West Virginia
| Main Criteria: West Virginia College and Career Readiness Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| West Virginia College and Career Readiness Standards |
| Health and PE |
| Grade: K - Adopted: 2017 |
| CONTENT STANDARD / COURSE | Health Education | |
| CONTENT STANDARD / OBJECTIVE | Wellness Promotion and Disease Prevention | |
| OBJECTIVE / EXPECTATION | WE.K.2. | Identify proper personal hygiene skills (e.g., brushing teeth, hand washing). ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / COURSE | Health Education | |
| CONTENT STANDARD / OBJECTIVE | Wellness Information and Services | |
| OBJECTIVE / EXPECTATION | WE.K.4. | Identify healthcare/safety professionals (e.g., teachers, policemen, school nurses, dentists, doctors). ReadyRosie Super Kindness |
| CONTENT STANDARD / COURSE | Health Education | |
| CONTENT STANDARD / OBJECTIVE | Wellness Behaviors | |
| OBJECTIVE / EXPECTATION | WE.K.15. | Identify feelings and ways to deal with difficult emotions. ReadyRosie Clap and Count Emotion Meter Scale Feelings Charades Freeze Dance Red Light Purple Light Challenge School Routine Practice |
| OBJECTIVE / EXPECTATION | WE.K.16. | Recognize potentially harmful or dangerous situations and explore appropriate refusal skills (e.g., meeting strangers, using harmful substances). ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors Survey Says |
| CONTENT STANDARD / COURSE | Physical Education | |
| CONTENT STANDARD / OBJECTIVE | Responsible, Personal, and Social Behaviors | |
| OBJECTIVE / EXPECTATION | WE.K.30. | Demonstrate appropriate interactions with others (e.g., partners, small groups and large groups). ReadyRosie Clap and Count Conversation Starters Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| West Virginia College and Career Readiness Standards |
| Health and PE |
| Grade: 1 - Adopted: 2017 |
| CONTENT STANDARD / COURSE | Health Education | |
| CONTENT STANDARD / OBJECTIVE | Wellness Information and Services | |
| OBJECTIVE / EXPECTATION | WE.1.4. | Identify which “safety” helpers (e.g., police and teachers) to contact for different problems. ReadyRosie I Love My Family Because... Super Kindness |
| CONTENT STANDARD / COURSE | Health Education | |
| CONTENT STANDARD / OBJECTIVE | Wellness Behaviors | |
| OBJECTIVE / EXPECTATION | WE.1.13. | Identify a variety of feelings and demonstrate healthy ways to act on feelings and stressful situations (e.g., coping skills). ReadyRosie Clap and Count Emotion Meter Scale Freeze Dance Red Light Purple Light Challenge School Routine Practice |
| OBJECTIVE / EXPECTATION | WE.1.14. | Discuss appropriate refusal skills in potentially harmful or dangerous situations (e.g., meeting strangers, using harmful substances). ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors Survey Says |
| CONTENT STANDARD / COURSE | Physical Education | |
| CONTENT STANDARD / OBJECTIVE | Responsible, Personal and Social Behaviors | |
| OBJECTIVE / EXPECTATION | WE.1.28. | Demonstrate appropriate interactions with others (e.g., partners, small groups, and large groups). ReadyRosie Clap and Count Conversation Starters Folding a Blanket Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| West Virginia College and Career Readiness Standards |
| Health and PE |
| Grade: 2 - Adopted: 2017 |
| CONTENT STANDARD / COURSE | Health Education | |
| CONTENT STANDARD / OBJECTIVE | Wellness Promotion and Disease Prevention | |
| OBJECTIVE / EXPECTATION | WE.2.2. | Explain the importance of good dental care and demonstrate good dental hygiene. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / COURSE | Health Education | |
| CONTENT STANDARD / OBJECTIVE | Wellness Behaviors | |
| OBJECTIVE / EXPECTATION | WE.2.15. | Practice positive communication skills (e.g., healthy ways to express needs, wants, and feelings). ReadyRosie Conversation Starters Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits Kitchen Conversations Routine Strategy: Transition Timer Sharing Chores and Your Day This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| OBJECTIVE / EXPECTATION | WE.2.18. | Identify situations resulting in hurt feelings and demonstrate appropriate coping skills. ReadyRosie Red Light Purple Light Challenge |
| CONTENT STANDARD / COURSE | Physical Education | |
| CONTENT STANDARD / OBJECTIVE | Responsible Personal and Social Behaviors | |
| OBJECTIVE / EXPECTATION | WE.2.27. | Follow rules, procedures, and safe practices individually and when in a group. ReadyRosie Conversation Starters Fair Share Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| West Virginia College and Career Readiness Standards |
| Health and PE |
| Grade: 3 - Adopted: 2017 |
| CONTENT STANDARD / COURSE | Health Education | |
| CONTENT STANDARD / OBJECTIVE | Wellness Promotion and Disease Prevention | |
| OBJECTIVE / EXPECTATION | WE.3.3. | Demonstrate good dental hygiene and discuss potential consequences of poor oral health. ReadyRosie Brushing Your Teeth |
| CONTENT STANDARD / COURSE | Health Education | |
| CONTENT STANDARD / OBJECTIVE | Wellness Behaviors | |
| OBJECTIVE / EXPECTATION | WE.3.8. | Discuss and practice personal responsibility for hygiene. ReadyRosie Brushing Your Teeth |
| OBJECTIVE / EXPECTATION | WE.3.10. | Model and practice ways to reduce stress (e.g., deep breathing, mindfulness). ReadyRosie Red Light Purple Light Challenge |
| OBJECTIVE / EXPECTATION | WE.3.13. | Demonstrate appropriate refusal skills (e.g., clear "no" statement, walk away, repeat refusal). ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| CONTENT STANDARD / COURSE | Physical Education | |
| CONTENT STANDARD / OBJECTIVE | Responsible Personal and Social Behaviors | |
| OBJECTIVE / EXPECTATION | WE.3.33. | Work cooperatively, productively, and safely with a partner or small group. ReadyRosie Conversation Starters Fair Share Kitchen Conversations Problem Solving Tool: Rock, Paper, Scissors Sharing Chores and Your Day Super Kindness |
| OBJECTIVE / EXPECTATION | WE.3.34. | Explain the importance of rules and etiquette in physical activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer This Is Important |
| West Virginia College and Career Readiness Standards |
| Language Arts |
| Grade: K - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.K.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Fluency | |
| OBJECTIVE / EXPECTATION | ELA.K.I. | Read emergent-reader texts with purpose and understanding. ReadyRosie Daily Reading Routines Making Connections My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| CONTENT STANDARD / COURSE | WV.K.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Phonics and Word Recognition | |
| OBJECTIVE / EXPECTATION | ELA.K.II. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| GRADE LEVEL EXPECTATION | ELA.K.II.1. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| GRADE LEVEL EXPECTATION | ELA.K.II.2. | Associate common spellings (graphemes) with the five major short vowel sounds. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| GRADE LEVEL EXPECTATION | ELA.K.II.3. | Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does). ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| GRADE LEVEL EXPECTATION | ELA.K.II.4. | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| CONTENT STANDARD / COURSE | WV.K.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Handwriting | |
| OBJECTIVE / EXPECTATION | ELA.K.III. | Print upper- and lowercase letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| CONTENT STANDARD / COURSE | WV.K.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Phonological Awareness | |
| OBJECTIVE / EXPECTATION | ELA.K.IV. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| GRADE LEVEL EXPECTATION | ELA.K.IV.1. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| GRADE LEVEL EXPECTATION | ELA.K.IV.3. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| GRADE LEVEL EXPECTATION | ELA.K.IV.4. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme words (i.e., consonant-vowel-consonant, hereinafter CVC). This does not include CVCs ending with /l/, /r/ or /x/. ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| GRADE LEVEL EXPECTATION | ELA.K.IV.5. | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| CONTENT STANDARD / COURSE | WV.K.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Print Concepts | |
| OBJECTIVE / EXPECTATION | ELA.K.V. | Demonstrate understanding of the organization and basic features of print. |
| GRADE LEVEL EXPECTATION | ELA.K.V.1. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| GRADE LEVEL EXPECTATION | ELA.K.V.3. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| GRADE LEVEL EXPECTATION | ELA.K.V.4. | Recognize and name upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| CONTENT STANDARD / COURSE | WV.K.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Key Ideas and Details | |
| OBJECTIVE / EXPECTATION | ELA.K.1. | With prompting and support, ask and answer questions about key details in a literary text. ReadyRosie I Read to You, You Read to Me Isn't That Bold? Making Connections Pattern Books Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.K.2. | With prompting and support, retell familiar stories, including key details in literary texts. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.K.3. | With prompting and support, identify characters, settings, and major events in a literary text. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.K.4. | With prompting and support, ask and answer questions about key details in an informational text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| OBJECTIVE / EXPECTATION | ELA.K.5. | With prompting and support, identify the main topic and retell key details of an informational text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| CONTENT STANDARD / COURSE | WV.K.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Craft and Structure | |
| OBJECTIVE / EXPECTATION | ELA.K.7. | With prompting and support, ask and answer questions about unknown words in a literary text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.K.8. | With prompting and support, recognize common types of texts (e.g., storybooks or poems). ReadyRosie What Do I Like? |
| OBJECTIVE / EXPECTATION | ELA.K.9. | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story in a literary text. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| OBJECTIVE / EXPECTATION | ELA.K.10. | With prompting and support, ask and answer questions about unknown words in an informational text. ReadyRosie Share Your Knowledge |
| CONTENT STANDARD / COURSE | WV.K.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Integration of Knowledge and Ideas | |
| OBJECTIVE / EXPECTATION | ELA.K.13. | With prompting and support, describe the relationship between illustrations and the literary story in which they appear (e.g., what moment in a story an illustration depicts). ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| OBJECTIVE / EXPECTATION | ELA.K.14. | With prompting and support, compare and contrast the adventures and experiences of characters in familiar literary stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.K.15. | With prompting and support, describe the relationship between illustrations and the informational text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). ReadyRosie Books I Like How Far Does It Fly? |
| OBJECTIVE / EXPECTATION | ELA.K.16. | With prompting and support, identify the reasons an author gives to support points in a literary or informational text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| CONTENT STANDARD / COURSE | WV.K.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Range of Reading and Text Complexity | |
| OBJECTIVE / EXPECTATION | ELA.K.18. | Actively engage in group reading activities of literary texts with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| OBJECTIVE / EXPECTATION | ELA.K.19. | Actively engage in group reading activities of informational texts with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| CONTENT STANDARD / COURSE | WV.K.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Text Types and Purposes | |
| OBJECTIVE / EXPECTATION | ELA.K.20. | Use a combination of drawing, dictating, and writing to compose opinion pieces in which the topic or the name of the text being discussed is included; state an opinion or preference about the topic or book (e.g., “My favorite book is...”). ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| OBJECTIVE / EXPECTATION | ELA.K.21. | Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts; name and supply some information about the topic. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make a Card Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| OBJECTIVE / EXPECTATION | ELA.K.22. | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Me a Story |
| CONTENT STANDARD / COURSE | WV.K.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Production and Distribution of Writing | |
| OBJECTIVE / EXPECTATION | ELA.K.24. | With guidance and support from adults and collaborative discussions, add details to strengthen writing as needed. ReadyRosie Color Poem Create a Crazy Character Family Adventure List Make a Card Nature Journaling Write Me a Story |
| CONTENT STANDARD / COURSE | WV.K.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Research to Build and Present Knowledge | |
| OBJECTIVE / EXPECTATION | ELA.K.26. | With guidance and support, participate in shared research and writing (e.g., explore a number of books by a favorite author and express opinions about them). ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| OBJECTIVE / EXPECTATION | ELA.K.27. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| CONTENT STANDARD / COURSE | WV.K.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Comprehension and Collaboration | |
| OBJECTIVE / EXPECTATION | ELA.K.30. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| GRADE LEVEL EXPECTATION | ELA.K.30.1. | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | ELA.K.30.2. | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.K.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Comprehension and Collaboration | |
| OBJECTIVE / EXPECTATION | ELA.K.31. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw A Memorable Story Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Making Connections Pattern Books Seeing the Story Storytelling with a Picture Book |
| OBJECTIVE / EXPECTATION | ELA.K.32. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.K.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Presentation of Knowledge and Ideas | |
| OBJECTIVE / EXPECTATION | ELA.K.33. | Describe familiar people, places, things, and events and, with prompting and support, provide additional details. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| OBJECTIVE / EXPECTATION | ELA.K.34. | Add drawings or other visual displays to descriptions as desired to provide additional details. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| OBJECTIVE / EXPECTATION | ELA.K.35. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Here Are the Facts I Know All About Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| CONTENT STANDARD / COURSE | WV.K.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Conventions of Standard English | |
| OBJECTIVE / EXPECTATION | ELA.K.36. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| GRADE LEVEL EXPECTATION | ELA.K.36.1. | Use frequently occurring nouns and verbs. ReadyRosie All About My Family |
| GRADE LEVEL EXPECTATION | ELA.K.36.5. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| CONTENT STANDARD / COURSE | WV.K.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Conventions of Standard English | |
| OBJECTIVE / EXPECTATION | ELA.K.37. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXPECTATION | ELA.K.37.1. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| GRADE LEVEL EXPECTATION | ELA.K.37.2. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| GRADE LEVEL EXPECTATION | ELA.K.37.3. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| GRADE LEVEL EXPECTATION | ELA.K.37.4. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| CONTENT STANDARD / COURSE | WV.K.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.K.40. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| GRADE LEVEL EXPECTATION | ELA.K.40.1. | Sort common objects into categories (e.g., shapes or foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| GRADE LEVEL EXPECTATION | ELA.K.40.2. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| GRADE LEVEL EXPECTATION | ELA.K.40.4. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, and prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| CONTENT STANDARD / COURSE | WV.K.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.K.41. | Use words and phrases acquired through conversations, reading, being read to, and responding to texts. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| West Virginia College and Career Readiness Standards |
| Language Arts |
| Grade: 1 - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.1.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Fluency | |
| OBJECTIVE / EXPECTATION | ELA.1.I. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXPECTATION | ELA.1.I.1. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Preview & Predict Read Like You Talk Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| GRADE LEVEL EXPECTATION | ELA.1.I.2. | Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| GRADE LEVEL EXPECTATION | ELA.1.I.3. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| CONTENT STANDARD / COURSE | WV.1.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Phonics and Word Recognition | |
| OBJECTIVE / EXPECTATION | ELA.1.II. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| GRADE LEVEL EXPECTATION | ELA.1.II.1. | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| GRADE LEVEL EXPECTATION | ELA.1.II.2. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| GRADE LEVEL EXPECTATION | ELA.1.II.3. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| GRADE LEVEL EXPECTATION | ELA.1.II.4. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| GRADE LEVEL EXPECTATION | ELA.1.II.5. | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| GRADE LEVEL EXPECTATION | ELA.1.II.7. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Fishing for Words Magical Creature Writing Make a Card My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| CONTENT STANDARD / COURSE | WV.1.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Handwriting | |
| OBJECTIVE / EXPECTATION | ELA.1.III. | Print all upper- and lowercase letters using proper letter formation and directionality. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| CONTENT STANDARD / COURSE | WV.1.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Phonological Awareness | |
| OBJECTIVE / EXPECTATION | ELA.1.IV. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| GRADE LEVEL EXPECTATION | ELA.1.IV.1. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| GRADE LEVEL EXPECTATION | ELA.1.IV.2. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| GRADE LEVEL EXPECTATION | ELA.1.IV.3. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| CONTENT STANDARD / COURSE | WV.1.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Print Concepts | |
| OBJECTIVE / EXPECTATION | ELA.1.V. | Demonstrate understanding of the organization and basic features of print. |
| GRADE LEVEL EXPECTATION | ELA.1.V.1. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, and ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| CONTENT STANDARD / COURSE | WV.1.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Key Ideas and Details | |
| OBJECTIVE / EXPECTATION | ELA.1.1. | Ask and answer questions about key details in a literary text. ReadyRosie Chapter Books Funny Pictures Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.1.2. | Retell stories, including key details, and demonstrate understanding of their central message or lesson in literary texts. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.1.3. | Describe characters, settings, and major events in a story, using key details in literary texts. 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 |
| OBJECTIVE / EXPECTATION | ELA.1.4. | Ask and answer questions about key details in an informational text. ReadyRosie Chapter Books Funny Pictures Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.1.5. | Identify the main topic and retell key details of an informational text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| CONTENT STANDARD / COURSE | WV.1.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Craft and Structure | |
| OBJECTIVE / EXPECTATION | ELA.1.7. | In literary texts, identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ReadyRosie Let's Look Closer Poetry Routine Read a Little, Think a Little Seeing the Story What Do I Like? What Do I See When I Hear...? What Was That For? |
| OBJECTIVE / EXPECTATION | ELA.1.8. | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of literary text types. ReadyRosie Chapter Books What Do I Like? |
| OBJECTIVE / EXPECTATION | ELA.1.9. | Identify who is telling the story at various points in a literary text. ReadyRosie Reading Strategy: Reading and Making Connections |
| OBJECTIVE / EXPECTATION | ELA.1.10. | Ask and answer questions to help determine or clarify the meaning of words and phrases in an informational text. ReadyRosie Share Your Knowledge Wondering About Words |
| OBJECTIVE / EXPECTATION | ELA.1.11. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, and/or icons) to locate key facts or information in an informational text. ReadyRosie Getting Into Information How To |
| OBJECTIVE / EXPECTATION | ELA.1.12. | Distinguish between information provided by pictures or other illustrations and information provided by the words in an informational text. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| CONTENT STANDARD / COURSE | WV.1.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Integration of Knowledge and Ideas | |
| OBJECTIVE / EXPECTATION | ELA.1.13. | Use illustrations and details in a story to describe its characters, setting, or events in literary texts. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.1.14. | Compare and contrast the adventures and experiences of characters in stories in literary texts. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.1.15. | Use the illustrations and details in a text to describe its key ideas in informational texts. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| OBJECTIVE / EXPECTATION | ELA.1.16. | Identify the reasons an author gives to support points in an informational text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| CONTENT STANDARD / COURSE | WV.1.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Range of Reading and Text Complexity | |
| OBJECTIVE / EXPECTATION | ELA.1.18. | With prompting and support, read prose and poetry of appropriate complexity for grade 1 in literary texts. ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| OBJECTIVE / EXPECTATION | ELA.1.19. | With prompting and support, read informational texts appropriately complex for grade 1. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| CONTENT STANDARD / COURSE | WV.1.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Text Types and Purposes | |
| OBJECTIVE / EXPECTATION | ELA.1.20. | Write opinion pieces by introducing the topic or name of the text being discussed, stating an opinion, supplying a reason for the opinion, and providing some sense of closure. ReadyRosie Captioning Your Childhood My First Journal |
| OBJECTIVE / EXPECTATION | ELA.1.21. | Write informative/explanatory texts by naming a topic, supplying some facts about the topic, and providing some sense of closure. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| OBJECTIVE / EXPECTATION | ELA.1.22. | Write narratives to recount two or more appropriately sequenced events, include some details regarding what happened, use transitional words to signal event order, and provide some sense of closure. ReadyRosie Captioning Your Childhood Labeling Your Story My First Journal Remember The Story Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| CONTENT STANDARD / COURSE | WV.1.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Production and Distribution of Writing | |
| OBJECTIVE / EXPECTATION | ELA.1.24. | With guidance and support from adults and collaborative discussions, focus on a topic and add details to strengthen writing as needed. 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? |
| CONTENT STANDARD / COURSE | WV.1.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Research to Build and Present Knowledge | |
| OBJECTIVE / EXPECTATION | ELA.1.26. | Participate in shared research and writing (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I Want to Know About I'd Really Like Make a Card Nature Journaling |
| OBJECTIVE / EXPECTATION | ELA.1.27. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| CONTENT STANDARD / COURSE | WV.1.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Comprehension and Collaboration | |
| OBJECTIVE / EXPECTATION | ELA.1.30. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| GRADE LEVEL EXPECTATION | ELA.1.30.1. | Follow agreed-upon rules for discussions (e.g., listening to others with care and speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | ELA.1.30.2. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | ELA.1.30.3. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.1.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Comprehension and Collaboration | |
| OBJECTIVE / EXPECTATION | ELA.1.31. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Seeing the Story Storytelling with a Picture Book |
| OBJECTIVE / EXPECTATION | ELA.1.32. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.1.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Presentation of Knowledge and Ideas | |
| OBJECTIVE / EXPECTATION | ELA.1.33. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| OBJECTIVE / EXPECTATION | ELA.1.34. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Create a Crazy Character Funny Pictures |
| OBJECTIVE / EXPECTATION | ELA.1.35. | Produce complete sentences when appropriate to task and situation. ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.1.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Conventions of Standard English | |
| OBJECTIVE / EXPECTATION | ELA.1.36. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| GRADE LEVEL EXPECTATION | ELA.1.36.1. | Use common, proper, and possessive nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| GRADE LEVEL EXPECTATION | ELA.1.36.2. | Use singular and plural nouns with matching verbs in basic sentences (e.g., he hops; we hop). ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| GRADE LEVEL EXPECTATION | ELA.1.36.4. | Use verbs to convey a sense of past, present, and future (e.g., yesterday I walked home; today I walk home; tomorrow I will walk home). ReadyRosie Magical Creature Writing Picture Talk |
| GRADE LEVEL EXPECTATION | ELA.1.36.5. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| GRADE LEVEL EXPECTATION | ELA.1.36.8. | Use frequently occurring prepositions (e.g., during, beyond, or toward). ReadyRosie Picture Talk |
| GRADE LEVEL EXPECTATION | ELA.1.36.9. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| CONTENT STANDARD / COURSE | WV.1.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Conventions of Standard English | |
| OBJECTIVE / EXPECTATION | ELA.1.37. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXPECTATION | ELA.1.37.1. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| GRADE LEVEL EXPECTATION | ELA.1.37.2. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| GRADE LEVEL EXPECTATION | ELA.1.37.4. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| CONTENT STANDARD / COURSE | WV.1.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.1.39. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| GRADE LEVEL EXPECTATION | ELA.1.39.1. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| GRADE LEVEL EXPECTATION | ELA.1.39.2. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| CONTENT STANDARD / COURSE | WV.1.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.1.40. | With guidance and support from adults, demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| GRADE LEVEL EXPECTATION | ELA.1.40.1. | Sort words into categories (e.g., colors and clothing) to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| GRADE LEVEL EXPECTATION | ELA.1.40.2. | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). ReadyRosie Noun Charades Words to Chew On |
| GRADE LEVEL EXPECTATION | ELA.1.40.3. | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| GRADE LEVEL EXPECTATION | ELA.1.40.4. | Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, and scowl) and adjectives differing in intensity (e.g., large and gigantic) by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| West Virginia College and Career Readiness Standards |
| Language Arts |
| Grade: 2 - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.2.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Fluency | |
| OBJECTIVE / EXPECTATION | ELA.2.I. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXPECTATION | ELA.2.I.1. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| GRADE LEVEL EXPECTATION | ELA.2.I.2. | Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Color Poem Free Verse My Turn, Your Turn Poetry Poetry Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |
| GRADE LEVEL EXPECTATION | ELA.2.I.3. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| CONTENT STANDARD / COURSE | WV.2.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Phonics and Word Recognition | |
| OBJECTIVE / EXPECTATION | ELA.2.II. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| GRADE LEVEL EXPECTATION | ELA.2.II.2. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| GRADE LEVEL EXPECTATION | ELA.2.II.3. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| GRADE LEVEL EXPECTATION | ELA.2.II.4. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| GRADE LEVEL EXPECTATION | ELA.2.II.5. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| GRADE LEVEL EXPECTATION | ELA.2.II.6. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| CONTENT STANDARD / COURSE | WV.2.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Key Ideas and Details | |
| OBJECTIVE / EXPECTATION | ELA.2.1. | Ask and answer key ideas such questions as who, what, where, when, why, and how to demonstrate understanding of key details in literary text. ReadyRosie 20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.2.3. | Describe how characters in a story respond to major events and challenges in literary text. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.2.4. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in informational text. ReadyRosie How To Reading Recipes That's So Cool What Do You Wonder? |
| OBJECTIVE / EXPECTATION | ELA.2.5. | Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within informational text. ReadyRosie How To That's So Cool |
| OBJECTIVE / EXPECTATION | ELA.2.6. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text. ReadyRosie I Want to Know About I Went to the Zoo and Saw That's So Cool What Do You Wonder? |
| CONTENT STANDARD / COURSE | WV.2.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Craft and Structure | |
| OBJECTIVE / EXPECTATION | ELA.2.7. | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, and repeated lines) in literary text supply rhythm and meaning in a story, poem, or song. ReadyRosie Car Tongue Twisters Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics Tongue Twister Time |
| OBJECTIVE / EXPECTATION | ELA.2.8. | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action in literary text. ReadyRosie Summarizing the Story |
| OBJECTIVE / EXPECTATION | ELA.2.9. | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud from literary text. ReadyRosie Reading Strategy: Reading and Making Connections |
| OBJECTIVE / EXPECTATION | ELA.2.10. | Determine the meaning of words and phrases in informational text relevant to a grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| OBJECTIVE / EXPECTATION | ELA.2.11. | Know and use various informational text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons) to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information Let's Explore What's Up with That? |
| OBJECTIVE / EXPECTATION | ELA.2.12. | Identify the main purpose of informational text, including what the author wants to answer, explain, or describe ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| CONTENT STANDARD / COURSE | WV.2.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Integration of Knowledge and Ideas | |
| OBJECTIVE / EXPECTATION | ELA.2.13. | Use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.2.14. | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures in a literary text. ReadyRosie What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.2.15. | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify an informational text. ReadyRosie How Far Does It Fly? How To |
| OBJECTIVE / EXPECTATION | ELA.2.16. | Describe how reasons support specific points the author makes in an informational text. ReadyRosie How To |
| CONTENT STANDARD / COURSE | WV.2.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Range of Reading and Text Complexity | |
| OBJECTIVE / EXPECTATION | ELA.2.18. | By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity range proficiently, with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Can You See It? Chapter Books Color Poem Free Verse Daily Reading Routines Five Finger Rule My Turn, Your Turn My Turn, Your Turn Poetry Poetry Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Song Lyrics What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.2.19. | By the end of year, read and comprehend informational texts, including social studies, science, and technical texts, in the grades 2–3 text complexity range proficiently, with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| CONTENT STANDARD / COURSE | WV.2.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Text Types and Purposes | |
| OBJECTIVE / EXPECTATION | ELA.2.20. | Write opinion pieces by introducing the topic or text being discussed, stating an opinion, supplying reasons that support the opinion, using linking words (e.g., because, and, or also) to connect opinion and reasons, and providing a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| OBJECTIVE / EXPECTATION | ELA.2.21. | Write informative/explanatory texts by introducing a topic, using facts and definitions to develop points, and providing a concluding statement or section. ReadyRosie Color Poem Free Verse Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| OBJECTIVE / EXPECTATION | ELA.2.22. | Write narratives to recount a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings, and using transitional words to signal event order and provide a sense of closure. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing My Family Comic Strip Story Train Write Around |
| CONTENT STANDARD / COURSE | WV.2.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Production and Distribution of Writing | |
| OBJECTIVE / EXPECTATION | ELA.2.24. | With guidance and support from adults and collaborative discussions, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Take a Stand Tell Me How This Is Important Who Are Your Heroes? Write About a Family Tradition |
| CONTENT STANDARD / COURSE | WV.2.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Research to Build and Present Knowledge | |
| OBJECTIVE / EXPECTATION | ELA.2.26. | Participate in shared research and writing (e.g., read a number of books on a single topic to produce a report; record science observations). ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| OBJECTIVE / EXPECTATION | ELA.2.27. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| CONTENT STANDARD / COURSE | WV.2.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Comprehension and Collaboration | |
| OBJECTIVE / EXPECTATION | ELA.2.30. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| GRADE LEVEL EXPECTATION | ELA.2.30.1. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, and speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | ELA.2.30.2. | Build on others’ talk in conversations by linking comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | ELA.2.30.3. | Ask for clarification and further explanation as needed about the topics and texts under discussion. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... I Read to You, You Read to Me Interview an Expert Kitchen Conversations Library Visit My Turn, Your Turn Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.2.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Comprehension and Collaboration | |
| OBJECTIVE / EXPECTATION | ELA.2.31. | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw My Turn, Your Turn Random, Bizarre Facts |
| OBJECTIVE / EXPECTATION | ELA.2.32. | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.2.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Presentation of Knowledge and Ideas | |
| OBJECTIVE / EXPECTATION | ELA.2.33. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details; speaking audibly and coherently. ReadyRosie Create a Song |
| OBJECTIVE / EXPECTATION | ELA.2.35. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.2.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Conventions of Standard English | |
| OBJECTIVE / EXPECTATION | ELA.2.36. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| GRADE LEVEL EXPECTATION | ELA.2.36.1. | Use collective nouns (e.g., group). ReadyRosie 20 Questions Noun Charades |
| GRADE LEVEL EXPECTATION | ELA.2.36.2. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, and fish). ReadyRosie Noun Charades |
| GRADE LEVEL EXPECTATION | ELA.2.36.4. | Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, or told). ReadyRosie Family Journaling |
| GRADE LEVEL EXPECTATION | ELA.2.36.5. | Use adjectives and adverbs and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| GRADE LEVEL EXPECTATION | ELA.2.36.6. | Produce, expand, and rearrange complete simple and compound sentences (e.g., the boy watched the movies; the little boy watched the movie; the action movie was watched by the little boy). ReadyRosie 20 Questions Guess Who Hidden Messages Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Writing Telephone Game |
| CONTENT STANDARD / COURSE | WV.2.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Conventions of Standard English | |
| OBJECTIVE / EXPECTATION | ELA.2.37. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXPECTATION | ELA.2.37.1. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| GRADE LEVEL EXPECTATION | ELA.2.37.2. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| GRADE LEVEL EXPECTATION | ELA.2.37.4. | Generalize learned spelling patterns when writing words (e.g., cage / badge; boy / boil). ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD / COURSE | WV.2.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Knowledge of Language | |
| OBJECTIVE / EXPECTATION | ELA.2.38. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| GRADE LEVEL EXPECTATION | ELA.2.38.1. | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| CONTENT STANDARD / COURSE | WV.2.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.2.39. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| GRADE LEVEL EXPECTATION | ELA.2.39.1. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| GRADE LEVEL EXPECTATION | ELA.2.39.2. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, and tell/retell). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| GRADE LEVEL EXPECTATION | ELA.2.39.3. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition and additional). ReadyRosie Digging Into Roots |
| GRADE LEVEL EXPECTATION | ELA.2.39.4. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, and bookmark). ReadyRosie Playground Compounds |
| GRADE LEVEL EXPECTATION | ELA.2.39.5. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| CONTENT STANDARD / COURSE | WV.2.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.2.40. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| GRADE LEVEL EXPECTATION | ELA.2.40.1. | Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| GRADE LEVEL EXPECTATION | ELA.2.40.2. | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, and hurl) and closely related adjectives (e.g., thin, slender, skinny, and scrawny). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| CONTENT STANDARD / COURSE | WV.2.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.2.41. | Use words and phrases acquired through conversations, reading, being read to, and responding to texts; use adjectives and adverbs to describe (e.g., when other kids are happy, that makes me happy). ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Describe It Feelings Charades Funny Pictures Hink Pink How can I help my child learn new words? Sharing Chores and Your Day What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? |
| West Virginia College and Career Readiness Standards |
| Language Arts |
| Grade: 3 - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.3.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Fluency | |
| OBJECTIVE / EXPECTATION | ELA.3.I. | Read with sufficient accuracy and fluency to support comprehension. |
| GRADE LEVEL EXPECTATION | ELA.3.I.1. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| GRADE LEVEL EXPECTATION | ELA.3.I.2. | Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |
| GRADE LEVEL EXPECTATION | ELA.3.I.3. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| CONTENT STANDARD / COURSE | WV.3.ELF. | Early Learning Foundations |
| CONTENT STANDARD / OBJECTIVE | Phonics and Word Recognition | |
| OBJECTIVE / EXPECTATION | ELA.3.II. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| GRADE LEVEL EXPECTATION | ELA.3.II.1. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| GRADE LEVEL EXPECTATION | ELA.3.II.2. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| GRADE LEVEL EXPECTATION | ELA.3.II.4. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD / COURSE | WV.3.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Key Ideas and Details | |
| OBJECTIVE / EXPECTATION | ELA.3.1. | Ask and answer questions to demonstrate understanding of a literary text, referring explicitly to the text as the basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.3.2. | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the literary text. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.3.3. | Describe characters in a literary story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.3.4. | Ask and answer questions to demonstrate understanding of an informational text, referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| OBJECTIVE / EXPECTATION | ELA.3.5. | Determine the main idea of an informational text; recount the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| OBJECTIVE / EXPECTATION | ELA.3.6. | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| CONTENT STANDARD / COURSE | WV.3.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Craft and Structure | |
| OBJECTIVE / EXPECTATION | ELA.3.7. | Determine the meaning of words and phrases as they are used in a literary text, distinguishing literal from nonliteral language. ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.3.8. | Refer to parts of stories, dramas, and poems when writing or speaking about a literary text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| OBJECTIVE / EXPECTATION | ELA.3.9. | Distinguish one’s point of view from that of the narrator or those of the characters in a literary text. ReadyRosie Reading Strategy: Reading and Making Connections |
| OBJECTIVE / EXPECTATION | ELA.3.10. | Determine the meaning of general academic and domain-specific words and phrases in an informational text relevant to a grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| OBJECTIVE / EXPECTATION | ELA.3.11. | Use informational text features and search tools (e.g., key words, sidebars, and hyperlinks) to locate information relevant to a given topic efficiently ReadyRosie Comprehension Clues Reading Recipes |
| CONTENT STANDARD / COURSE | WV.3.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Integration of Knowledge and Ideas | |
| OBJECTIVE / EXPECTATION | ELA.3.13. | Explain how specific aspects of a literary text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood or emphasize aspects of a character or setting). ReadyRosie Pow Wow Crunch |
| OBJECTIVE / EXPECTATION | ELA.3.14. | Compare and contrast the themes, settings, and plots of literary stories written by the same author about the same or similar characters (e.g., in books from a series). ReadyRosie What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.3.15. | Use information gained from illustrations (e.g., maps or photographs) and the words in an informational text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ReadyRosie How Far Does It Fly? |
| CONTENT STANDARD / COURSE | WV.3.R. | Reading |
| CONTENT STANDARD / OBJECTIVE | Range of Reading and Text Complexity | |
| OBJECTIVE / EXPECTATION | ELA.3.18. | By the end of the year, read and comprehend literature, including stories, dramas and poetry, at the high end of the grades 2–3 text complexity range independently and proficiently. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Song Lyrics What Makes a Good Storyteller |
| OBJECTIVE / EXPECTATION | ELA.3.19. | By the end of the year, read and comprehend informational texts, including social studies, science, and technical texts, at the high end of the grades 2–3 text complexity range independently and proficiently. ReadyRosie Books on the Go Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule I Want to Know About That's So Cool What Will You Learn? |
| CONTENT STANDARD / COURSE | WV.3.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Text Types and Purposes | |
| OBJECTIVE / EXPECTATION | ELA.3.20. | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| GRADE LEVEL EXPECTATION | ELA.3.20.4. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| CONTENT STANDARD / COURSE | WV.3.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Text Types and Purposes | |
| OBJECTIVE / EXPECTATION | ELA.3.21. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| GRADE LEVEL EXPECTATION | ELA.3.21.1. | Introduce a topic and group related information together; include illustrations when useful to aid comprehension. ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| GRADE LEVEL EXPECTATION | ELA.3.21.2. | Develop the topic with facts, definitions, and details. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| GRADE LEVEL EXPECTATION | ELA.3.21.3. | Use linking words and phrases (e.g., also, another, and, more, or but) to connect ideas within categories of information. ReadyRosie Create a Song |
| GRADE LEVEL EXPECTATION | ELA.3.21.4. | Provide a concluding statement or section. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| CONTENT STANDARD / COURSE | WV.3.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Text Types and Purposes | |
| OBJECTIVE / EXPECTATION | ELA.3.22. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| GRADE LEVEL EXPECTATION | ELA.3.22.1. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| GRADE LEVEL EXPECTATION | ELA.3.22.2. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| GRADE LEVEL EXPECTATION | ELA.3.22.3. | Use transitional words and phrases to signal event order. ReadyRosie Family Journaling Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| GRADE LEVEL EXPECTATION | ELA.3.22.4. | Provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| CONTENT STANDARD / COURSE | WV.3.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Production and Distribution of Writing | |
| OBJECTIVE / EXPECTATION | ELA.3.23. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in Text Types and Purposes.) ReadyRosie Family Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| OBJECTIVE / EXPECTATION | ELA.3.24. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards up to and including grade 3). ReadyRosie A Really Good Story This Is Important Write a Favorite Family Recipe |
| CONTENT STANDARD / COURSE | WV.3.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Research to Build and Present Knowledge | |
| OBJECTIVE / EXPECTATION | ELA.3.26. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| OBJECTIVE / EXPECTATION | ELA.3.27. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| CONTENT STANDARD / COURSE | WV.3.W. | Writing |
| CONTENT STANDARD / OBJECTIVE | Range of Writing | |
| OBJECTIVE / EXPECTATION | ELA.3.29. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| CONTENT STANDARD / COURSE | WV.3.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Comprehension and Collaboration | |
| OBJECTIVE / EXPECTATION | ELA.3.30. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing ideas clearly. |
| GRADE LEVEL EXPECTATION | ELA.3.30.1. | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | ELA.3.30.2. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, and speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | ELA.3.30.3. | Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| GRADE LEVEL EXPECTATION | ELA.3.30.4. | Explain ideas and understanding in light of the discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.3.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Comprehension and Collaboration | |
| OBJECTIVE / EXPECTATION | ELA.3.31. | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Family Movie Night My Turn, Your Turn Random, Bizarre Facts |
| OBJECTIVE / EXPECTATION | ELA.3.32. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.3.SL. | Speaking & Listening |
| CONTENT STANDARD / OBJECTIVE | Presentation of Knowledge and Ideas | |
| OBJECTIVE / EXPECTATION | ELA.3.33. | Report on a topic or text; tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and coherently. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Create a Song Family Interview I Love My Family Because... Share Your Knowledge Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| OBJECTIVE / EXPECTATION | ELA.3.35. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| CONTENT STANDARD / COURSE | WV.3.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Conventions of Standard English | |
| OBJECTIVE / EXPECTATION | ELA.3.36. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| GRADE LEVEL EXPECTATION | ELA.3.36.1. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. ReadyRosie Acrostic Poem Noun Charades |
| GRADE LEVEL EXPECTATION | ELA.3.36.2. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| GRADE LEVEL EXPECTATION | ELA.3.36.3. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| GRADE LEVEL EXPECTATION | ELA.3.36.5. | Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. ReadyRosie Magical Creature Writing |
| GRADE LEVEL EXPECTATION | ELA.3.36.7. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| GRADE LEVEL EXPECTATION | ELA.3.36.9. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| CONTENT STANDARD / COURSE | WV.3.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Conventions of Standard English | |
| OBJECTIVE / EXPECTATION | ELA.3.37. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| GRADE LEVEL EXPECTATION | ELA.3.37.3. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| GRADE LEVEL EXPECTATION | ELA.3.37.5. | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, or happiness). ReadyRosie Change One Letter Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |
| GRADE LEVEL EXPECTATION | ELA.3.37.6. | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) in writing words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| CONTENT STANDARD / COURSE | WV.3.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Knowledge of Language | |
| OBJECTIVE / EXPECTATION | ELA.3.38. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| GRADE LEVEL EXPECTATION | ELA.3.38.1. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |
| CONTENT STANDARD / COURSE | WV.3.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.3.39. | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| GRADE LEVEL EXPECTATION | ELA.3.39.1. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| GRADE LEVEL EXPECTATION | ELA.3.39.2. | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, and heat/preheat). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| GRADE LEVEL EXPECTATION | ELA.3.39.3. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company and companion). ReadyRosie Digging Into Roots |
| GRADE LEVEL EXPECTATION | ELA.3.39.4. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| CONTENT STANDARD / COURSE | WV.3.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.3.40. | Demonstrate understanding of word relationships and nuances in word meanings. |
| GRADE LEVEL EXPECTATION | ELA.3.40.1. | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |
| GRADE LEVEL EXPECTATION | ELA.3.40.2. | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| GRADE LEVEL EXPECTATION | ELA.3.40.3. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| CONTENT STANDARD / COURSE | WV.3.L. | Language |
| CONTENT STANDARD / OBJECTIVE | Vocabulary Acquisition and Use | |
| OBJECTIVE / EXPECTATION | ELA.3.41. | Acquire and accurately use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and transitional relationships (e.g., after dinner that night we went looking for them). ReadyRosie Category Competition Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty How can I help my child learn new words? Million Dollar Words Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| West Virginia College and Career Readiness Standards |
| Mathematics |
| Grade: K - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.M.MHM. | Mathematical Habits of Mind |
| CONTENT STANDARD / OBJECTIVE | MHM1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| CONTENT STANDARD / OBJECTIVE | MHM2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| CONTENT STANDARD / OBJECTIVE | MHM3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| CONTENT STANDARD / OBJECTIVE | MHM4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CONTENT STANDARD / OBJECTIVE | MHM7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| CONTENT STANDARD / OBJECTIVE | MHM8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| CONTENT STANDARD / COURSE | WV.M.K.CC. | Counting and Cardinality |
| CONTENT STANDARD / OBJECTIVE | Know number names and the count sequence. | |
| OBJECTIVE / EXPECTATION | M.K.1. | Count to 100 by ones and by tens. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| OBJECTIVE / EXPECTATION | M.K.2. | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| OBJECTIVE / EXPECTATION | M.K.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| CONTENT STANDARD / COURSE | WV.M.K.CC. | Counting and Cardinality |
| CONTENT STANDARD / OBJECTIVE | Count to tell the number of objects. | |
| OBJECTIVE / EXPECTATION | M.K.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| GRADE LEVEL EXPECTATION | M.K.4.a. | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| GRADE LEVEL EXPECTATION | M.K.4.b. | Understand that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| GRADE LEVEL EXPECTATION | M.K.4.c. | Understand that each successive number name refers to a quantity that is one larger. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| CONTENT STANDARD / COURSE | WV.M.K.CC. | Counting and Cardinality |
| CONTENT STANDARD / OBJECTIVE | Count to tell the number of objects. | |
| OBJECTIVE / EXPECTATION | M.K.5. | Count to answer questions (e.g., “How many?”) about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| CONTENT STANDARD / COURSE | WV.M.K.CC. | Counting and Cardinality |
| CONTENT STANDARD / OBJECTIVE | Compare numbers. | |
| OBJECTIVE / EXPECTATION | M.K.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). ReadyRosie In Ten Seconds More or Less The Biggest Number |
| OBJECTIVE / EXPECTATION | M.K.7. | Compare two numbers between 1 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| CONTENT STANDARD / COURSE | WV.M.K.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| OBJECTIVE / EXPECTATION | M.K.8. | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| OBJECTIVE / EXPECTATION | M.K.9. | Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem. ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes Restaurant Story Problems Spill the Beans |
| OBJECTIVE / EXPECTATION | M.K.10. | Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| OBJECTIVE / EXPECTATION | M.K.11. | For any number from 1 to 9, find the number that makes 10 when added to the given number by using objects or drawings, and record the answer with a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| OBJECTIVE / EXPECTATION | M.K.12. | Fluently add and subtract within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| CONTENT STANDARD / COURSE | WV.M.K.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Work with numbers 11-19 to gain foundations for place value. | |
| OBJECTIVE / EXPECTATION | M.K.13. | Compose and decompose numbers from 11 to 19 into ten ones and some further ones by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones (one ten) and one, two, three, four, five, six, seven, eight, or nine ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| CONTENT STANDARD / COURSE | WV.M.K.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Describe and compare measurable attributes. | |
| OBJECTIVE / EXPECTATION | M.K.14. | Describe measurable attributes of objects, such as length or weight and describe several measurable attributes of a single object. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| OBJECTIVE / EXPECTATION | M.K.15. | Directly compare two objects with a measurable attribute in common, to see which object has “more of” or “less of” the attribute, and describe the difference. ReadyRosie Blow Your House Down! Guess and Measure Measurable Me Measure your Steps The Right Size |
| CONTENT STANDARD / COURSE | WV.M.K.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Classify objects and count the number of objects in each category. | |
| OBJECTIVE / EXPECTATION | M.K.16. | Classify objects into given categories, count the numbers of objects in each category, and sort the categories by count. Category counts should be limited to less than or equal to 10. (e.g., Identify coins and sort them into groups of 5s or 10s.) ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| CONTENT STANDARD / COURSE | WV.M.K.G. | Geometry |
| CONTENT STANDARD / OBJECTIVE | Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) | |
| OBJECTIVE / EXPECTATION | M.K.17. | Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| OBJECTIVE / EXPECTATION | M.K.18. | Correctly name shapes regardless of their orientations or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| OBJECTIVE / EXPECTATION | M.K.19. | Through the use of real-life objects, identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). ReadyRosie Shape Scavenger Hunt |
| CONTENT STANDARD / COURSE | WV.M.K.G. | Geometry |
| CONTENT STANDARD / OBJECTIVE | Analyze, compare, create, and compose shapes | |
| OBJECTIVE / EXPECTATION | M.K.20. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”), and other attributes (e.g., having sides of equal length). ReadyRosie Canned Shape Scavenger Hunt |
| OBJECTIVE / EXPECTATION | M.K.21. | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. ReadyRosie Is it a Triangle? |
| OBJECTIVE / EXPECTATION | M.K.22. | Compose simple shapes to form larger shapes (e.g., “Can these two triangles, with full sides touching, join to make a rectangle?”). ReadyRosie Is it a Triangle? |
| West Virginia College and Career Readiness Standards |
| Mathematics |
| Grade: 1 - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.M.MHM. | Mathematical Habits of Mind |
| CONTENT STANDARD / OBJECTIVE | MHM1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| CONTENT STANDARD / OBJECTIVE | MHM3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| CONTENT STANDARD / OBJECTIVE | MHM4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CONTENT STANDARD / OBJECTIVE | MHM6. | Attend to precision. ReadyRosie Category Hunt |
| CONTENT STANDARD / OBJECTIVE | MHM7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| CONTENT STANDARD / OBJECTIVE | MHM8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| CONTENT STANDARD / COURSE | WV.M.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Represent and solve problems involving addition and subtraction. | |
| OBJECTIVE / EXPECTATION | M.1.1. | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| OBJECTIVE / EXPECTATION | M.1.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| CONTENT STANDARD / COURSE | WV.M.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| OBJECTIVE / EXPECTATION | M.1.3. | Apply properties of operations as strategies to add and subtract (e.g., If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known: Commutative Property of Addition. To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12: Associative Property of Addition). ReadyRosie Fishing for Doubles |
| OBJECTIVE / EXPECTATION | M.1.4. | Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| CONTENT STANDARD / COURSE | WV.M.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Add and subtract within 20. | |
| OBJECTIVE / EXPECTATION | M.1.5. | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| CONTENT STANDARD / COURSE | WV.M.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Add and subtract within 20. | |
| OBJECTIVE / EXPECTATION | M.1.6. | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 and use strategies such as |
| GRADE LEVEL EXPECTATION | M.1.6.a. | Counting on. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |
| GRADE LEVEL EXPECTATION | M.1.6.b. | Making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14). ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |
| GRADE LEVEL EXPECTATION | M.1.6.c. | Decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9). ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| GRADE LEVEL EXPECTATION | M.1.6.d. | Using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8= 4). ReadyRosie Ten Dimes |
| GRADE LEVEL EXPECTATION | M.1.6.e. | Creating equivalent but easier or known sums (e.g., adding 6 +7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |
| CONTENT STANDARD / COURSE | WV.M.1.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Work with addition and subtraction equations. | |
| OBJECTIVE / EXPECTATION | M.1.8. | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., Determine the unknown number that makes the equation true in each of the equations. 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?). ReadyRosie Where Did I Start? |
| CONTENT STANDARD / COURSE | WV.M.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Extend the counting sequence. | |
| OBJECTIVE / EXPECTATION | M.1.9. | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| CONTENT STANDARD / COURSE | WV.M.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Understand place value. | |
| OBJECTIVE / EXPECTATION | M.1.10. | Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| GRADE LEVEL EXPECTATION | M.1.10.a. | 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| GRADE LEVEL EXPECTATION | M.1.10.b. | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| GRADE LEVEL EXPECTATION | M.1.10.c. | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| CONTENT STANDARD / COURSE | WV.M.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Understand place value. | |
| OBJECTIVE / EXPECTATION | M.1.11. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| CONTENT STANDARD / COURSE | WV.M.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Use place value understanding and properties of operations to add and subtract. | |
| OBJECTIVE / EXPECTATION | M.1.12. | Add within 100, including |
| GRADE LEVEL EXPECTATION | M.1.12.a. | Adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Spill the Beans Ten Dimes Ten Scoops |
| GRADE LEVEL EXPECTATION | M.1.12.b. | Using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| CONTENT STANDARD / COURSE | WV.M.1.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Use place value understanding and properties of operations to add and subtract. | |
| OBJECTIVE / EXPECTATION | M.1.13. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. ReadyRosie Ten More |
| OBJECTIVE / EXPECTATION | M.1.14. | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. ReadyRosie Ten More |
| CONTENT STANDARD / COURSE | WV.M.1.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Measure lengths indirectly and by iterating length units. | |
| OBJECTIVE / EXPECTATION | M.1.15. | Order three objects by length and compare the lengths of two objects indirectly by using a third object. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| OBJECTIVE / EXPECTATION | M.1.16. | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. ReadyRosie Hunt and Measure |
| CONTENT STANDARD / COURSE | WV.M.1.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Tell and write time. | |
| OBJECTIVE / EXPECTATION | M.1.17. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| CONTENT STANDARD / COURSE | WV.M.1.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Represent and interpret data. | |
| OBJECTIVE / EXPECTATION | M.1.18. | Organize, represent, interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category and how many more or less are in one category than in another. ReadyRosie Survey Says |
| CONTENT STANDARD / COURSE | WV.M.1.G. | Geometry |
| CONTENT STANDARD / OBJECTIVE | Reason with shapes and their attributes. | |
| OBJECTIVE / EXPECTATION | M.1.19. | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| OBJECTIVE / EXPECTATION | M.1.20. | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the composite shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| OBJECTIVE / EXPECTATION | M.1.21. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths and quarters and use the phrases half of, fourth of and quarter of. Describe the whole as two of, or four of the shares and understand for these examples that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| West Virginia College and Career Readiness Standards |
| Mathematics |
| Grade: 2 - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.M.MHM. | Mathematical Habits of Mind |
| CONTENT STANDARD / OBJECTIVE | MHM1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CONTENT STANDARD / OBJECTIVE | MHM3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| CONTENT STANDARD / OBJECTIVE | MHM4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| CONTENT STANDARD / OBJECTIVE | MHM6. | Attend to precision. ReadyRosie Category Hunt |
| CONTENT STANDARD / OBJECTIVE | MHM7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| CONTENT STANDARD / OBJECTIVE | MHM8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| CONTENT STANDARD / COURSE | WV.M.2.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Represent and solve problems involving addition and subtraction. | |
| OBJECTIVE / EXPECTATION | M.2.1. | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| CONTENT STANDARD / COURSE | WV.M.2.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Add and subtract within 20. | |
| OBJECTIVE / EXPECTATION | M.2.2. | Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| CONTENT STANDARD / COURSE | WV.M.2.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Work with equal groups of objects to gain foundations for multiplication. | |
| OBJECTIVE / EXPECTATION | M.2.3. | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. ReadyRosie Even or Odd? |
| OBJECTIVE / EXPECTATION | M.2.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| CONTENT STANDARD / COURSE | WV.M.2.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Understand place value. | |
| OBJECTIVE / EXPECTATION | M.2.5. | Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: |
| GRADE LEVEL EXPECTATION | M.2.5.a. | 100 can be thought of as a bundle of ten tens – called a “hundred.” ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| GRADE LEVEL EXPECTATION | M.2.5.b. | Numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds, and 0 tens and 0 ones. ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| CONTENT STANDARD / COURSE | WV.M.2.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Understand place value. | |
| OBJECTIVE / EXPECTATION | M.2.6. | Count within 1000 and skip-count by 5s, 10s and 100s. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| OBJECTIVE / EXPECTATION | M.2.7. | Read and write numbers to 1000 using base-ten numerals, number names and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| OBJECTIVE / EXPECTATION | M.2.8. | Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, = and < symbols to record the results of comparisons. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| CONTENT STANDARD / COURSE | WV.M.2.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Use place value understanding and properties of operations to add and subtract. | |
| OBJECTIVE / EXPECTATION | M.2.9. | Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| OBJECTIVE / EXPECTATION | M.2.10. | Add up to four two-digit numbers using strategies based on place value and properties of operations. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| OBJECTIVE / EXPECTATION | M.2.11. | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| OBJECTIVE / EXPECTATION | M.2.12. | Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900. ReadyRosie Dollars and Dice |
| OBJECTIVE / EXPECTATION | M.2.13. | Explain why addition and subtraction strategies work, using place value and the properties of operations. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| CONTENT STANDARD / COURSE | WV.M.2.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Measure and estimate lengths in standard units. | |
| OBJECTIVE / EXPECTATION | M.2.14. | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| OBJECTIVE / EXPECTATION | M.2.16. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| OBJECTIVE / EXPECTATION | M.2.17. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD / COURSE | WV.M.2.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Work with time and money. | |
| OBJECTIVE / EXPECTATION | M.2.21. | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). ReadyRosie What's in a Dollar? |
| CONTENT STANDARD / COURSE | WV.M.2.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Represent and interpret data. | |
| OBJECTIVE / EXPECTATION | M.2.22. | Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD / COURSE | WV.M.2.G. | Geometry |
| CONTENT STANDARD / OBJECTIVE | Reason with shapes and their attributes. | |
| OBJECTIVE / EXPECTATION | M.2.24. | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| OBJECTIVE / EXPECTATION | M.2.25. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ReadyRosie An Array of Brownies |
| OBJECTIVE / EXPECTATION | M.2.26. | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| West Virginia College and Career Readiness Standards |
| Mathematics |
| Grade: 3 - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.M.MHM. | Mathematical Habits of Mind |
| CONTENT STANDARD / OBJECTIVE | MHM1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CONTENT STANDARD / OBJECTIVE | MHM2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| CONTENT STANDARD / OBJECTIVE | MHM3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| CONTENT STANDARD / OBJECTIVE | MHM4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| CONTENT STANDARD / OBJECTIVE | MHM6. | Attend to precision. ReadyRosie Category Hunt |
| CONTENT STANDARD / OBJECTIVE | MHM8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| CONTENT STANDARD / COURSE | WV.M.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Represent and solve problems involving multiplication and division. | |
| OBJECTIVE / EXPECTATION | M.3.1. | Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| OBJECTIVE / EXPECTATION | M.3.2. | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (e.g., describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8). ReadyRosie Fair Share |
| OBJECTIVE / EXPECTATION | M.3.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| OBJECTIVE / EXPECTATION | M.3.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 =?). ReadyRosie Math Mind Reading Parts Unknown |
| CONTENT STANDARD / COURSE | WV.M.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Understand properties of multiplication and the relationship between multiplication and division. | |
| OBJECTIVE / EXPECTATION | M.3.5. | Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. ReadyRosie I Spy Sums and Products Multiplication War |
| OBJECTIVE / EXPECTATION | M.3.6. | Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| CONTENT STANDARD / COURSE | WV.M.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Multiply and divide within 100. | |
| OBJECTIVE / EXPECTATION | M.3.7. | Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| CONTENT STANDARD / COURSE | WV.M.3.OA. | Operations and Algebraic Thinking |
| CONTENT STANDARD / OBJECTIVE | Solve problems involving the four operations, and identify and explain patterns in arithmetic. | |
| OBJECTIVE / EXPECTATION | M.3.8. | Solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ReadyRosie Make One Up |
| CONTENT STANDARD / COURSE | WV.M.3.NBT. | Number and Operations in Base Ten |
| CONTENT STANDARD / OBJECTIVE | Use place value and properties of operations to perform multi-digit arithmetic. | |
| OBJECTIVE / EXPECTATION | M.3.10. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| OBJECTIVE / EXPECTATION | M.3.11. | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| CONTENT STANDARD / COURSE | WV.M.3.NF. | Number and Operations- Fractions |
| CONTENT STANDARD / OBJECTIVE | Develop an understanding as fractions as numbers. | |
| OBJECTIVE / EXPECTATION | M.3.13. | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. ReadyRosie Fractions on a Number Line Shape Up! |
| CONTENT STANDARD / COURSE | WV.M.3.NF. | Number and Operations- Fractions |
| CONTENT STANDARD / OBJECTIVE | Develop an understanding as fractions as numbers. | |
| OBJECTIVE / EXPECTATION | M.3.15. | Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. |
| GRADE LEVEL EXPECTATION | M.3.15.a. | Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line. ReadyRosie Sharing an Apple |
| GRADE LEVEL EXPECTATION | M.3.15.b. | Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). ReadyRosie Sharing an Apple |
| GRADE LEVEL EXPECTATION | M.3.15.c. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. (e.g., Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.) ReadyRosie Fractions on a Number Line Shape Up! |
| GRADE LEVEL EXPECTATION | M.3.15.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or < and justify the conclusions (e.g., by using a visual fraction model). ReadyRosie Fractions on a Number Line |
| CONTENT STANDARD / COURSE | WV.M.3.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. | |
| OBJECTIVE / EXPECTATION | M.3.16. | Tell and write time to the nearest minute, measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (e.g., by representing the problem on a number line diagram). ReadyRosie Now is the Time |
| OBJECTIVE / EXPECTATION | M.3.17. | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg) and liters (l). Add, subtract, multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale) to represent the problem. ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| CONTENT STANDARD / COURSE | WV.M.3.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Represent and interpret data. | |
| OBJECTIVE / EXPECTATION | M.3.18. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). ReadyRosie Graphing Walking Goals |
| OBJECTIVE / EXPECTATION | M.3.19. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| CONTENT STANDARD / COURSE | WV.M.3.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| OBJECTIVE / EXPECTATION | M.3.20. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| GRADE LEVEL EXPECTATION | M.3.20.a. | A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| GRADE LEVEL EXPECTATION | M.3.20.b. | A plane figure which can be covered without gaps or overlaps by b unit squares is said to have an area of b square units. ReadyRosie Cracker Perimeter & Area |
| CONTENT STANDARD / COURSE | WV.M.3.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| OBJECTIVE / EXPECTATION | M.3.21. | Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units). ReadyRosie Cracker Perimeter & Area |
| CONTENT STANDARD / COURSE | WV.M.3.MD. | Measurement and Data |
| CONTENT STANDARD / OBJECTIVE | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| OBJECTIVE / EXPECTATION | M.3.22. | Relate area to the operations of multiplication and addition. |
| GRADE LEVEL EXPECTATION | M.3.22.b. | Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. ReadyRosie An Array of Brownies |
| GRADE LEVEL EXPECTATION | M.3.22.c. | Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. ReadyRosie I Spy Sums and Products |
| CONTENT STANDARD / COURSE | WV.M.3.G. | Geometry |
| CONTENT STANDARD / OBJECTIVE | Reason with shapes and their attributes. | |
| OBJECTIVE / EXPECTATION | M.3.25. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ or the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| West Virginia College and Career Readiness Standards |
| Science |
| Grade: K - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.S.K-2.ETS. | Engineering, Technology, and Applications of Science |
| CONTENT STANDARD / OBJECTIVE | Engineering Design | |
| OBJECTIVE / EXPECTATION | S.K-2.ETS.1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| OBJECTIVE / EXPECTATION | S.K-2.ETS.3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD / COURSE | WV.S.K. | Science |
| CONTENT STANDARD / OBJECTIVE | S.K.GS. | General Science Content |
| OBJECTIVE / EXPECTATION | Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment | |
| GRADE LEVEL EXPECTATION | S.K.GS.3. | Use observations to describe patterns of what plants and animals (including humans) need to survive. ReadyRosie Family Sensory Walk |
| GRADE LEVEL EXPECTATION | S.K.GS.5. | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. ReadyRosie Family Sensory Walk |
| West Virginia College and Career Readiness Standards |
| Science |
| Grade: 1 - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.S.K-2.ETS. | Engineering, Technology, and Applications of Science |
| CONTENT STANDARD / OBJECTIVE | Engineering Design | |
| OBJECTIVE / EXPECTATION | S.K-2.ETS.1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| OBJECTIVE / EXPECTATION | S.K-2.ETS.3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| CONTENT STANDARD / COURSE | WV.S.1. | Science |
| CONTENT STANDARD / OBJECTIVE | S.1.GS. | General Science Content |
| OBJECTIVE / EXPECTATION | Structure, Function, and Information Processing | |
| GRADE LEVEL EXPECTATION | S.1.GS.7. | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. ReadyRosie Family Sensory Walk |
| West Virginia College and Career Readiness Standards |
| Science |
| Grade: 2 - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.S.K-2.ETS. | Engineering, Technology, and Applications of Science |
| CONTENT STANDARD / OBJECTIVE | Engineering Design | |
| OBJECTIVE / EXPECTATION | S.K-2.ETS.1. | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ReadyRosie Ramp Car Racing |
| OBJECTIVE / EXPECTATION | S.K-2.ETS.3. | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ReadyRosie Ramp Car Racing |
| West Virginia College and Career Readiness Standards |
| Science |
| Grade: 3 - Adopted: 2016 |
| CONTENT STANDARD / COURSE | WV.S.3-5.ETS. | Engineering, Technology, and Applications of Science |
| CONTENT STANDARD / OBJECTIVE | Engineering Design | |
| OBJECTIVE / EXPECTATION | S.3-5.ETS.2. | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. ReadyRosie Ramp Car Racing |