21st Century Skills Framework
| Main Criteria: 21st Century Skills Framework | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| 21st Century Skills Framework |
| Language Arts |
| Grade: K - Adopted: 2009 |
| THEME / SKILL | P21-1. | CORE SUBJECTS AND 21st CENTURY THEMES |
| STRAND | 1.1. | Global Awareness |
| KNOWLEDGE AND SKILLS | 1.1.2. | Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.1. | Develop, implement and communicate new ideas to others effectively ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.1.2.2. | Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.1.2.3. | Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.1.2.4. | View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.3. | Make Judgments and Decisions |
| STUDENT OUTCOME | 2.2.3.1. | Effectively analyze and evaluate evidence, arguments, claims and beliefs ReadyRosie Book Cover Conversations Predicting the topic and content of a nonfiction book based on the title and cover illustration. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| STUDENT OUTCOME | 2.2.3.4. | Interpret information and draw conclusions based on the best analysis ReadyRosie Using Clues to Figure it Out Fill a bag with items and use the clues to decide what they can tell us about a character. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.4. | Solve Problems |
| STUDENT OUTCOME | 2.2.4.2. | Identify and ask significant questions that clarify various points of view and lead to better solutions ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. Conversation Starters Use conversation cards to prompt great family discussions. Freeze Dance Use this game to build listening, focus and self-control muscles. Making Connections While reading pause and talk about the characters. Encourage your child to think about how he or she is similar or different from the main character. Read a Little, Think a Little TBD Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who Am I? Play this describing game to build important listening, speaking and inferring skills. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.1. | Communicate Clearly |
| STUDENT OUTCOME | 2.3.1.1. | Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts ReadyRosie A Memorable Story Look at a photograph or remind your child of a memorable event and ask your child to tell you the story of what happened. Conversation Starters Use conversation cards to prompt great family discussions. I Know All About State 3 important details or facts on a topic. Make a List Make a list of the things you need to take on a trip to visit a relative. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 2.3.1.2. | Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions ReadyRosie Family Sensory Walk Use your senses to pay attention and describe what is around you on a neighborhood walk. Freeze Dance Use this game to build listening, focus and self-control muscles. |
| STUDENT OUTCOME | 2.3.1.3. | Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. A Memorable Story Look at a photograph or remind your child of a memorable event and ask your child to tell you the story of what happened. Conversation Starters Use conversation cards to prompt great family discussions. I Know All About State 3 important details or facts on a topic. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 2.3.1.4. | Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. A Memorable Story Look at a photograph or remind your child of a memorable event and ask your child to tell you the story of what happened. |
| STUDENT OUTCOME | 2.3.1.5. | Communicate effectively in diverse environments (including multi-lingual) ReadyRosie A Memorable Story Look at a photograph or remind your child of a memorable event and ask your child to tell you the story of what happened. Conversation Starters Use conversation cards to prompt great family discussions. I Know All About State 3 important details or facts on a topic. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.2. | Collaborate with Others |
| STUDENT OUTCOME | 2.3.2.1. | Demonstrate ability to work effectively and respectfully with diverse teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.2. | Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.3. | Assume shared responsibility for collaborative work, and value the individual contributions made by each team member ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.1. | FLEXIBILITY AND ADAPTABILITY |
| KNOWLEDGE AND SKILLS | 4.1.1. | Adapt to Change |
| STUDENT OUTCOME | 4.1.1.2. | Work effectively in a climate of ambiguity and changing priorities ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.1. | Interact Effectively with Others |
| STUDENT OUTCOME | 4.3.1.1. | Know when it is appropriate to listen and when to speak ReadyRosie A Memorable Story Look at a photograph or remind your child of a memorable event and ask your child to tell you the story of what happened. Conversation Starters Use conversation cards to prompt great family discussions. I Know All About State 3 important details or facts on a topic. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who Am I? Play this describing game to build important listening, speaking and inferring skills. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 4.3.1.2. | Conduct themselves in a respectable, professional manner ReadyRosie A Memorable Story Look at a photograph or remind your child of a memorable event and ask your child to tell you the story of what happened. Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Conversation Starters Use conversation cards to prompt great family discussions. I Know All About State 3 important details or facts on a topic. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who Am I? Play this describing game to build important listening, speaking and inferring skills. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.2. | Work Effectively in Diverse Teams |
| STUDENT OUTCOME | 4.3.2.2. | Respond open-mindedly to different ideas and values ReadyRosie A Memorable Story Look at a photograph or remind your child of a memorable event and ask your child to tell you the story of what happened. Conversation Starters Use conversation cards to prompt great family discussions. I Know All About State 3 important details or facts on a topic. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.4. | PRODUCTIVITY AND ACCOUNTABILITY |
| KNOWLEDGE AND SKILLS | 4.4.2. | Produce Results |
| STUDENT OUTCOME | 4.4.2.1. | Work positively and ethically ReadyRosie Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| STUDENT OUTCOME | 4.4.2.2. | Manage time and projects effectively ReadyRosie Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| STUDENT OUTCOME | 4.4.2.3. | Multi-task ReadyRosie Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| STUDENT OUTCOME | 4.4.2.4. | Participate actively, as well as be reliable and punctual ReadyRosie Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| STUDENT OUTCOME | 4.4.2.5. | Present oneself professionally and with proper etiquette ReadyRosie Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| STUDENT OUTCOME | 4.4.2.6. | Collaborate and cooperate effectively with teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| STUDENT OUTCOME | 4.4.2.7. | Respect and appreciate team diversity ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| STUDENT OUTCOME | 4.4.2.8. | Be accountable for results ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. Who Am I? Play this describing game to build important listening, speaking and inferring skills. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.1. | Guide and Lead Others |
| STUDENT OUTCOME | 4.5.1.2. | Leverage strengths of others to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.3. | Inspire others to reach their very best via example and selflessness ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| 21st Century Skills Framework |
| Language Arts |
| Grade: 1 - Adopted: 2009 |
| THEME / SKILL | P21-1. | CORE SUBJECTS AND 21st CENTURY THEMES |
| STRAND | 1.1. | Global Awareness |
| KNOWLEDGE AND SKILLS | 1.1.2. | Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.1. | Think Creatively |
| STUDENT OUTCOME | 2.1.1.1. | Use a wide range of idea creation techniques (such as brainstorming) ReadyRosie Write Around Write a story by passing your paper around for each person to add to the story. |
| STUDENT OUTCOME | 2.1.1.2. | Create new and worthwhile ideas (both incremental and radical concepts) ReadyRosie Write Around Write a story by passing your paper around for each person to add to the story. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.1. | Develop, implement and communicate new ideas to others effectively ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.1.2.2. | Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.3. | Make Judgments and Decisions |
| STUDENT OUTCOME | 2.2.3.4. | Interpret information and draw conclusions based on the best analysis ReadyRosie Using Clues to Figure it Out Fill a bag with items and use the clues to decide what they can tell us about a character. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.4. | Solve Problems |
| STUDENT OUTCOME | 2.2.4.2. | Identify and ask significant questions that clarify various points of view and lead to better solutions ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. Conversation Starters Use conversation cards to prompt great family discussions. Freeze Dance Use this game to build listening, focus and self-control muscles. Preview & Predict Make predictions about the characters and problem as you look through the the pages of the book. Then confirm those predictions as you read. Read a Little, Think a Little TBD Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.1. | Communicate Clearly |
| STUDENT OUTCOME | 2.3.1.1. | Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a List Make a list of the things you need to take on a trip to visit a relative. Making Playdough Together Follow a recipe and cook playdough together to practice measuring and thinking about quantity. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 2.3.1.2. | Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions ReadyRosie Family Sensory Walk Use your senses to pay attention and describe what is around you on a neighborhood walk. Freeze Dance Use this game to build listening, focus and self-control muscles. I Love My Family Because... Reflect and talk about what makes your family special. |
| STUDENT OUTCOME | 2.3.1.3. | Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. Conversation Starters Use conversation cards to prompt great family discussions. Describe It In this guessing game, take turns describing a certain word using different adjectives. I Love My Family Because... Reflect and talk about what makes your family special. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Making Playdough Together Follow a recipe and cook playdough together to practice measuring and thinking about quantity. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 2.3.1.4. | Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. |
| STUDENT OUTCOME | 2.3.1.5. | Communicate effectively in diverse environments (including multi-lingual) ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Making Playdough Together Follow a recipe and cook playdough together to practice measuring and thinking about quantity. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.2. | Collaborate with Others |
| STUDENT OUTCOME | 2.3.2.1. | Demonstrate ability to work effectively and respectfully with diverse teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.2. | Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.3. | Assume shared responsibility for collaborative work, and value the individual contributions made by each team member ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.1. | FLEXIBILITY AND ADAPTABILITY |
| KNOWLEDGE AND SKILLS | 4.1.1. | Adapt to Change |
| STUDENT OUTCOME | 4.1.1.2. | Work effectively in a climate of ambiguity and changing priorities ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.1. | Interact Effectively with Others |
| STUDENT OUTCOME | 4.3.1.1. | Know when it is appropriate to listen and when to speak ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Making Playdough Together Follow a recipe and cook playdough together to practice measuring and thinking about quantity. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 4.3.1.2. | Conduct themselves in a respectable, professional manner ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Making Playdough Together Follow a recipe and cook playdough together to practice measuring and thinking about quantity. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.2. | Work Effectively in Diverse Teams |
| STUDENT OUTCOME | 4.3.2.2. | Respond open-mindedly to different ideas and values ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Making Playdough Together Follow a recipe and cook playdough together to practice measuring and thinking about quantity. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.4. | PRODUCTIVITY AND ACCOUNTABILITY |
| KNOWLEDGE AND SKILLS | 4.4.2. | Produce Results |
| STUDENT OUTCOME | 4.4.2.1. | Work positively and ethically ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.2. | Manage time and projects effectively ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.3. | Multi-task ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.4. | Participate actively, as well as be reliable and punctual ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.5. | Present oneself professionally and with proper etiquette ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.6. | Collaborate and cooperate effectively with teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.7. | Respect and appreciate team diversity ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.8. | Be accountable for results ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a List Make a list of the things you need to take on a trip to visit a relative. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.1. | Guide and Lead Others |
| STUDENT OUTCOME | 4.5.1.1. | Use interpersonal and problem-solving skills to influence and guide others toward a goal ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. |
| STUDENT OUTCOME | 4.5.1.2. | Leverage strengths of others to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.3. | Inspire others to reach their very best via example and selflessness ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.4. | Demonstrate integrity and ethical behavior in using influence and power ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. |
| 21st Century Skills Framework |
| Language Arts |
| Grade: 2 - Adopted: 2009 |
| THEME / SKILL | P21-1. | CORE SUBJECTS AND 21st CENTURY THEMES |
| STRAND | 1.1. | Global Awareness |
| KNOWLEDGE AND SKILLS | 1.1.2. | Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.1. | Think Creatively |
| STUDENT OUTCOME | 2.1.1.1. | Use a wide range of idea creation techniques (such as brainstorming) ReadyRosie Write Around Write a story by passing your paper around for each person to add to the story. |
| STUDENT OUTCOME | 2.1.1.2. | Create new and worthwhile ideas (both incremental and radical concepts) ReadyRosie Write Around Write a story by passing your paper around for each person to add to the story. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.1. | Develop, implement and communicate new ideas to others effectively ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.1.2.2. | Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.3. | Make Judgments and Decisions |
| STUDENT OUTCOME | 2.2.3.4. | Interpret information and draw conclusions based on the best analysis ReadyRosie Using Clues to Figure it Out Fill a bag with items and use the clues to decide what they can tell us about a character. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.4. | Solve Problems |
| STUDENT OUTCOME | 2.2.4.2. | Identify and ask significant questions that clarify various points of view and lead to better solutions ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. Can You See It? Build understanding by taking time to draw a picture of a scene you're reading about in a chapter book. Conversation Starters Use conversation cards to prompt great family discussions. Freeze Dance Use this game to build listening, focus and self-control muscles. Pow Wow Crunch Graphic novels can be a fun way to practice expressive reading with your child. Read a Little, Think a Little TBD Reading is Thinking Before reading, ask your child what the story will be about based on the cover. Continue to make predictions while reading. Story Train Use this game to build prewriting skills as children learn to participate in building a story. What Do You Wonder? Before reading a nonfiction book, help set a purpose for reading by asking what the child wants to know. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.1. | Communicate Clearly |
| STUDENT OUTCOME | 2.3.1.1. | Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a Neighborhood Map Draw and label a map of your neighborhood. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. What Do You Wonder? Before reading a nonfiction book, help set a purpose for reading by asking what the child wants to know. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 2.3.1.2. | Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions ReadyRosie Freeze Dance Use this game to build listening, focus and self-control muscles. I Love My Family Because... Reflect and talk about what makes your family special. |
| STUDENT OUTCOME | 2.3.1.3. | Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. Conversation Starters Use conversation cards to prompt great family discussions. Describe It In this guessing game, take turns describing a certain word using different adjectives. I Love My Family Because... Reflect and talk about what makes your family special. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Please Can I? Encourage your child to use specific details when trying to persuade someone. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. What Do You Wonder? Before reading a nonfiction book, help set a purpose for reading by asking what the child wants to know. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 2.3.1.4. | Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. |
| STUDENT OUTCOME | 2.3.1.5. | Communicate effectively in diverse environments (including multi-lingual) ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. What Do You Wonder? Before reading a nonfiction book, help set a purpose for reading by asking what the child wants to know. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.2. | Collaborate with Others |
| STUDENT OUTCOME | 2.3.2.1. | Demonstrate ability to work effectively and respectfully with diverse teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.2. | Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.3. | Assume shared responsibility for collaborative work, and value the individual contributions made by each team member ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.1. | FLEXIBILITY AND ADAPTABILITY |
| KNOWLEDGE AND SKILLS | 4.1.1. | Adapt to Change |
| STUDENT OUTCOME | 4.1.1.2. | Work effectively in a climate of ambiguity and changing priorities ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.1. | Interact Effectively with Others |
| STUDENT OUTCOME | 4.3.1.1. | Know when it is appropriate to listen and when to speak ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. What Do You Wonder? Before reading a nonfiction book, help set a purpose for reading by asking what the child wants to know. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 4.3.1.2. | Conduct themselves in a respectable, professional manner ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. What Do You Wonder? Before reading a nonfiction book, help set a purpose for reading by asking what the child wants to know. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.2. | Work Effectively in Diverse Teams |
| STUDENT OUTCOME | 4.3.2.2. | Respond open-mindedly to different ideas and values ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. What Do You Wonder? Before reading a nonfiction book, help set a purpose for reading by asking what the child wants to know. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.4. | PRODUCTIVITY AND ACCOUNTABILITY |
| KNOWLEDGE AND SKILLS | 4.4.2. | Produce Results |
| STUDENT OUTCOME | 4.4.2.1. | Work positively and ethically ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.2. | Manage time and projects effectively ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.3. | Multi-task ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.4. | Participate actively, as well as be reliable and punctual ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.5. | Present oneself professionally and with proper etiquette ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.6. | Collaborate and cooperate effectively with teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.7. | Respect and appreciate team diversity ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.8. | Be accountable for results ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.1. | Guide and Lead Others |
| STUDENT OUTCOME | 4.5.1.1. | Use interpersonal and problem-solving skills to influence and guide others toward a goal ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Please Can I? Encourage your child to use specific details when trying to persuade someone. |
| STUDENT OUTCOME | 4.5.1.2. | Leverage strengths of others to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.3. | Inspire others to reach their very best via example and selflessness ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.4. | Demonstrate integrity and ethical behavior in using influence and power ReadyRosie I'd Really Like Brainstorm a wishlist and then create a persuasive poster asking for one thing. Please Can I? Encourage your child to use specific details when trying to persuade someone. |
| 21st Century Skills Framework |
| Language Arts |
| Grade: 3 - Adopted: 2009 |
| THEME / SKILL | P21-1. | CORE SUBJECTS AND 21st CENTURY THEMES |
| STRAND | 1.1. | Global Awareness |
| KNOWLEDGE AND SKILLS | 1.1.2. | Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.1. | Think Creatively |
| STUDENT OUTCOME | 2.1.1.1. | Use a wide range of idea creation techniques (such as brainstorming) ReadyRosie Write Around Write a story by passing your paper around for each person to add to the story. |
| STUDENT OUTCOME | 2.1.1.2. | Create new and worthwhile ideas (both incremental and radical concepts) ReadyRosie Write Around Write a story by passing your paper around for each person to add to the story. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.1. | Develop, implement and communicate new ideas to others effectively ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.1.2.2. | Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.3. | Make Judgments and Decisions |
| STUDENT OUTCOME | 2.2.3.4. | Interpret information and draw conclusions based on the best analysis ReadyRosie Using Clues to Figure it Out Fill a bag with items and use the clues to decide what they can tell us about a character. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.4. | Solve Problems |
| STUDENT OUTCOME | 2.2.4.2. | Identify and ask significant questions that clarify various points of view and lead to better solutions ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. Conversation Starters Use conversation cards to prompt great family discussions. Freeze Dance Use this game to build listening, focus and self-control muscles. It's All In Your Head Your child is learning to transform the written story into a mental movie. Invite your child to share some of this "movie" with you! Pow Wow Crunch Graphic novels can be a fun way to practice expressive reading with your child. Read a Little, Think a Little TBD Story Train Use this game to build prewriting skills as children learn to participate in building a story. Talking About Books Talk about different things that can make a story more interesting. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.1. | Communicate Clearly |
| STUDENT OUTCOME | 2.3.1.1. | Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Make a Neighborhood Map Draw and label a map of your neighborhood. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 2.3.1.2. | Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions ReadyRosie Freeze Dance Use this game to build listening, focus and self-control muscles. I Love My Family Because... Reflect and talk about what makes your family special. |
| STUDENT OUTCOME | 2.3.1.3. | Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Please Can I? Encourage your child to use specific details when trying to persuade someone. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 2.3.1.4. | Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact ReadyRosie 20 Questions Draw Practice crafting good questions, visualizing and inferring. |
| STUDENT OUTCOME | 2.3.1.5. | Communicate effectively in diverse environments (including multi-lingual) ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.2. | Collaborate with Others |
| STUDENT OUTCOME | 2.3.2.1. | Demonstrate ability to work effectively and respectfully with diverse teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.2. | Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.3. | Assume shared responsibility for collaborative work, and value the individual contributions made by each team member ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.1. | FLEXIBILITY AND ADAPTABILITY |
| KNOWLEDGE AND SKILLS | 4.1.1. | Adapt to Change |
| STUDENT OUTCOME | 4.1.1.2. | Work effectively in a climate of ambiguity and changing priorities ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.1. | Interact Effectively with Others |
| STUDENT OUTCOME | 4.3.1.1. | Know when it is appropriate to listen and when to speak ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| STUDENT OUTCOME | 4.3.1.2. | Conduct themselves in a respectable, professional manner ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.2. | Work Effectively in Diverse Teams |
| STUDENT OUTCOME | 4.3.2.2. | Respond open-mindedly to different ideas and values ReadyRosie Conversation Starters Use conversation cards to prompt great family discussions. I Love My Family Because... Reflect and talk about what makes your family special. Noun Charades Learn rich vocabulary and basic sentence parts by playing this describing game. Simon Says Practice listening carefully and following directions by playing the game, “Simon Says”. Story Train Use this game to build prewriting skills as children learn to participate in building a story. Take a Stand Help your child learn to express and support opinions with details and facts. Who's Coming to Dinner? Use descriptive language to provide clues about who might be coming to dinner. Everyone else takes turns guessing who it might be. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.4. | PRODUCTIVITY AND ACCOUNTABILITY |
| KNOWLEDGE AND SKILLS | 4.4.2. | Produce Results |
| STUDENT OUTCOME | 4.4.2.1. | Work positively and ethically ReadyRosie Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.2. | Manage time and projects effectively ReadyRosie Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.3. | Multi-task ReadyRosie Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.4. | Participate actively, as well as be reliable and punctual ReadyRosie Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.5. | Present oneself professionally and with proper etiquette ReadyRosie Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.6. | Collaborate and cooperate effectively with teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.7. | Respect and appreciate team diversity ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| STUDENT OUTCOME | 4.4.2.8. | Be accountable for results ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Make a Neighborhood Map Draw and label a map of your neighborhood. Share Your Knowledge Make a script and film a video to share your knowledge with your family about a favorite non-fiction topic. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.1. | Guide and Lead Others |
| STUDENT OUTCOME | 4.5.1.1. | Use interpersonal and problem-solving skills to influence and guide others toward a goal ReadyRosie Please Can I? Encourage your child to use specific details when trying to persuade someone. |
| STUDENT OUTCOME | 4.5.1.2. | Leverage strengths of others to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.3. | Inspire others to reach their very best via example and selflessness ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.4. | Demonstrate integrity and ethical behavior in using influence and power ReadyRosie Please Can I? Encourage your child to use specific details when trying to persuade someone. |
| 21st Century Skills Framework |
| Mathematics |
| Grade: K - Adopted: 2009 |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.1. | Develop, implement and communicate new ideas to others effectively ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. More or Less Have your child count and compare two groups of objects and talk about which group has more and which has less. Salty Numbers Take turns writing numbers in salt and then reading and representing that quantity with objects. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.3. | Make Judgments and Decisions |
| STUDENT OUTCOME | 2.2.3.1. | Effectively analyze and evaluate evidence, arguments, claims and beliefs ReadyRosie More or Less Have your child count and compare two groups of objects and talk about which group has more and which has less. Salty Numbers Take turns writing numbers in salt and then reading and representing that quantity with objects. |
| STUDENT OUTCOME | 2.2.3.2. | Analyze and evaluate major alternative points of view ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. More or Less Have your child count and compare two groups of objects and talk about which group has more and which has less. Salty Numbers Take turns writing numbers in salt and then reading and representing that quantity with objects. |
| STUDENT OUTCOME | 2.2.3.3. | Synthesize and make connections between information and arguments ReadyRosie More or Less Have your child count and compare two groups of objects and talk about which group has more and which has less. Salty Numbers Take turns writing numbers in salt and then reading and representing that quantity with objects. |
| STUDENT OUTCOME | 2.2.3.4. | Interpret information and draw conclusions based on the best analysis ReadyRosie More or Less Have your child count and compare two groups of objects and talk about which group has more and which has less. Salty Numbers Take turns writing numbers in salt and then reading and representing that quantity with objects. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.1. | Communicate Clearly |
| STUDENT OUTCOME | 2.3.1.3. | Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. When Five is Big TBD |
| THEME / SKILL | P21-3. | INFORMATION, MEDIA AND TECHNOLOGY SKILLS |
| STRAND | 3.1. | INFORMATION LITERACY |
| KNOWLEDGE AND SKILLS | 3.1.1. | Access and Evaluate Information |
| STUDENT OUTCOME | 3.1.1.2. | Evaluate information critically and competently ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. More or Less Have your child count and compare two groups of objects and talk about which group has more and which has less. Salty Numbers Take turns writing numbers in salt and then reading and representing that quantity with objects. |
| 21st Century Skills Framework |
| Mathematics |
| Grade: 1 - Adopted: 2009 |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.1. | Develop, implement and communicate new ideas to others effectively ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.3. | Make Judgments and Decisions |
| STUDENT OUTCOME | 2.2.3.2. | Analyze and evaluate major alternative points of view ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.1. | Communicate Clearly |
| STUDENT OUTCOME | 2.3.1.3. | Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. When Five is Big TBD |
| THEME / SKILL | P21-3. | INFORMATION, MEDIA AND TECHNOLOGY SKILLS |
| STRAND | 3.1. | INFORMATION LITERACY |
| KNOWLEDGE AND SKILLS | 3.1.1. | Access and Evaluate Information |
| STUDENT OUTCOME | 3.1.1.2. | Evaluate information critically and competently ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| 21st Century Skills Framework |
| Mathematics |
| Grade: 2 - Adopted: 2009 |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.1. | Develop, implement and communicate new ideas to others effectively ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.3. | Make Judgments and Decisions |
| STUDENT OUTCOME | 2.2.3.2. | Analyze and evaluate major alternative points of view ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.1. | Communicate Clearly |
| STUDENT OUTCOME | 2.3.1.3. | Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Is it Reasonable? Try out this fun math conversation using 3-digit numbers, and ask your child if certain situations are reasonable or not. When Five is Big TBD |
| THEME / SKILL | P21-3. | INFORMATION, MEDIA AND TECHNOLOGY SKILLS |
| STRAND | 3.1. | INFORMATION LITERACY |
| KNOWLEDGE AND SKILLS | 3.1.1. | Access and Evaluate Information |
| STUDENT OUTCOME | 3.1.1.2. | Evaluate information critically and competently ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| 21st Century Skills Framework |
| Mathematics |
| Grade: 3 - Adopted: 2009 |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.1. | Develop, implement and communicate new ideas to others effectively ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.1. | Reason Effectively |
| STUDENT OUTCOME | 2.2.1.1. | Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation ReadyRosie That's Crazy! Can your child tell when a fraction is a reasonable answer? Ask questions such as, “Can you eat ½ of a sandwich? Can I drive ½ of a car?” |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.3. | Make Judgments and Decisions |
| STUDENT OUTCOME | 2.2.3.2. | Analyze and evaluate major alternative points of view ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.1. | Communicate Clearly |
| STUDENT OUTCOME | 2.3.1.3. | Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. That's Crazy! Can your child tell when a fraction is a reasonable answer? Ask questions such as, “Can you eat ½ of a sandwich? Can I drive ½ of a car?” When Five is Big TBD |
| THEME / SKILL | P21-3. | INFORMATION, MEDIA AND TECHNOLOGY SKILLS |
| STRAND | 3.1. | INFORMATION LITERACY |
| KNOWLEDGE AND SKILLS | 3.1.1. | Access and Evaluate Information |
| STUDENT OUTCOME | 3.1.1.2. | Evaluate information critically and competently ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| 21st Century Skills Framework |
| Science |
| Grade: K - Adopted: 2009 |
| THEME / SKILL | P21-1. | CORE SUBJECTS AND 21st CENTURY THEMES |
| STRAND | 1.1. | Global Awareness |
| KNOWLEDGE AND SKILLS | 1.1.2. | Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.1. | Think Creatively |
| STUDENT OUTCOME | 2.1.1.1. | Use a wide range of idea creation techniques (such as brainstorming) ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.2. | Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.1. | Reason Effectively |
| STUDENT OUTCOME | 2.2.1.1. | Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.4. | Solve Problems |
| STUDENT OUTCOME | 2.2.4.1. | Solve different kinds of non-familiar problems in both conventional and innovative ways ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Ramp Car Racing Build ramps and measure the distance objects roll down the ramp. |
| STUDENT OUTCOME | 2.2.4.2. | Identify and ask significant questions that clarify various points of view and lead to better solutions ReadyRosie Ramp Car Racing Build ramps and measure the distance objects roll down the ramp. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.2. | Collaborate with Others |
| STUDENT OUTCOME | 2.3.2.1. | Demonstrate ability to work effectively and respectfully with diverse teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.2. | Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.3. | Assume shared responsibility for collaborative work, and value the individual contributions made by each team member ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.2. | INITIATIVE AND SELF-DIRECTION |
| KNOWLEDGE AND SKILLS | 4.2.1. | Manage Goals and Time |
| STUDENT OUTCOME | 4.2.1.1. | Set goals with tangible and intangible success criteria ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.1.2. | Balance tactical (short-term) and strategic (long-term) goals ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.1.3. | Utilize time and manage workload efficiently ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.2. | INITIATIVE AND SELF-DIRECTION |
| KNOWLEDGE AND SKILLS | 4.2.3. | Be Self-directed Learners |
| STUDENT OUTCOME | 4.2.3.2. | Demonstrate initiative to advance skill levels towards a professional level ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.3.4. | Reflect critically on past experiences in order to inform future progress ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.2. | Work Effectively in Diverse Teams |
| STUDENT OUTCOME | 4.3.2.1. | Respect cultural differences and work effectively with people from a range of social and cultural backgrounds ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.3.2.2. | Respond open-mindedly to different ideas and values ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.3.2.3. | Leverage social and cultural differences to create new ideas and increase both innovation and quality of work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.4. | PRODUCTIVITY AND ACCOUNTABILITY |
| KNOWLEDGE AND SKILLS | 4.4.2. | Produce Results |
| STUDENT OUTCOME | 4.4.2.6. | Collaborate and cooperate effectively with teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.4.2.7. | Respect and appreciate team diversity ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.1. | Guide and Lead Others |
| STUDENT OUTCOME | 4.5.1.1. | Use interpersonal and problem-solving skills to influence and guide others toward a goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.2. | Leverage strengths of others to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.2. | Be Responsible to Others |
| STUDENT OUTCOME | 4.5.2.1. | Act responsibly with the interests of the larger community in mind ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| 21st Century Skills Framework |
| Science |
| Grade: 1 - Adopted: 2009 |
| THEME / SKILL | P21-1. | CORE SUBJECTS AND 21st CENTURY THEMES |
| STRAND | 1.1. | Global Awareness |
| KNOWLEDGE AND SKILLS | 1.1.2. | Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.1. | Think Creatively |
| STUDENT OUTCOME | 2.1.1.1. | Use a wide range of idea creation techniques (such as brainstorming) ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.2. | Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.1. | Reason Effectively |
| STUDENT OUTCOME | 2.2.1.1. | Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.4. | Solve Problems |
| STUDENT OUTCOME | 2.2.4.1. | Solve different kinds of non-familiar problems in both conventional and innovative ways ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Ramp Car Racing Build ramps and measure the distance objects roll down the ramp. |
| STUDENT OUTCOME | 2.2.4.2. | Identify and ask significant questions that clarify various points of view and lead to better solutions ReadyRosie Ramp Car Racing Build ramps and measure the distance objects roll down the ramp. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.2. | Collaborate with Others |
| STUDENT OUTCOME | 2.3.2.1. | Demonstrate ability to work effectively and respectfully with diverse teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.2. | Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.3. | Assume shared responsibility for collaborative work, and value the individual contributions made by each team member ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.2. | INITIATIVE AND SELF-DIRECTION |
| KNOWLEDGE AND SKILLS | 4.2.1. | Manage Goals and Time |
| STUDENT OUTCOME | 4.2.1.1. | Set goals with tangible and intangible success criteria ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.1.2. | Balance tactical (short-term) and strategic (long-term) goals ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.1.3. | Utilize time and manage workload efficiently ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.2. | INITIATIVE AND SELF-DIRECTION |
| KNOWLEDGE AND SKILLS | 4.2.3. | Be Self-directed Learners |
| STUDENT OUTCOME | 4.2.3.2. | Demonstrate initiative to advance skill levels towards a professional level ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.3.4. | Reflect critically on past experiences in order to inform future progress ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.2. | Work Effectively in Diverse Teams |
| STUDENT OUTCOME | 4.3.2.1. | Respect cultural differences and work effectively with people from a range of social and cultural backgrounds ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.3.2.2. | Respond open-mindedly to different ideas and values ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.3.2.3. | Leverage social and cultural differences to create new ideas and increase both innovation and quality of work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.4. | PRODUCTIVITY AND ACCOUNTABILITY |
| KNOWLEDGE AND SKILLS | 4.4.2. | Produce Results |
| STUDENT OUTCOME | 4.4.2.6. | Collaborate and cooperate effectively with teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.4.2.7. | Respect and appreciate team diversity ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.1. | Guide and Lead Others |
| STUDENT OUTCOME | 4.5.1.1. | Use interpersonal and problem-solving skills to influence and guide others toward a goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.2. | Leverage strengths of others to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.2. | Be Responsible to Others |
| STUDENT OUTCOME | 4.5.2.1. | Act responsibly with the interests of the larger community in mind ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| 21st Century Skills Framework |
| Science |
| Grade: 2 - Adopted: 2009 |
| THEME / SKILL | P21-1. | CORE SUBJECTS AND 21st CENTURY THEMES |
| STRAND | 1.1. | Global Awareness |
| KNOWLEDGE AND SKILLS | 1.1.2. | Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.1. | Think Creatively |
| STUDENT OUTCOME | 2.1.1.1. | Use a wide range of idea creation techniques (such as brainstorming) ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.2. | Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.1. | Reason Effectively |
| STUDENT OUTCOME | 2.2.1.1. | Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.4. | Solve Problems |
| STUDENT OUTCOME | 2.2.4.1. | Solve different kinds of non-familiar problems in both conventional and innovative ways ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Ramp Car Racing Build ramps and measure the distance objects roll down the ramp. |
| STUDENT OUTCOME | 2.2.4.2. | Identify and ask significant questions that clarify various points of view and lead to better solutions ReadyRosie Ramp Car Racing Build ramps and measure the distance objects roll down the ramp. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.2. | Collaborate with Others |
| STUDENT OUTCOME | 2.3.2.1. | Demonstrate ability to work effectively and respectfully with diverse teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.2. | Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.3. | Assume shared responsibility for collaborative work, and value the individual contributions made by each team member ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.2. | INITIATIVE AND SELF-DIRECTION |
| KNOWLEDGE AND SKILLS | 4.2.1. | Manage Goals and Time |
| STUDENT OUTCOME | 4.2.1.1. | Set goals with tangible and intangible success criteria ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.1.2. | Balance tactical (short-term) and strategic (long-term) goals ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.1.3. | Utilize time and manage workload efficiently ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.2. | INITIATIVE AND SELF-DIRECTION |
| KNOWLEDGE AND SKILLS | 4.2.3. | Be Self-directed Learners |
| STUDENT OUTCOME | 4.2.3.2. | Demonstrate initiative to advance skill levels towards a professional level ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.3.4. | Reflect critically on past experiences in order to inform future progress ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.2. | Work Effectively in Diverse Teams |
| STUDENT OUTCOME | 4.3.2.1. | Respect cultural differences and work effectively with people from a range of social and cultural backgrounds ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.3.2.2. | Respond open-mindedly to different ideas and values ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.3.2.3. | Leverage social and cultural differences to create new ideas and increase both innovation and quality of work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.4. | PRODUCTIVITY AND ACCOUNTABILITY |
| KNOWLEDGE AND SKILLS | 4.4.2. | Produce Results |
| STUDENT OUTCOME | 4.4.2.6. | Collaborate and cooperate effectively with teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.4.2.7. | Respect and appreciate team diversity ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.1. | Guide and Lead Others |
| STUDENT OUTCOME | 4.5.1.1. | Use interpersonal and problem-solving skills to influence and guide others toward a goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.2. | Leverage strengths of others to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.2. | Be Responsible to Others |
| STUDENT OUTCOME | 4.5.2.1. | Act responsibly with the interests of the larger community in mind ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| 21st Century Skills Framework |
| Science |
| Grade: 3 - Adopted: 2009 |
| THEME / SKILL | P21-1. | CORE SUBJECTS AND 21st CENTURY THEMES |
| STRAND | 1.1. | Global Awareness |
| KNOWLEDGE AND SKILLS | 1.1.2. | Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.1. | Think Creatively |
| STUDENT OUTCOME | 2.1.1.1. | Use a wide range of idea creation techniques (such as brainstorming) ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.1. | CREATIVITY AND INNOVATION |
| KNOWLEDGE AND SKILLS | 2.1.2. | Work Creatively with Others |
| STUDENT OUTCOME | 2.1.2.2. | Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.1. | Reason Effectively |
| STUDENT OUTCOME | 2.2.1.1. | Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.2. | CRITICAL THINKING AND PROBLEM SOLVING |
| KNOWLEDGE AND SKILLS | 2.2.4. | Solve Problems |
| STUDENT OUTCOME | 2.2.4.1. | Solve different kinds of non-familiar problems in both conventional and innovative ways ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. Ramp Car Racing Build ramps and measure the distance objects roll down the ramp. |
| STUDENT OUTCOME | 2.2.4.2. | Identify and ask significant questions that clarify various points of view and lead to better solutions ReadyRosie Ramp Car Racing Build ramps and measure the distance objects roll down the ramp. |
| THEME / SKILL | P21-2. | LEARNING AND INNOVATION SKILLS |
| STRAND | 2.3. | COMMUNICATION AND COLLABORATION |
| KNOWLEDGE AND SKILLS | 2.3.2. | Collaborate with Others |
| STUDENT OUTCOME | 2.3.2.1. | Demonstrate ability to work effectively and respectfully with diverse teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.2. | Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 2.3.2.3. | Assume shared responsibility for collaborative work, and value the individual contributions made by each team member ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.2. | INITIATIVE AND SELF-DIRECTION |
| KNOWLEDGE AND SKILLS | 4.2.1. | Manage Goals and Time |
| STUDENT OUTCOME | 4.2.1.1. | Set goals with tangible and intangible success criteria ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.1.2. | Balance tactical (short-term) and strategic (long-term) goals ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.1.3. | Utilize time and manage workload efficiently ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.2. | INITIATIVE AND SELF-DIRECTION |
| KNOWLEDGE AND SKILLS | 4.2.3. | Be Self-directed Learners |
| STUDENT OUTCOME | 4.2.3.2. | Demonstrate initiative to advance skill levels towards a professional level ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.2.3.4. | Reflect critically on past experiences in order to inform future progress ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.3. | SOCIAL AND CROSS-CULTURAL SKILLS |
| KNOWLEDGE AND SKILLS | 4.3.2. | Work Effectively in Diverse Teams |
| STUDENT OUTCOME | 4.3.2.1. | Respect cultural differences and work effectively with people from a range of social and cultural backgrounds ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.3.2.2. | Respond open-mindedly to different ideas and values ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.3.2.3. | Leverage social and cultural differences to create new ideas and increase both innovation and quality of work ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.4. | PRODUCTIVITY AND ACCOUNTABILITY |
| KNOWLEDGE AND SKILLS | 4.4.2. | Produce Results |
| STUDENT OUTCOME | 4.4.2.6. | Collaborate and cooperate effectively with teams ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.4.2.7. | Respect and appreciate team diversity ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.1. | Guide and Lead Others |
| STUDENT OUTCOME | 4.5.1.1. | Use interpersonal and problem-solving skills to influence and guide others toward a goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| STUDENT OUTCOME | 4.5.1.2. | Leverage strengths of others to accomplish a common goal ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
| THEME / SKILL | P21-4. | LIFE AND CAREER SKILLS |
| STRAND | 4.5. | LEADERSHIP AND RESPONSIBILITY |
| KNOWLEDGE AND SKILLS | 4.5.2. | Be Responsible to Others |
| STUDENT OUTCOME | 4.5.2.1. | Act responsibly with the interests of the larger community in mind ReadyRosie Building a Fort Practice thinking like an engineer by planning, testing, problem-solving, and creating a fort together. |
