.c. | Use correct spelling for commonly used sight words and phonetically regular words. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| STRAND / TOPIC | VA.Re.1. | Research |
| STANDARD / STRAND | 1.14. | The student will conduct research to answer questions or solve problems using available resources. |
| INDICATOR / STANDARD | 1.14.a. | Generate topics of interest. ReadyRosie I Want to Know About Nature Journaling |
| INDICATOR / STANDARD | 1.14.b. | Generate questions to gather information. ReadyRosie Guess Who Let's Explore |
| INDICATOR / STANDARD | 1.14.c. | Identify pictures, texts, or people as sources of information. ReadyRosie How Far Does It Fly? Nature Journaling |
| Virginia Standards of Learning |
| Language Arts |
| Grade: 2 - Adopted: 2017 |
| STRAND / TOPIC | VA.CML.2. | Communication and Multimodal Literacies |
| STANDARD / STRAND | 2.1. | The student will use oral communication skills. |
| INDICATOR / STANDARD | 2.1.a. | Listen actively and speak using appropriate discussion rules. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR / STANDARD | 2.1.b. | Use oral language for different purposes: to inform, persuade, entertain, clarify, and respond. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Guess Who I Love My Family Because... I'd Really Like Please Can I? Share Your Knowledge Sharing Chores and Your Day This Is Important What Do You Wonder? What I Like About Me |
| INDICATOR / STANDARD | 2.1.c. | Speak audibly with appropriate voice level, phrasing, and intonation. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says Take a Stand |
| INDICATOR / STANDARD | 2.1.d. | Share information orally with appropriate facts and relevant details. ReadyRosie 20 Questions 20 Questions Draw Family Interview Share Your Knowledge Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| INDICATOR / STANDARD | 2.1.e. | Use increasingly complex sentence structures in oral communication. ReadyRosie 20 Questions Guess Who Simon Says What I Like About Me Who's Coming to Dinner? |
| INDICATOR / STANDARD | 2.1.h. | Ask and answer questions to seek help, get information, or clarify information. 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? |
| INDICATOR / STANDARD | 2.1.j. | Restate and follow multi-step directions. ReadyRosie Freeze Dance |
| INDICATOR / STANDARD | 2.1.l. | Work respectfully with others and show value for individual contributions. ReadyRosie Building a Fort Sharing Chores and Your Day |
| STRAND / TOPIC | VA.CML.2. | Communication and Multimodal Literacies |
| STANDARD / STRAND | 2.2. | The student will demonstrate an understanding of oral early literacy skills. |
| INDICATOR / STANDARD | 2.2.a. | Create oral stories to share with others. ReadyRosie Create a Song |
| STRAND / TOPIC | VA.R.2. | Reading |
| STANDARD / STRAND | 2.3. | The student will orally identify, produce, and manipulate various phonemes within words to develop phonemic awareness. |
| INDICATOR / STANDARD | 2.3.a. | Count phonemes within one-syllable words. ReadyRosie Rhyming Hand Game |
| STRAND / TOPIC | VA.R.2. | Reading |
| STANDARD / STRAND | 2.4. | The student will use phonetic strategies when reading and spelling. |
| INDICATOR / STANDARD | 2.4.a. | Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. ReadyRosie Reading Strategy: Chunk the Word |
| INDICATOR / STANDARD | 2.4.b. | Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. ReadyRosie Shopping for Syllables |
| INDICATOR / STANDARD | 2.4.c. | Decode regular multisyllabic words. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR / STANDARD | 2.4.d. | Apply decoding strategies to confirm or correct while reading. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Chunk the Word Reading Strategy: Cover the Suffix Rhyming Hand Game |
| STRAND / TOPIC | VA.R.2. | Reading |
| STANDARD / STRAND | 2.5. | The student will use semantic clues and syntax to expand vocabulary when reading. |
| INDICATOR / STANDARD | 2.5.a. | Use information and context clues in the story to read words. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| INDICATOR / STANDARD | 2.5.b. | Use knowledge of sentence structure to determine the meaning of unknown words. ReadyRosie Reading Strategies: Punctuation Expression |
| STRAND / TOPIC | VA.R.2. | Reading |
| STANDARD / STRAND | 2.6. | The student will expand vocabulary and use of word meanings. |
| INDICATOR / STANDARD | 2.6.b. | Use knowledge of prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR / STANDARD | 2.6.c. | Use knowledge of antonyms and synonyms. ReadyRosie Hink Pink |
| INDICATOR / STANDARD | 2.6.d. | Discuss meanings of words and develop vocabulary by listening to and reading a variety of texts. ReadyRosie Feelings Charades Random, Bizarre Facts Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| INDICATOR / STANDARD | 2.6.e. | Use word-reference materials including dictionaries, glossaries and indices. ReadyRosie Comprehension Clues Finding Information |
| INDICATOR / STANDARD | 2.6.f. | Use vocabulary from other content areas. ReadyRosie I Went to the Zoo and Saw Share Your Knowledge Wondering About Words |
| STRAND / TOPIC | VA.R.2. | Reading |
| STANDARD / STRAND | 2.7. | The student will read and demonstrate comprehension of fictional texts. |
| INDICATOR / STANDARD | 2.7.a. | Make and confirm predictions. ReadyRosie Read a Little, Think a Little |
| INDICATOR / STANDARD | 2.7.b. | Connect previous experiences to new texts. ReadyRosie Can You See It? Read a Little, Think a Little |
| INDICATOR / STANDARD | 2.7.c. | Ask and answer questions using the text for support. 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 |
| INDICATOR / STANDARD | 2.7.d. | Describe characters, setting, and plot events in fiction and poetry. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Color Poem Free Verse Feelings Charades Funny Pictures Inside Outside Traits My Turn, Your Turn Poetry Poetry Reading Strategy: Reading and Making Connections Song Lyrics Story Train Summarizing the Story What Makes a Good Storyteller |
| INDICATOR / STANDARD | 2.7.e. | Identify the conflict and resolution. ReadyRosie Reading Strategy: Reading and Making Connections |
| INDICATOR / STANDARD | 2.7.g. | Summarize stories and events with beginning, middle, and end in the correct sequence. ReadyRosie Chapter Books Funny Pictures Sequence and Summarize Story Train Summarizing the Story What Makes a Good Storyteller |
| INDICATOR / STANDARD | 2.7.h. | Draw conclusions based on the text. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| INDICATOR / STANDARD | 2.7.i. | Read and reread familiar stories and poems with fluency, accuracy, and meaningful expression. 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 Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading |
| STRAND / TOPIC | VA.R.2. | Reading |
| STANDARD / STRAND | 2.8. | The student will read and demonstrate comprehension of nonfiction texts. |
| INDICATOR / STANDARD | 2.8.a. | Preview the selection using text features including table of contents, headings, pictures, captions, and maps. ReadyRosie Comprehension Clues Finding Information How Far Does It Fly? How To Reading Recipes |
| INDICATOR / STANDARD | 2.8.c. | Use prior and background knowledge as context for new learning. ReadyRosie Random, Bizarre Facts |
| INDICATOR / STANDARD | 2.8.d. | Set purpose for reading. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule My Library List Reading Strategies: Punctuation Expression Reading Strategy: Give the Word What Do You Wonder? |
| INDICATOR / STANDARD | 2.8.e. | Ask and answer questions using the text as support. ReadyRosie How To Reading Recipes That's So Cool What Do You Wonder? |
| INDICATOR / STANDARD | 2.8.f. | Identify the main idea. ReadyRosie How To That's So Cool |
| INDICATOR / STANDARD | 2.8.g. | Draw conclusions based on the text. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| INDICATOR / STANDARD | 2.8.h. | Read and reread familiar texts with fluency, accuracy, and meaningful expression. ReadyRosie Books on the Go Building a Fort Daily Reading Routines Five Finger Rule I Read to You, You Read to Me Pow Wow Crunch Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading What Do You Wonder? |
| STRAND / TOPIC | VA.W.2. | Writing |
| STANDARD / STRAND | 2.9. | The student will maintain legible printing and begin to make the transition to cursive. |
| INDICATOR / STANDARD | 2.9.b. | Begin to sign his/her first and last names. ReadyRosie Write to the Tooth Fairy |
| STRAND / TOPIC | VA.W.2. | Writing |
| STANDARD / STRAND | 2.10. | The student will write in a variety of forms to include narrative, descriptive, opinion, and expository. |
| INDICATOR / STANDARD | 2.10.a. | Understand writing as a process. ReadyRosie Color Poem Free Verse Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| INDICATOR / STANDARD | 2.10.b. | Identify audience and purpose. ReadyRosie Family Adventure List Write to the Tooth Fairy |
| INDICATOR / STANDARD | 2.10.c. | Use prewriting strategies to generate ideas before writing. ReadyRosie Color Poem Describe It Sketching the Story Write a Favorite Family Recipe |
| INDICATOR / STANDARD | 2.10.d. | Use strategies for organization according to the type of writing. ReadyRosie Family Adventure List Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition |
| INDICATOR / STANDARD | 2.10.e. | Organize writing to include a beginning, middle, and end. ReadyRosie Family Adventure List Family Journaling Funny Pictures Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Sketching the Story Story Train Write About a Family Tradition Write Around Writing Telephone Game |
| INDICATOR / STANDARD | 2.10.f. | Write facts about a subject to support a main idea. ReadyRosie Create a Song Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Story Train Tell Me How Write a Favorite Family Recipe |
| INDICATOR / STANDARD | 2.10.h. | Expand writing to include descriptive detail. ReadyRosie Color Poem Free Verse Create a Song Describe It Family Journaling Family Poem I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Who Are Your Heroes? Write About a Family Tradition Write Around |
| INDICATOR / STANDARD | 2.10.i. | Revise writing for clarity. ReadyRosie I'd Really Like Magical Creature Writing Nature Journaling |
| STRAND / TOPIC | VA.W.2. | Writing |
| STANDARD / STRAND | 2.11. | The student will edit writing for capitalization, punctuation, spelling and Standard English. |
| INDICATOR / STANDARD | 2.11.b. | Use and punctuate declarative, interrogative, and exclamatory sentences. ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR / STANDARD | 2.11.c. | Capitalize all proper nouns and the word I. ReadyRosie Noun Charades |
| INDICATOR / STANDARD | 2.11.d. | Use singular and plural nouns and pronouns. ReadyRosie Noun Charades Picture Talk |
| INDICATOR / STANDARD | 2.11.h. | Use correct spelling for commonly used sight words, including compound words and regular plurals. ReadyRosie Change One Letter Magical Creature Writing Noun Charades Picture Talk Playground Compounds Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| INDICATOR / STANDARD | 2.11.i. | Use commas in salutation and closing of a letter. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| INDICATOR / STANDARD | 2.11.j. | Use past and present verbs. ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR / STANDARD | 2.11.k. | Use adjectives correctly. ReadyRosie Acrostic Poem Picture Talk |
| STRAND / TOPIC | VA.Re.2. | Research |
| STANDARD / STRAND | 2.12. | The student will conduct research by using available resources to gather information and answer questions to complete a research product. |
| INDICATOR / STANDARD | 2.12.a. | Generate topics of interest. ReadyRosie Family Interview I Want to Know About Nature Journaling |
| INDICATOR / STANDARD | 2.12.b. | Generate questions to gather information. ReadyRosie Guess Who Let's Explore |
| INDICATOR / STANDARD | 2.12.c. | Identify pictures, texts, people, or media as sources of information. ReadyRosie How Far Does It Fly? Let's Explore Make a Neighborhood Map Nature Journaling |
| INDICATOR / STANDARD | 2.12.d. | Find information from provided sources. ReadyRosie Who Are Your Heroes? |
| Virginia Standards of Learning |
| Language Arts |
| Grade: 3 - Adopted: 2017 |
| STRAND / TOPIC | VA.CML.3. | Communication and Multimodal Literacies |
| STANDARD / STRAND | 3.1. | The student will use effective communication skills in a variety of settings. |
| INDICATOR / STANDARD | 3.1.a. | Use active listening strategies including but not limited to making eye contact, facing the speaker, asking questions, and summarizing. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR / STANDARD | 3.1.c. | Ask and respond to questions from teachers and other group members. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR / STANDARD | 3.1.e. | Use language appropriate for context and audience. ReadyRosie Create a Song Noun Charades Sharing Chores and Your Day |
| INDICATOR / STANDARD | 3.1.f. | Increase listening and speaking vocabularies. ReadyRosie Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? |
| INDICATOR / STANDARD | 3.1.g. | Participate in collaborative discussions. ReadyRosie Building a Fort Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR / STANDARD | 3.1.h. | Work respectfully with others in pairs, diverse groups, and whole class settings. ReadyRosie Building a Fort Sharing Chores and Your Day |
| STRAND / TOPIC | VA.CML.3. | Communication and Multimodal Literacies |
| STANDARD / STRAND | 3.2. | The student will give oral presentations. |
| INDICATOR / STANDARD | 3.2.a. | Speak clearly using appropriate volume. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says Take a Stand |
| INDICATOR / STANDARD | 3.2.b. | Speak at an understandable rate. ReadyRosie Conversation Starters Sharing Chores and Your Day Simon Says Take a Stand |
| INDICATOR / STANDARD | 3.2.c. | Make eye contact with the audience. ReadyRosie I Love My Family Because... |
| INDICATOR / STANDARD | 3.2.d. | Organize ideas sequentially or around major points of information using appropriate facts and relevant details. ReadyRosie 20 Questions 20 Questions Draw Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| INDICATOR / STANDARD | 3.2.e. | Use contextually appropriate language and specific vocabulary to communicate ideas. ReadyRosie Share Your Knowledge |
| STRAND / TOPIC | VA.R.3. | Reading |
| STANDARD / STRAND | 3.3. | The student will apply word-analysis skills when reading. |
| INDICATOR / STANDARD | 3.3.a. | Use knowledge of regular and irregular vowel patterns. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| STRAND / TOPIC | VA.R.3. | Reading |
| STANDARD / STRAND | 3.4. | The student will expand vocabulary when reading. |
| INDICATOR / STANDARD | 3.4.a. | Use knowledge of homophones. ReadyRosie Hinky Pinky and Hinketty Pinketty |
| INDICATOR / STANDARD | 3.4.b. | Use knowledge of roots, affixes, synonyms, and antonyms to determine the meaning of new words. ReadyRosie Digging Into Roots Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR / STANDARD | 3.4.c. | Apply meaning clues, language structure, and phonetic strategies to determine the meaning of new words. ReadyRosie Five Finger Rule |
| INDICATOR / STANDARD | 3.4.d. | Use context to clarify meaning of unfamiliar words. ReadyRosie Wondering About Words Word Detective |
| INDICATOR / STANDARD | 3.4.e. | Discuss meanings of words and develop vocabulary by listening to and reading a variety of texts. ReadyRosie Feelings Charades Random, Bizarre Facts Share Your Knowledge What Makes a Good Storyteller Wondering About Words |
| INDICATOR / STANDARD | 3.4.f. | Use vocabulary from other content areas. ReadyRosie Share Your Knowledge Wondering About Words |
| INDICATOR / STANDARD | 3.4.g. | Use word-reference resources including the glossary, dictionary, and thesaurus. ReadyRosie Comprehension Clues |
| STRAND / TOPIC | VA.R.3. | Reading |
| STANDARD / STRAND | 3.5. | The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry. |
| INDICATOR / STANDARD | 3.5.a. | Set a purpose for reading. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule My Library List Pow Wow Crunch |
| INDICATOR / STANDARD | 3.5.b. | Make connections between reading selections. ReadyRosie What Makes a Good Storyteller |
| INDICATOR / STANDARD | 3.5.c. | Make, confirm, and revise predictions. ReadyRosie Read a Little, Think a Little |
| INDICATOR / STANDARD | 3.5.e. | Summarize plot events. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| INDICATOR / STANDARD | 3.5.f. | Identify the narrator of a story. ReadyRosie Reading Strategy: Reading and Making Connections |
| INDICATOR / STANDARD | 3.5.g. | Ask and answer questions about what is read. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| INDICATOR / STANDARD | 3.5.h. | Draw conclusions using the text for support. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| INDICATOR / STANDARD | 3.5.i. | Identify the conflict and resolution. ReadyRosie Reading Strategy: Reading and Making Connections |
| INDICATOR / STANDARD | 3.5.k. | Use reading strategies to monitor comprehension throughout the reading process. 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 That's So Cool What Makes a Good Storyteller |
| INDICATOR / STANDARD | 3.5.m. | Read with fluency, accuracy, and meaningful expression. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule Pow Wow Crunch Reading Dialogue Reading Strategy: Model Expressive Reading |
| STRAND / TOPIC | VA.R.3. | Reading |
| STANDARD / STRAND | 3.6. | The student will read and demonstrate comprehension of nonfiction texts. |
| INDICATOR / STANDARD | 3.6.a. | Identify the author’s purpose. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool |
| INDICATOR / STANDARD | 3.6.b. | Use prior and background knowledge as context for new learning. ReadyRosie Random, Bizarre Facts |
| INDICATOR / STANDARD | 3.6.c. | Preview and use text features including table of contents, headings, pictures, captions, maps, indices, and charts. ReadyRosie Comprehension Clues How Far Does It Fly? Reading Recipes That's So Cool |
| INDICATOR / STANDARD | 3.6.d. | Ask and answer questions about what is read using the text for support. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| INDICATOR / STANDARD | 3.6.e. | Draw conclusions using the text for support. ReadyRosie Daily Conclusions Using Clues to Figure it Out Who's Been Here? |
| INDICATOR / STANDARD | 3.6.g. | Identify the main idea. ReadyRosie That's So Cool What Will You Learn? |
| INDICATOR / STANDARD | 3.6.h. | Identify supporting details. ReadyRosie What Will You Learn? |
| INDICATOR / STANDARD | 3.6.i. | Use reading strategies to monitor comprehension throughout the reading process. ReadyRosie Books on the Go Daily Reading Routines Favorite Genres Five Finger Rule That's So Cool What Will You Learn? |
| INDICATOR / STANDARD | 3.6.j. | Read with fluency, accuracy, and meaningful expression. ReadyRosie Books on the Go Building a Fort Daily Reading Routines Favorite Genres Five Finger Rule Pow Wow Crunch Reading Strategy: Model Expressive Reading |
| STRAND / TOPIC | VA.W.3. | Writing |
| STANDARD / STRAND | 3.8. | The student will write in a variety of forms to include narrative, descriptive, opinion, and expository. |
| INDICATOR / STANDARD | 3.8.a. | Engage in writing as a process. ReadyRosie Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| INDICATOR / STANDARD | 3.8.b. | Identify audience and purpose. ReadyRosie Family Adventure List |
| INDICATOR / STANDARD | 3.8.c. | Use a variety of prewriting strategies. ReadyRosie A Really Good Story Write a Favorite Family Recipe |
| INDICATOR / STANDARD | 3.8.d. | Use organizational strategies to structure writing according to type. ReadyRosie Family Adventure List Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition |
| INDICATOR / STANDARD | 3.8.f. | Elaborate writing by including supporting details. ReadyRosie Create a Song Magical Creature Writing Make a Neighborhood Map Nature Journaling Story Train Write a Favorite Family Recipe |
| INDICATOR / STANDARD | 3.8.g. | Use transition words to vary sentence structure. ReadyRosie Create a Song This Is Important Write Around |
| INDICATOR / STANDARD | 3.8.j. | Revise writing for clarity of content using specific vocabulary and information. ReadyRosie Magical Creature Writing Nature Journaling |
| STRAND / TOPIC | VA.W.3. | Writing |
| STANDARD / STRAND | 3.9. | The student will edit writing for capitalization, punctuation, spelling, and Standard English. |
| INDICATOR / STANDARD | 3.9.c. | Use past and present verb tense. ReadyRosie Magical Creature Writing |
| INDICATOR / STANDARD | 3.9.d. | Use adjectives correctly. ReadyRosie Acrostic Poem |
| INDICATOR / STANDARD | 3.9.j. | Use correct spelling including irregular plurals. ReadyRosie Change One Letter Magical Creature Writing Noun Charades Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND / TOPIC | VA.Re.3. | Research |
| STANDARD / STRAND | 3.10. | The student will demonstrate comprehension of information resources to research a topic and complete a research product. |
| INDICATOR / STANDARD | 3.10.a. | Construct questions about the topic. ReadyRosie Guess Who |
| INDICATOR / STANDARD | 3.10.c. | Collect and organize information about the topic. ReadyRosie Who Are Your Heroes? |
| Virginia Standards of Learning |
| Mathematics |
| Grade: K - Adopted: 2016 |
| STRAND / TOPIC | VA.NNS.K. | Number and Number Sense |
| STANDARD / STRAND | K.1. | The student will |
| INDICATOR / STANDARD | K.1.a. | Tell how many are in a given set of 20 or fewer objects by counting orally. ReadyRosie Car Race I See Three In Ten Seconds Sneaky Math Note Spill the Beans What Am I Counting? What Do I Have? |
| INDICATOR / STANDARD | K.1.b. | Read, write, and represent numbers from 0 through 20. ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| STRAND / TOPIC | VA.NNS.K. | Number and Number Sense |
| STANDARD / STRAND | K.2. | The student, given no more than three sets, each set containing 10 or fewer concrete objects, will |
| INDICATOR / STANDARD | K.2.a. | Compare and describe one set as having more, fewer, or the same number of objects as the other set(s). ReadyRosie In Ten Seconds The Biggest Number |
| INDICATOR / STANDARD | K.2.b. | Compare and order sets from least to greatest and greatest to least. ReadyRosie In Ten Seconds The Biggest Number |
| STRAND / TOPIC | VA.NNS.K. | Number and Number Sense |
| STANDARD / STRAND | K.3. | The student will |
| INDICATOR / STANDARD | K.3.a. | Count forward orally by ones from 0 to 100. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| INDICATOR / STANDARD | K.3.b. | Count backward orally by ones when given any number between 1 and 10. ReadyRosie Car Race Spill the Beans Ten in a Row |
| INDICATOR / STANDARD | K.3.d. | Count forward by tens to determine the total number of objects to 100. ReadyRosie Salty Numbers What Am I Counting? What Comes Next? |
| STRAND / TOPIC | VA.NNS.K. | Number and Number Sense |
| STANDARD / STRAND | K.4. | The student will |
| INDICATOR / STANDARD | K.4.a. | Recognize and describe with fluency part-whole relationships for numbers up to 5. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| INDICATOR / STANDARD | K.4.b. | Investigate and describe part-whole relationships for numbers up to 10. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND / TOPIC | VA.CE.K. | Computation and Estimation |
| STANDARD / STRAND | K.6. | The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Fact Memory Math Journal Walk Putting Away Dishes Restaurant Story Problems Roll the Difference Spill the Beans |
| STRAND / TOPIC | VA.MG.K. | Measurement and Geometry |
| STANDARD / STRAND | K.7. | The student will recognize the attributes of a penny, nickel, dime, and quarter and identify the number of pennies equivalent to a nickel, a dime, and a quarter. ReadyRosie I Spy a Coin |
| STANDARD / STRAND | K.9. | The student will compare two objects or events, using direct comparisons, according to one or more of the following attributes: length (longer, shorter), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (more, less), and time (longer, shorter). ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing The Right Size Time It |
| STRAND / TOPIC | VA.MG.K. | Measurement and Geometry |
| STANDARD / STRAND | K.10. | The student will |
| INDICATOR / STANDARD | K.10.a. | Identify and describe plane figures (circle, triangle, square, and rectangle). ReadyRosie Shape Scavenger Hunt |
| INDICATOR / STANDARD | K.10.b. | Compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle). ReadyRosie Shape Scavenger Hunt |
| INDICATOR / STANDARD | K.10.c. | Describe the location of one object relative to another (above, below, next to) and identify representations of plane figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space. ReadyRosie Pattern Walk |
| STRAND / TOPIC | VA.PS.K. | Probability and Statistics |
| STANDARD / STRAND | K.11. | The student will |
| INDICATOR / STANDARD | K.11.a. | Collect, organize, and represent data. ReadyRosie I Spy a Coin Survey Says |
| STRAND / TOPIC | VA.PFA.K. | Patterns, Functions, and Algebra |
| STANDARD / STRAND | K.12. | The student will sort and classify objects according to one attribute. ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| STANDARD / STRAND | K.13. | The student will identify, describe, extend, create, and transfer repeating patterns. ReadyRosie Make a Pattern Pattern Walk Secret Family Pattern |
| Virginia Standards of Learning |
| Mathematics |
| Grade: 1 - Adopted: 2016 |
| STRAND / TOPIC | VA.NNS.1. | Number and Number Sense |
| STANDARD / STRAND | 1.1. | The student will |
| INDICATOR / STANDARD | 1.1.a. | Count forward orally by ones to 110, starting at any number between 0 and 110. ReadyRosie I Can Make You Say 21 Ten in a Row |
| INDICATOR / STANDARD | 1.1.b. | Write the numerals 0 to 110 in sequence and out-of-sequence. ReadyRosie Sneaky Math Note |
| INDICATOR / STANDARD | 1.1.c. | Count backward orally by ones when given any number between 1 and 30. ReadyRosie Car Race Spill the Beans Ten in a Row |
| INDICATOR / STANDARD | 1.1.d. | Count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. ReadyRosie Car Race I Can Make You Say 21 Pairs of Socks Sneaky Math Note Spill the Beans Ten in a Row |
| STRAND / TOPIC | VA.NNS.1. | Number and Number Sense |
| STANDARD / STRAND | 1.2. | The student, given up to 110 objects, will |
| INDICATOR / STANDARD | 1.2.a. | Group a collection into tens and ones and write the corresponding numeral. ReadyRosie Sneaky Math Note |
| INDICATOR / STANDARD | 1.2.b. | Compare two numbers between 0 and 110 represented pictorially or with concrete objects, using the words greater than, less than or equal to. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STRAND / TOPIC | VA.NNS.1. | Number and Number Sense |
| STANDARD / STRAND | 1.4. | The student will |
| INDICATOR / STANDARD | 1.4.a. | Represent and solve practical problems involving equal sharing with two or four sharers. ReadyRosie Family Math Book |
| INDICATOR / STANDARD | 1.4.b. | Represent and name fractions for halves and fourths, using models. ReadyRosie Folding Napkins Making Playdough Together |
| STRAND / TOPIC | VA.CE.1. | Computation and Estimation |
| STANDARD / STRAND | 1.6. | The student will create and solve single-step story and picture problems using addition and subtraction within 20. ReadyRosie Addition War Bedtime Math Story Can you Make 21? Car Race Car Time Math Dice Knockout Domino Addition Domino Subtraction Family Math Book Fifteen Fact Memory Fishing for Doubles Fishing for Tens Input Output Math Fact Memory Math Journal Walk Restaurant Story Problems Roll the Difference Spill the Beans Ten Scoops The Final Price Is... What's the Question? |
| STRAND / TOPIC | VA.CE.1. | Computation and Estimation |
| STANDARD / STRAND | 1.7. | The student will |
| INDICATOR / STANDARD | 1.7.a. | Recognize and describe with fluency part-whole relationships for numbers up to 10. ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| INDICATOR / STANDARD | 1.7.b. | Demonstrate fluency with addition and subtraction within 10. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| STRAND / TOPIC | VA.MG.1. | Measurement and Geometry |
| STANDARD / STRAND | 1.8. | The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less. ReadyRosie Counting Coins |
| STRAND / TOPIC | VA.MG.1. | Measurement and Geometry |
| STANDARD / STRAND | 1.9. | The student will investigate the passage of time and |
| INDICATOR / STANDARD | 1.9.a. | Tell time to the hour and half-hour, using analog and digital clocks. ReadyRosie Body Clock |
| STANDARD / STRAND | 1.10. | The student will use nonstandard units to measure and compare length, weight, and volume. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| STRAND / TOPIC | VA.MG.1. | Measurement and Geometry |
| STANDARD / STRAND | 1.11. | The student will |
| INDICATOR / STANDARD | 1.11.a. | Identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. ReadyRosie Folding a Blanket Mystery Shape Paper Airplane Geometry |
| INDICATOR / STANDARD | 1.11.b. | Identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. ReadyRosie Folding a Blanket |
| STRAND / TOPIC | VA.PS.1. | Probability and Statistics |
| STANDARD / STRAND | 1.12. | The student will |
| INDICATOR / STANDARD | 1.12.a. | Collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. ReadyRosie Survey Says |
| STRAND / TOPIC | VA.PFA.1. | Patterns, Functions, and Algebra |
| STANDARD / STRAND | 1.13. | The student will sort and classify concrete objects according to one or two attributes. ReadyRosie Card Sorting Category Hunt Toy Organization |
| STANDARD / STRAND | 1.14. | The student will identify, describe, extend, create, and transfer growing and repeating patterns. ReadyRosie Make a Pattern Secret Family Pattern |
| Virginia Standards of Learning |
| Mathematics |
| Grade: 2 - Adopted: 2016 |
| STRAND / TOPIC | VA.NNS.2. | Number and Number Sense |
| STANDARD / STRAND | 2.1. | The student will |
| INDICATOR / STANDARD | 2.1.a. | Read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. ReadyRosie All About My Number Dollars and Dice How Much to 1,000? Less Than Place Value Battle Place Value Dice Sneaky Math Note Thousand More |
| INDICATOR / STANDARD | 2.1.b. | Identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. ReadyRosie Dollars and Dice |
| INDICATOR / STANDARD | 2.1.c. | Compare and order whole numbers between 0 and 999. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| INDICATOR / STANDARD | 2.1.d. | Round two-digit numbers to the nearest ten. ReadyRosie The Greater Number |
| STRAND / TOPIC | VA.NNS.2. | Number and Number Sense |
| STANDARD / STRAND | 2.2. | The student will |
| INDICATOR / STANDARD | 2.2.a. | Count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| INDICATOR / STANDARD | 2.2.b. | Count backward by tens from 120. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| STRAND / TOPIC | VA.NNS.2. | Number and Number Sense |
| STANDARD / STRAND | 2.4. | The student will |
| INDICATOR / STANDARD | 2.4.a. | Name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths. ReadyRosie Counting Fractions |
| INDICATOR / STANDARD | 2.4.b. | Represent fractional parts with models and with symbols. ReadyRosie Counting Fractions |
| INDICATOR / STANDARD | 2.4.c. | Compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models. ReadyRosie Fractions on a Number Line |
| STRAND / TOPIC | VA.CE.2. | Computation and Estimation |
| STANDARD / STRAND | 2.5. | The student will |
| INDICATOR / STANDARD | 2.5.a. | Recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. ReadyRosie Addition War Can I Stump You? Can you Make 21? Family Math Book Fifteen Fact Memory Fishing for Doubles Input Output Make One Up Restaurant Story Problems Subtraction War |
| INDICATOR / STANDARD | 2.5.b. | Demonstrate fluency with addition and subtraction within 20. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| STRAND / TOPIC | VA.CE.2. | Computation and Estimation |
| STANDARD / STRAND | 2.6. | The student will |
| INDICATOR / STANDARD | 2.6.a. | Estimate sums and differences. ReadyRosie Race to Zero |
| INDICATOR / STANDARD | 2.6.b. | Determine sums and differences, using various methods. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fifteen Fact Memory Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch Subtraction War The Answer Is Thousand More What's the Difference? |
| INDICATOR / STANDARD | 2.6.c. | Create and solve single-step and two-step practical problems involving addition and subtraction. ReadyRosie Family Math Book Make One Up What's the Question? |
| STRAND / TOPIC | VA.MG.2. | Measurement and Geometry |
| STANDARD / STRAND | 2.7. | The student will |
| INDICATOR / STANDARD | 2.7.a. | Count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. ReadyRosie Coupon Savings Dollars and Dice |
| STRAND / TOPIC | VA.MG.2. | Measurement and Geometry |
| STANDARD / STRAND | 2.8. | The student will estimate and measure |
| INDICATOR / STANDARD | 2.8.a. | Length to the nearest inch. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| STANDARD / STRAND | 2.13. | The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms). ReadyRosie Mystery Shape |
| STRAND / TOPIC | VA.PFA.2. | Patterns, Functions, and Algebra |
| STANDARD / STRAND | 2.16. | The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. ReadyRosie Secret Family Pattern |
| Virginia Standards of Learning |
| Mathematics |
| Grade: 3 - Adopted: 2016 |
| STRAND / TOPIC | VA.NNS.3. | Number and Number Sense |
| STANDARD / STRAND | 3.1. | The student will |
| INDICATOR / STANDARD | 3.1.b. | Round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand. ReadyRosie Round Showdown The Greater Number |
| INDICATOR / STANDARD | 3.1.c. | Compare and order whole numbers, each 9,999 or less. ReadyRosie Place Value Battle The Greater Number |
| STRAND / TOPIC | VA.NNS.3. | Number and Number Sense |
| STANDARD / STRAND | 3.2. | The student will |
| INDICATOR / STANDARD | 3.2.a. | Name and write fractions and mixed numbers represented by a model. ReadyRosie Counting Fractions Shape Up! |
| INDICATOR / STANDARD | 3.2.b. | Represent fractions and mixed numbers with models and symbols. ReadyRosie Counting Fractions Shape Up! |
| INDICATOR / STANDARD | 3.2.c. | Compare fractions having like and unlike denominators, using words and symbols (>, <, =, or ≠), with models. ReadyRosie Fractions on a Number Line |
| STRAND / TOPIC | VA.CE.3. | Computation and Estimation |
| STANDARD / STRAND | 3.3. | The student will |
| INDICATOR / STANDARD | 3.3.a. | Estimate and determine the sum or difference of two whole numbers. 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? |
| INDICATOR / STANDARD | 3.3.b. | Create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. ReadyRosie Family Math Book Make One Up |
| STRAND / TOPIC | VA.CE.3. | Computation and Estimation |
| STANDARD / STRAND | 3.4. | The student will |
| INDICATOR / STANDARD | 3.4.b. | Create and solve single-step practical problems that involve multiplication and division through 10 x 10. ReadyRosie Family Math Book |
| INDICATOR / STANDARD | 3.4.d. | Solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less. ReadyRosie Domino Division I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| STRAND / TOPIC | VA.MG.3. | Measurement and Geometry |
| STANDARD / STRAND | 3.6. | The student will |
| INDICATOR / STANDARD | 3.6.a. | Determine the value of a collection of bills and coins whose total value is $5.00 or less. ReadyRosie Coupon Savings Dollars and Dice |
| INDICATOR / STANDARD | 3.6.b. | Compare the value of two sets of coins or two sets of coins and bills. ReadyRosie Coupon Savings Dollars and Dice |
| STRAND / TOPIC | VA.MG.3. | Measurement and Geometry |
| STANDARD / STRAND | 3.7. | The student will estimate and use U.S. Customary and metric units to measure |
| INDICATOR / STANDARD | 3.7.a. | Length to the nearest 1/2 inch, inch, foot, yard, centimeter, and meter. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| INDICATOR / STANDARD | 3.7.b. | Liquid volume in cups, pints, quarts, gallons, and liters. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| STRAND / TOPIC | VA.MG.3. | Measurement and Geometry |
| STANDARD / STRAND | 3.8. | The student will estimate and |
| INDICATOR / STANDARD | 3.8.b. | Count the number of square units needed to cover a given surface in order to determine its area. ReadyRosie Cracker Perimeter & Area |
| STRAND / TOPIC | VA.MG.3. | Measurement and Geometry |
| STANDARD / STRAND | 3.9. | The student will |
| INDICATOR / STANDARD | 3.9.a. | Tell time to the nearest minute, using analog and digital clocks. ReadyRosie Now is the Time |
| INDICATOR / STANDARD | 3.9.b. | Solve practical problems related to elapsed time in one-hour increments within a 12-hour period. ReadyRosie Now is the Time |
| STRAND / TOPIC | VA.PS.3. | Probability and Statistics |
| STANDARD / STRAND | 3.15. | The student will |
| INDICATOR / STANDARD | 3.15.a. | Collect, organize, and represent data in pictographs or bar graphs. ReadyRosie Graphing Walking Goals |
| INDICATOR / STANDARD | 3.15.b. | Read and interpret data represented in pictographs and bar graphs. ReadyRosie Graphing Walking Goals |
| STRAND / TOPIC | VA.PFA.3. | Patterns, Functions, and Algebra |
| STANDARD / STRAND | 3.16. | The student will identify, describe, create, and extend patterns found in objects, pictures, numbers and tables. ReadyRosie Secret Family Pattern |
| STANDARD / STRAND | 3.17. | The student will create equations to represent equivalent mathematical relationships. ReadyRosie Family Math Book |
| Virginia Standards of Learning |
| Science |
| Grade: K - Adopted: 2010 |
| STRAND / TOPIC | VA.K. | Virginia 2010 Science Standards of Learning |
| STANDARD / STRAND | SCIENTIFIC INVESTIGATION, REASONING, AND LOGIC | |
| INDICATOR / STANDARD | K.1. | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which |
| INDICATOR | K.1.a) | Basic characteristics or properties of objects are identified by direct observation. ReadyRosie Nature Journaling |
| INDICATOR | K.1.b) | Observations are made from multiple positions to achieve different perspectives. ReadyRosie Nature Journaling |
| STRAND / TOPIC | VA.K. | Virginia 2010 Science Standards of Learning |
| STANDARD / STRAND | LIFE PROCESSES | |
| INDICATOR / STANDARD | K.6. | The student will investigate and understand the differences between living organisms and nonliving objects. Key concepts include |
| INDICATOR | K.6.a) | All things can be classified as living or nonliving. ReadyRosie Nature Journaling |
| INDICATOR | K.6.b) | Living organisms have certain characteristics that distinguish them from nonliving objects including growth, movement, response to the environment, having offspring, and the need for food, air, and water. ReadyRosie Nature Journaling |
| STRAND / TOPIC | VA.K. | Virginia 2010 Science Standards of Learning |
| STANDARD / STRAND | LIFE PROCESSES | |
| INDICATOR / STANDARD | K.7. | The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include |
| INDICATOR | K.7.a) | Animals need adequate food, water, shelter, air, and space to survive. ReadyRosie Family Sensory Walk |
| INDICATOR | K.7.b) | Plants need nutrients, water, air, light, and a place to grow to survive. ReadyRosie Family Sensory Walk |
| INDICATOR | K.7.d) | Offspring of plants and animals are similar but not identical to their parents or to one another. ReadyRosie Family Sensory Walk |
| STRAND / TOPIC | VA.K. | Virginia 2010 Science Standards of Learning |
| STANDARD / STRAND | EARTH PATTERNS, CYCLES, AND CHANGE | |
| INDICATOR / STANDARD | K.9. | The student will investigate and understand that there are simple repeating patterns in his/her daily life. Key concepts include |
| INDICATOR | K.9.b) | The shapes and forms of many common natural objects including seeds, cones, and leaves. ReadyRosie I Found This |
| Virginia Standards of Learning |
| Science |
| Grade: 1 - Adopted: 2010 |
| STRAND / TOPIC | VA.1. | Virginia 2010 Science Standards of Learning |
| STANDARD / STRAND | SCIENTIFIC INVESTIGATION, REASONING, AND LOGIC | |
| INDICATOR / STANDARD | 1.1. | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which |
| INDICATOR | 1.1.b) | Observations are made from multiple positions to achieve a variety of perspectives and are repeated to ensure accuracy. ReadyRosie Nature Journaling |
| STRAND / TOPIC | VA.1. | Virginia 2010 Science Standards of Learning |
| STANDARD / STRAND | LIFE PROCESSES | |
| INDICATOR / STANDARD | 1.4. | The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain characteristics. Key concepts include |
| INDICATOR | 1.4.a) | Plants need nutrients, air, water, light, and a place to grow. ReadyRosie Family Sensory Walk |
| INDICATOR | 1.4.b) | Basic parts of plants. ReadyRosie I Found This |
| STRAND / TOPIC | VA.1. | Virginia 2010 Science Standards of Learning |
| STANDARD / STRAND | LIFE PROCESSES | |
| INDICATOR / STANDARD | 1.5. | The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include |
| INDICATOR | 1.5.a) | Basic needs include adequate air, food, water, shelter, and space (habitat). ReadyRosie Family Sensory Walk |
| Virginia Standards of Learning |
| Science |
| Grade: 2 - Adopted: 2010 |
| STRAND / TOPIC | VA.2. | Virginia 2010 Science Standards of Learning |
| STANDARD / STRAND | SCIENTIFIC INVESTIGATION, REASONING, AND LOGIC | |
| INDICATOR / STANDARD | 2.1. | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which |
| INDICATOR | 2.1.a) | Observations and predictions are made and questions are formed. ReadyRosie Nature Journaling |
| INDICATOR | 2.1.b) | Observations are differentiated from personal interpretation. ReadyRosie Nature Journaling |
| INDICATOR | 2.1.c) | Observations are repeated to ensure accuracy. ReadyRosie Nature Journaling |
| Virginia Standards of Learning |
| Science |
| Grade: 3 - Adopted: 2010 |
| STRAND / TOPIC | VA.3. | Virginia 2010 Science Standards of Learning |
| STANDARD / STRAND | SCIENTIFIC INVESTIGATION, REASONING, AND LOGIC | |
| INDICATOR / STANDARD | 3.1. | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which |
| INDICATOR | 3.1.a) | Observations are made and are repeated to ensure accuracy. ReadyRosie Nature Journaling |