Alaska Content and Performance Standards
| Main Criteria: Alaska Content and Performance Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Alaska Content and Performance Standards |
| Health and PE |
| Grade: K - Adopted: 2016 |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.A. | Skills for a Healthy Life: A student should be able to acquire a core knowledge related to well-being. A student who meets the content standard should: |
| GOAL | HE.A.5. | Use knowledge and skills to promote the well-being of the family. ReadyRosie School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.B. | Skills for a Healthy Life: A student should be able to demonstrate responsibility for the student's well-being. A student who meets the content standard should: |
| GOAL | HE.B.1. | Demonstrate an ability to make responsible decisions by discriminating among risks and by identifying consequences. ReadyRosie Brushing Your Teeth |
| GOAL | HE.B.4. | Develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures. ReadyRosie Sharing Chores and Your Day |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.C. | Skills for a Healthy Life: A student should understand how well-being is affected by relationships with others. A student who meets the content standard should: |
| GOAL | HE.C.1. | Resolve conflicts responsibly. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| GOAL | HE.C.3. | Evaluate how similarities and differences among individuals contribute to relationships. ReadyRosie Favorite People Place Cards Story of Your Name |
| GOAL | HE.C.4. | Understand how respect for the rights of self and others contributes to relationships. ReadyRosie Family Poem Favorite People Place Cards Routine Strategy: Routine Chart |
| GOAL | HE.C.5. | Understand how attitude and behavior affect the well-being of self and others. ReadyRosie Family Poem Favorite People Place Cards Routine Strategy: Routine Chart |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.D. | Skills for a Healthy Life: A student should be able to contribute to the well-being of families and communities. A student who meets the content standard should: |
| GOAL | HE.D.1. | Make responsible decisions as a member of a family or community. ReadyRosie Sharing Chores and Your Day |
| GOAL | HE.D.2. | Take responsible actions to create safe and healthy environments. ReadyRosie Routine Strategy: Chore Chart |
| GOAL | HE.D.6. | Use various methods of communication to promote community well-being. ReadyRosie Routine Strategy: Chore Chart |
| PERFORMANCE / CONTENT STANDARD | AK.PE. | Physical Education |
| GRADE LEVEL EXPECTATION / STRAND | PE.E. | Exhibit personal and social behavior that respects self and others in physical activity settings: |
| GOAL | PE.E.1. | Encourage others by using verbal and nonverbal communication. ReadyRosie Fishing for Tens |
| GOAL | PE.E.2. | Apply established class rules, procedures, and safe practices. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| GOAL | PE.E.3. | Participate cooperatively in a variety of group settings (e.g., partners, small groups, large groups) without interfering or excluding others. ReadyRosie Clap and Count Super Kindness |
| GOAL | PE.E.4. | Identify reasons for rules and procedures during physical activities (e.g., safety, equipment, directions). ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| GOAL | PE.E.5. | Demonstrate respect for self and others during physical activities (e.g., taking turns, appropriate etiquette, cooperation). ReadyRosie Fishing for Tens |
| GOAL | PE.E.6. | Accommodate individual differences. (e.g. ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins). ReadyRosie Favorite People Place Cards |
| PERFORMANCE / CONTENT STANDARD | AK.PE. | Physical Education |
| GRADE LEVEL EXPECTATION / STRAND | PE.F. | Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction: |
| GOAL | PE.F.2. | Exhibit verbal and non-verbal indicators of enjoyment (e.g., cheering, smiling, giving high five) ReadyRosie Fishing for Tens |
| Alaska Content and Performance Standards |
| Health and PE |
| Grade: 1 - Adopted: 2016 |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.A. | Skills for a Healthy Life: A student should be able to acquire a core knowledge related to well-being. A student who meets the content standard should: |
| GOAL | HE.A.5. | Use knowledge and skills to promote the well-being of the family. ReadyRosie I Love My Family Because... School Routine Practice Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.B. | Skills for a Healthy Life: A student should be able to demonstrate responsibility for the student's well-being. A student who meets the content standard should: |
| GOAL | HE.B.1. | Demonstrate an ability to make responsible decisions by discriminating among risks and by identifying consequences. ReadyRosie Brushing Your Teeth |
| GOAL | HE.B.3. | Assess the effects of culture, heritage, and traditions on personal well-being. ReadyRosie Inside Outside Traits |
| GOAL | HE.B.4. | Develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures. ReadyRosie Sharing Chores and Your Day |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.C. | Skills for a Healthy Life: A student should understand how well-being is affected by relationships with others. A student who meets the content standard should: |
| GOAL | HE.C.1. | Resolve conflicts responsibly. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| GOAL | HE.C.3. | Evaluate how similarities and differences among individuals contribute to relationships. ReadyRosie Story of Your Name |
| GOAL | HE.C.4. | Understand how respect for the rights of self and others contributes to relationships. ReadyRosie Family Poem Routine Strategy: Routine Chart |
| GOAL | HE.C.5. | Understand how attitude and behavior affect the well-being of self and others. ReadyRosie Family Poem Routine Strategy: Routine Chart |
| GOAL | HE.C.6. | Assess the effects of culture, heritage, and traditions on well-being. ReadyRosie Inside Outside Traits |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.D. | Skills for a Healthy Life: A student should be able to contribute to the well-being of families and communities. A student who meets the content standard should: |
| GOAL | HE.D.1. | Make responsible decisions as a member of a family or community. ReadyRosie Sharing Chores and Your Day |
| GOAL | HE.D.2. | Take responsible actions to create safe and healthy environments. ReadyRosie Routine Strategy: Chore Chart |
| GOAL | HE.D.6. | Use various methods of communication to promote community well-being. ReadyRosie Routine Strategy: Chore Chart |
| PERFORMANCE / CONTENT STANDARD | AK.PE. | Physical Education |
| GRADE LEVEL EXPECTATION / STRAND | PE.E. | Exhibit personal and social behavior that respects self and others in physical activity settings: |
| GOAL | PE.E.1. | Encourage others by using verbal and nonverbal communication. ReadyRosie Fishing for Tens |
| GOAL | PE.E.2. | Apply established class rules, procedures, and safe practices. ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| GOAL | PE.E.3. | Participate cooperatively in a variety of group settings (e.g., partners, small groups, large groups) without interfering or excluding others. ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| GOAL | PE.E.4. | Identify reasons for rules and procedures during physical activities (e.g., safety, equipment, directions). ReadyRosie Clap and Count Conversation Starters Emotion Meter Scale Fishing for Tens How do I get my child to______? Is my child overscheduled? Red Light, Green Light Routine Strategy: Transition Timer Simon Says Sink or Swim |
| GOAL | PE.E.5. | Demonstrate respect for self and others during physical activities (e.g., taking turns, appropriate etiquette, cooperation). ReadyRosie Fishing for Tens |
| PERFORMANCE / CONTENT STANDARD | AK.PE. | Physical Education |
| GRADE LEVEL EXPECTATION / STRAND | PE.F. | Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction: |
| GOAL | PE.F.2. | Exhibit verbal and non-verbal indicators of enjoyment (e.g., cheering, smiling, giving high five) ReadyRosie Fishing for Tens |
| Alaska Content and Performance Standards |
| Health and PE |
| Grade: 2 - Adopted: 2016 |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.A. | Skills for a Healthy Life: A student should be able to acquire a core knowledge related to well-being. A student who meets the content standard should: |
| GOAL | HE.A.5. | Use knowledge and skills to promote the well-being of the family. ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.B. | Skills for a Healthy Life: A student should be able to demonstrate responsibility for the student's well-being. A student who meets the content standard should: |
| GOAL | HE.B.1. | Demonstrate an ability to make responsible decisions by discriminating among risks and by identifying consequences. ReadyRosie Brushing Your Teeth |
| GOAL | HE.B.3. | Assess the effects of culture, heritage, and traditions on personal well-being. ReadyRosie Inside Outside Traits |
| GOAL | HE.B.4. | Develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures. ReadyRosie Sharing Chores and Your Day |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.C. | Skills for a Healthy Life: A student should understand how well-being is affected by relationships with others. A student who meets the content standard should: |
| GOAL | HE.C.1. | Resolve conflicts responsibly. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| GOAL | HE.C.3. | Evaluate how similarities and differences among individuals contribute to relationships. ReadyRosie Story of Your Name |
| GOAL | HE.C.4. | Understand how respect for the rights of self and others contributes to relationships. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| GOAL | HE.C.5. | Understand how attitude and behavior affect the well-being of self and others. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| GOAL | HE.C.6. | Assess the effects of culture, heritage, and traditions on well-being. ReadyRosie Inside Outside Traits |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.D. | Skills for a Healthy Life: A student should be able to contribute to the well-being of families and communities. A student who meets the content standard should: |
| GOAL | HE.D.1. | Make responsible decisions as a member of a family or community. ReadyRosie Sharing Chores and Your Day |
| GOAL | HE.D.2. | Take responsible actions to create safe and healthy environments. ReadyRosie Routine Strategy: Chore Chart |
| GOAL | HE.D.6. | Use various methods of communication to promote community well-being. ReadyRosie Routine Strategy: Chore Chart |
| PERFORMANCE / CONTENT STANDARD | AK.PE. | Physical Education |
| GRADE LEVEL EXPECTATION / STRAND | PE.E. | Exhibit personal and social behavior that respects self and others in physical activity settings: |
| GOAL | PE.E.1. | Encourage others by using verbal and nonverbal communication. ReadyRosie Subtraction War |
| GOAL | PE.E.2. | Apply established class rules, procedures, and safe practices. ReadyRosie Conversation Starters Emotion Meter Scale How do I get my child to______? Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Subtraction War |
| GOAL | PE.E.3. | Participate cooperatively in a variety of group settings (e.g., partners, small groups, large groups) without interfering or excluding others. ReadyRosie Fair Share Super Kindness |
| GOAL | PE.E.4. | Identify reasons for rules and procedures during physical activities (e.g., safety, equipment, directions). ReadyRosie Conversation Starters Emotion Meter Scale How do I get my child to______? Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Subtraction War |
| GOAL | PE.E.5. | Demonstrate respect for self and others during physical activities (e.g., taking turns, appropriate etiquette, cooperation). ReadyRosie Subtraction War This Is Important |
| PERFORMANCE / CONTENT STANDARD | AK.PE. | Physical Education |
| GRADE LEVEL EXPECTATION / STRAND | PE.F. | Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction: |
| GOAL | PE.F.2. | Exhibit verbal and non-verbal indicators of enjoyment (e.g., cheering, smiling, giving high five) ReadyRosie Subtraction War |
| Alaska Content and Performance Standards |
| Health and PE |
| Grade: 3 - Adopted: 2016 |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.A. | Skills for a Healthy Life: A student should be able to acquire a core knowledge related to well-being. A student who meets the content standard should: |
| GOAL | HE.A.5. | Use knowledge and skills to promote the well-being of the family. ReadyRosie I Love My Family Because... Sharing Chores and Your Day Story of Your Name Write a Favorite Family Recipe |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.B. | Skills for a Healthy Life: A student should be able to demonstrate responsibility for the student's well-being. A student who meets the content standard should: |
| GOAL | HE.B.1. | Demonstrate an ability to make responsible decisions by discriminating among risks and by identifying consequences. ReadyRosie Brushing Your Teeth |
| GOAL | HE.B.3. | Assess the effects of culture, heritage, and traditions on personal well-being. ReadyRosie Inside Outside Traits |
| GOAL | HE.B.4. | Develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures. ReadyRosie Sharing Chores and Your Day |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.C. | Skills for a Healthy Life: A student should understand how well-being is affected by relationships with others. A student who meets the content standard should: |
| GOAL | HE.C.1. | Resolve conflicts responsibly. ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| GOAL | HE.C.3. | Evaluate how similarities and differences among individuals contribute to relationships. ReadyRosie Story of Your Name |
| GOAL | HE.C.4. | Understand how respect for the rights of self and others contributes to relationships. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| GOAL | HE.C.5. | Understand how attitude and behavior affect the well-being of self and others. ReadyRosie Family Poem Routine Strategy: Routine Chart Who Are Your Heroes? |
| GOAL | HE.C.6. | Assess the effects of culture, heritage, and traditions on well-being. ReadyRosie Inside Outside Traits |
| PERFORMANCE / CONTENT STANDARD | AK.HE. | Skills for a Healthy Life |
| GRADE LEVEL EXPECTATION / STRAND | HE.D. | Skills for a Healthy Life: A student should be able to contribute to the well-being of families and communities. A student who meets the content standard should: |
| GOAL | HE.D.1. | Make responsible decisions as a member of a family or community. ReadyRosie Sharing Chores and Your Day |
| GOAL | HE.D.2. | Take responsible actions to create safe and healthy environments. ReadyRosie Routine Strategy: Chore Chart |
| GOAL | HE.D.6. | Use various methods of communication to promote community well-being. ReadyRosie Routine Strategy: Chore Chart |
| PERFORMANCE / CONTENT STANDARD | AK.PE. | Physical Education |
| GRADE LEVEL EXPECTATION / STRAND | PE.E. | Exhibit personal and social behavior that respects self and others in physical activity settings: |
| GOAL | PE.E.2. | Form groups quickly when asked. ReadyRosie Emotion Meter Scale Fair Share Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Super Kindness |
| GOAL | PE.E.3. | Recognize importance of individual responsibility in a group effort. ReadyRosie Emotion Meter Scale Is my child overscheduled? Routine Strategy: Transition Timer Simon Says This Is Important |
| GOAL | PE.E.6. | Work productively with assigned or random groups without adult intervention. ReadyRosie Emotion Meter Scale Fair Share Is my child overscheduled? Routine Strategy: Transition Timer Simon Says Super Kindness |
| GOAL | PE.E.7. | Contribute ideas and listen to the ideas of others in cooperative problem-solving physical activities. ReadyRosie Fair Share Super Kindness |
| GOAL | PE.E.8. | Act in a safe and healthy manner when confronted with conflict during physical activity. ReadyRosie How can I stop my kids from fighting? |
| GOAL | PE.E.9. | Analyze possible solutions to a movement problem in a cooperative physical activity and come to a consensus on the best solution. ReadyRosie Fair Share Super Kindness |
| Alaska Content and Performance Standards |
| Language Arts |
| Grade: K - Adopted: 2012 |
| PERFORMANCE / CONTENT STANDARD | AK.RL.K. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Key Ideas and Details | |
| GOAL | RL.K.1. | With prompting and support, ask and answer questions about a literary text using key details from the text. ReadyRosie Isn't That Bold? Making Connections Read a Little, Think a Little Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GOAL | RL.K.2. | With prompting and support, retell familiar stories, using key details. ReadyRosie Isn't That Bold? Making Connections Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GOAL | RL.K.3. | With prompting and support, identify characters, settings, major events, and problem-solution in a story, song, or poem. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RL.K. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Craft and Structure | |
| GOAL | RL.K.4. | Ask and answer questions about unknown words in a text. ReadyRosie Feelings Charades Nursery Rhymes Reading Rhymes Storytelling with a Picture Book What Makes a Good Storyteller |
| GOAL | RL.K.5. | Identify common types of texts (e.g., picture books, stories, poems, songs). ReadyRosie What Do I Like? |
| GOAL | RL.K.6. | With prompting and support, name the author and illustrator of a story and describe the role of each in telling the story. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| PERFORMANCE / CONTENT STANDARD | AK.RL.K. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Integration of Knowledge and Ideas | |
| GOAL | RL.K.7. | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts) or use illustrations to tell or retell a story. ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| GOAL | RL.K.9. | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RL.K. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Range of Reading and Level of Complexity | |
| GOAL | RL.K.10. | Actively engage in shared reading activities using literature from a variety of cultures with purpose and understanding, and scaffolding as needed. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| PERFORMANCE / CONTENT STANDARD | AK.RI.K. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Key Ideas and Details | |
| GOAL | RI.K.1. | With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| GOAL | RI.K.2. | With prompting and support, identify the main topic and retell key details of a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.K. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Craft and Structure | |
| GOAL | RI.K.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| PERFORMANCE / CONTENT STANDARD | AK.RI.K. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Integration of Knowledge and Ideas | |
| GOAL | RI.K.7. | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). ReadyRosie Books I Like How Far Does It Fly? |
| GOAL | RI.K.8. | With prompting and support, identify the opinions an author states in a text. ReadyRosie Book Cover Conversations What's Cool About Nonfiction? Who Am I? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.K. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Range of Reading and Level of Text Complexity | |
| GOAL | RI.K.10. | Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed. ReadyRosie I Read to You, You Read to Me |
| PERFORMANCE / CONTENT STANDARD | AK.RF.K. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Print Concepts | |
| GOAL | RF.K.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | RF.K.1.a. | Follow words from left to right, top to bottom, and page-by-page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| INDICATOR | RF.K.1.c. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| INDICATOR | RF.K.1.d. | Recognize and name all upper- and lowercase letters of the alphabet. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound |
| PERFORMANCE / CONTENT STANDARD | AK.RF.K. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Phonological Awareness | |
| GOAL | RF.K.2. | Demonstrate understanding of spoken `words, syllables, and sounds (phonemes). |
| INDICATOR | RF.K.2.a. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| INDICATOR | RF.K.2.c. | Blend and segment onsets and rimes of single-syllable spoken words. ReadyRosie Reading Strategy: Chunk the Word |
| INDICATOR | RF.K.2.d. | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) ReadyRosie Favorite People Place Cards |
| INDICATOR | RF.K.2.e. | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| PERFORMANCE / CONTENT STANDARD | AK.RF.K. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Phonics and Word Recognition | |
| GOAL | RF.K.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.K.3.a. | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. ReadyRosie All About My Family Alphabet Dice Game I Found This Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture Super Hero Names You Know It! |
| INDICATOR | RF.K.3.b. | Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | RF.K.3.c. | Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| INDICATOR | RF.K.3.d. | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ReadyRosie Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| PERFORMANCE / CONTENT STANDARD | AK.RF.K. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Fluency | |
| GOAL | RF.K.4. | Read emergent-reader texts with purpose and understanding. ReadyRosie Daily Reading Routines Making Connections My Library List Pattern Books Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| PERFORMANCE / CONTENT STANDARD | AK.W.K. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Text Types and Purposes | |
| GOAL | W.K.1. | Use a combination of drawing, dictating, and writing to state an opinion or a preference about a topic or part of a book (e.g., I like dogs better than cats because…; My favorite part of the story is when...; I think it was funny when…). ReadyRosie Captioning Your Childhood My First Journal |
| GOAL | W.K.2. | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. ReadyRosie All About Me All About My Family Captioning Your Childhood Family Adventure List Here Are the Facts I Found This I Know All About Make a Card Make an Invitation My Family Journal Nature Journaling Write About a Family Tradition Write a Favorite Family Recipe |
| GOAL | W.K.3. | Use a combination of drawing, dictating, and writing to narrate a real or imagined event or several loosely linked events, tell about the events in the order in which they occurred, and provide an ending (how the problem was solved) or a reaction (e.g., a feeling) to what happened. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Me a Story |
| PERFORMANCE / CONTENT STANDARD | AK.W.K. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Production and Distribution of Writing | |
| GOAL | W.K.5. | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. ReadyRosie All About Me Captioning Your Childhood I Know All About Labeling Your Story Make a Card Nature Journaling Write Me a Story |
| PERFORMANCE / CONTENT STANDARD | AK.W.K. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Research to Build and Present Knowledge | |
| GOAL | W.K.7. | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and combine or summarize information/facts learned or express opinions about them). ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| GOAL | W.K.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.SL.K. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Comprehension and Collaboration | |
| GOAL | SL.K.1. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| INDICATOR | SL.K.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| INDICATOR | SL.K.1.b. | Continue a conversation through multiple exchanges. ReadyRosie A Memorable Story Conversation Starters Conversations in the Car Guess Who I Know All About Sharing Chores and Your Day Simon Says Story of Your Name Storytelling Together When I Grow Up Where Would You Go? Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.SL.K. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Comprehension and Collaboration | |
| GOAL | SL.K.2. | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ReadyRosie 20 Questions Draw A Memorable Story Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Making Connections Pattern Books Seeing the Story Storytelling with a Picture Book |
| GOAL | SL.K.3. | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.SL.K. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Presentation of Knowledge and Ideas | |
| GOAL | SL.K.4. | Describe familiar people, places, things, and events, and with prompting and support, provide additional related details. ReadyRosie 20 Questions Draw A Memorable Story Color Poem Conversation Starters Here Are the Facts I Know All About I Spy Sharing Chores and Your Day Where Would You Go? Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.L.K. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Conventions of Standard English | |
| GOAL | L.K.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| INDICATOR | L.K.1.a. | Print many upper- and lowercase letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | L.K.1.b. | Use frequently occurring nouns and verbs. ReadyRosie All About My Family |
| INDICATOR | L.K.1.d. | Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Spy Library Visit Storytelling Together Who Am I? Who's Coming to Dinner? |
| INDICATOR | L.K.1.f. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| PERFORMANCE / CONTENT STANDARD | AK.L.K. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Conventions of Standard English | |
| GOAL | L.K.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | L.K.2.a. | ent’s name, and the pronoun I. ReadyRosie Make an Invitation |
| INDICATOR | L.K.2.b. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| INDICATOR | L.K.2.c. | Write a letter or letters for most consonant and short-vowel sounds (phonemes). ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | L.K.2.d. | Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| PERFORMANCE / CONTENT STANDARD | AK.L.K. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.K.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| INDICATOR | L.K.5.a. | Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. ReadyRosie Guess the Group |
| INDICATOR | L.K.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). ReadyRosie Speedy Synonyms |
| INDICATOR | L.K.5.d. | Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ReadyRosie Nursery Rhymes |
| PERFORMANCE / CONTENT STANDARD | AK.L.K. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.K.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes Share Your Knowledge Storytelling with a Picture Book What Makes a Good Storyteller |
| Alaska Content and Performance Standards |
| Language Arts |
| Grade: 1 - Adopted: 2012 |
| PERFORMANCE / CONTENT STANDARD | AK.RL.1. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Key Ideas and Details | |
| GOAL | RL.1.1. | Ask and answer questions about a literary text using key details from the text. ReadyRosie Chapter Books Funny Pictures Preview & Predict Read a Little, Think a Little Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GOAL | RL.1.2. | Retell stories, using key details, and demonstrate understanding their message (e.g., teach a lesson, make you laugh, tell a scary story, tell about an event) or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GOAL | RL.1.3. | Describe characters, settings, major events, and problem-solution in a story, play, or poem, using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RL.1. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Craft and Structure | |
| GOAL | RL.1.4. | Identify words and phrases in stories, plays, or poems that suggest feelings or appeal to the senses. ReadyRosie Let's Look Closer Poetry Routine Read a Little, Think a Little Seeing the Story What Do I Like? What Do I See When I Hear...? What Was That For? |
| GOAL | RL.1.5. | Explain major differences between books that tell stories and books that give information (fiction, non-fiction, and poetry), drawing on a wide reading of a range of text types. ReadyRosie Chapter Books Five Finger Rule My Library List What Do I Like? |
| GOAL | RL.1.6. | Identify who is telling the story at various points in the text (e.g., a character in the text or a narrator/story teller). ReadyRosie Reading Strategy: Reading and Making Connections |
| PERFORMANCE / CONTENT STANDARD | AK.RL.1. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Integration of Knowledge and Ideas | |
| GOAL | RL.1.7. | Use illustrations and details in a story read or read aloud to describe its characters, events, setting, or problem-solution. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| GOAL | RL.1.9. | With prompting and support, compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RL.1. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Range of Reading and Level of Complexity | |
| GOAL | RL.1.10. | With prompting and support, read prose and poetry from a variety of cultures of appropriate complexity for grade 1. ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.1. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Key Ideas and Details | |
| GOAL | RI.1.1. | With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| GOAL | RI.1.2. | Identify the main topic or author’s purpose (e.g., to teach or tell us about …) and retell key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.1. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Craft and Structure | |
| GOAL | RI.1.4. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ReadyRosie Share Your Knowledge Wondering About Words |
| GOAL | RI.1.5. | Know and use various text features (e.g., title, labels with graphics, bold print, visual cues such as arrows, electronic menus, icons) to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| GOAL | RI.1.6. | Distinguish between information provided by photos or other graphics and information provided by the words in a text. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.1. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Integration of Knowledge and Ideas | |
| GOAL | RI.1.7. | Use the illustrations and details in a text to describe its key ideas. ReadyRosie How Far Does It Fly? How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| GOAL | RI.1.8. | Identify the opinions an author states to support points in a text. ReadyRosie Is It Real? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.1. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Range of Reading and Level of Text Complexity | |
| GOAL | RI.1.10. | With prompting and support, read informational texts on a range of topics appropriately complex for grade 1, with scaffolding as needed. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule Reading Strategies: Punctuation Expression Reading Strategy: Echo Reading Reading Strategy: Give the Word What Do I Like? |
| PERFORMANCE / CONTENT STANDARD | AK.RF.1. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Print Concepts | |
| GOAL | RF.1.1. | Demonstrate understanding of the organization and basic features of print. |
| INDICATOR | RF.1.1.a. | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| PERFORMANCE / CONTENT STANDARD | AK.RF.1. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Phonological Awareness | |
| GOAL | RF.1.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| INDICATOR | RF.1.2.a. | Distinguish long from short vowel sounds in spoken single-syllable words. ReadyRosie All About My Family I Found This Letters on My Back Race to the Letter Sound |
| INDICATOR | RF.1.2.b. | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | RF.1.2.c. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| PERFORMANCE / CONTENT STANDARD | AK.RF.1. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Phonics and Word Recognition | |
| GOAL | RF.1.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.1.3.a. | Know the spelling-sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| INDICATOR | RF.1.3.b. | Decode regularly spelled one-syllable words. ReadyRosie Looking for Chunks Reading Strategies: Look at the Picture Reading Strategy: Chunk the Word Word Man You Know It! |
| INDICATOR | RF.1.3.c. | Know final -e and common vowel team conventions for representing long vowel sounds. ReadyRosie Change One Letter |
| INDICATOR | RF.1.3.d. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| INDICATOR | RF.1.3.e. | Decode two-syllable words following basic patterns by breaking the words into syllables. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | RF.1.3.g. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Fishing for Words Magical Creature Writing Make a Card My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks Where's That Word? Word Challenge Word Man Write a Letter You Know It! |
| PERFORMANCE / CONTENT STANDARD | AK.RF.1. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Fluency | |
| GOAL | RF.1.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | RF.1.4.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List Preview & Predict Read Like You Talk Read a Little, Think a Little Reading Strategies: Look at the Picture Reading Strategies: Punctuation Expression Reading Strategy: Choral Reading Reading Strategy: Echo Reading Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading and Making Connections Seeing the Story What Do I Like? |
| INDICATOR | RF.1.4.b. | Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| INDICATOR | RF.1.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| PERFORMANCE / CONTENT STANDARD | AK.W.1. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Text Types and Purposes | |
| GOAL | W.1.1. | a fact (e.g., because race cars go faster than…) or reason for the opinion, and end with a sentence that restates their opinion related to a feeling or emotion (e.g., it makes me laugh; that was the scariest part). ReadyRosie Captioning Your Childhood My First Journal |
| GOAL | W.1.2. | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure (e.g., restate at the end the most interesting fact or the most important idea shared). ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| GOAL | W.1.3. | Use narrative writing to recount two or more real or imagined sequenced events, include some details regarding what happened, who was there, use linking words to signal event order (e.g., first, next, then), and provide an ending (e.g., how the problem was solved; how someone felt at the end). ReadyRosie Captioning Your Childhood Funny Pictures Labeling Your Story Magical Creature Writing My First Journal Picture Talk Remember The Story Sharing Chores and Your Day Story Train Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| PERFORMANCE / CONTENT STANDARD | AK.W.1. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Production and Distribution of Writing | |
| GOAL | W.1.5. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add concrete and sensory details to strengthen writing as needed. ReadyRosie Bake Sale/Lemonade Stand Captioning Your Childhood Color Poem Create a Crazy Character Family Adventure List Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Make a List Math Journal Walk Nature Journaling Story Train Tell Me How Write a Favorite Family Recipe |
| PERFORMANCE / CONTENT STANDARD | AK.W.1. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Research to Build and Present Knowledge | |
| GOAL | W.1.7. | Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions or combine or summarize information/facts learned). ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I Want to Know About I'd Really Like Make a Card Nature Journaling |
| GOAL | W.1.8. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ReadyRosie I Found This I Want to Know About Let's Explore Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.SL.1. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Comprehension and Collaboration | |
| GOAL | SL.1.1. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| INDICATOR | SL.1.1.a. | Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR | SL.1.1.b. | Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ReadyRosie Conversation Starters Conversations in the Car Guess Who I Love My Family Because... Making Playdough Together Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name What I Like About Me When I Grow Up Who's Coming to Dinner? |
| INDICATOR | SL.1.1.c. | Ask questions to clear up any confusion about the topics and texts under discussion. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who Library Visit What I Like About Me Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.SL.1. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Comprehension and Collaboration | |
| GOAL | SL.1.2. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw Seeing the Story Storytelling with a Picture Book |
| GOAL | SL.1.3. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ReadyRosie 20 Questions Draw Conversation Starters Freeze Dance Guess Who I Love My Family Because... Library Visit What I Like About Me Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.SL.1. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Presentation of Knowledge and Ideas | |
| GOAL | SL.1.4. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ReadyRosie 20 Questions Draw Color Poem Conversation Starters Describe It Funny Pictures Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| GOAL | SL.1.5. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ReadyRosie 20 Questions Draw Create a Crazy Character Funny Pictures |
| GOAL | SL.1.6. | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.L.1. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Conventions of Standard English | |
| GOAL | L.1.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| INDICATOR | L.1.1.a. | Print all upper- and lowercase letters. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| INDICATOR | L.1.1.b. | Use common, proper, and possessive nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| INDICATOR | L.1.1.c. | Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). ReadyRosie Captioning Your Childhood Noun Charades Picture Talk |
| INDICATOR | L.1.1.d. | Use personal, possessive, and indefinite pronouns (e.g., I me, my; they, them, their, anyone, everything). ReadyRosie Picture Talk |
| INDICATOR | L.1.1.e. | Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). ReadyRosie Magical Creature Writing Picture Talk |
| INDICATOR | L.1.1.f. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| INDICATOR | L.1.1.i. | Use frequently occurring prepositions (e.g., during, beyond, toward). ReadyRosie Picture Talk |
| INDICATOR | L.1.1.j. | Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| PERFORMANCE / CONTENT STANDARD | AK.L.1. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Conventions of Standard English | |
| GOAL | L.1.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | L.1.2.a. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| INDICATOR | L.1.2.b. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| INDICATOR | L.1.2.d. | Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| INDICATOR | L.1.2.e. | Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ReadyRosie All About My Family Change One Letter I Found This Magical Creature Writing Make a Card Make a List Make an Invitation Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| PERFORMANCE / CONTENT STANDARD | AK.L.1. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.1.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| INDICATOR | L.1.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Rhymes Reading Strategies: Look at the Picture Reading Strategies: Slow Down, Reread What Does It Mean? Wondering About Words |
| INDICATOR | L.1.4.b. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| PERFORMANCE / CONTENT STANDARD | AK.L.1. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.1.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | L.1.5.a. | Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | L.1.5.b. | Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). ReadyRosie Noun Charades Words to Chew On |
| INDICATOR | L.1.5.c. | Identify real-life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| INDICATOR | L.1.5.d. | Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| PERFORMANCE / CONTENT STANDARD | AK.L.1. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.1.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). ReadyRosie Family Sensory Walk Feelings Charades How can I help my child learn new words? Nursery Rhymes Reading Rhymes |
| Alaska Content and Performance Standards |
| Language Arts |
| Grade: 2 - Adopted: 2012 |
| PERFORMANCE / CONTENT STANDARD | AK.RL.2. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Key Ideas and Details | |
| GOAL | RL.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of a literary text using key details from the text. ReadyRosie 20 Questions Can You See It? Chapter Books Funny Pictures Reading is Thinking Story Train What Makes a Good Storyteller |
| GOAL | RL.2.3. | Describe how characters in a story, play or poem respond to major events, problems, and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RL.2. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Craft and Structure | |
| GOAL | RL.2.4. | Identify words and phrases that supply rhythm or sensory images and meaning in a story, poem, or song (e.g., regular beats, alliteration, rhymes, repeated lines) and describe how they make a reader feel or what a reader might see in his or her mind. ReadyRosie Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics Tongue Twister Time |
| GOAL | RL.2.5. | Describe the overall structure of a story, including describing how the beginning introduces the story (who, what, why, where), the middle describes the problem (how characters react or feel and what they do), and the ending concludes the action or tells how the problem was solved. ReadyRosie Summarizing the Story |
| GOAL | RL.2.6. | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. ReadyRosie Reading Strategy: Reading and Making Connections |
| PERFORMANCE / CONTENT STANDARD | AK.RL.2. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Integration of Knowledge and Ideas | |
| GOAL | RL.2.7. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (e.g., problem-solution; chronology). ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| GOAL | RL.2.9. | Compare and contrast two or more versions of the same story/text (e.g., Cinderella stories) by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RL.2. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Range of Reading and Level of Complexity | |
| GOAL | RL.2.10. | By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Can You See It? Chapter Books Color Poem Free Verse Daily Reading Routines Five Finger Rule My Turn, Your Turn My Turn, Your Turn Poetry Poetry Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Song Lyrics What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RI.2. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Key Ideas and Details | |
| GOAL | RI.2.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of informational texts using key details from the text. ReadyRosie How To Reading Recipes That's So Cool What Do You Wonder? |
| GOAL | RI.2.2. | Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| GOAL | RI.2.3. | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ReadyRosie How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Reading Recipes That's So Cool What Do You Wonder? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.2. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Craft and Structure | |
| GOAL | RI.2.4. | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| GOAL | RI.2.5. | Know and use various text features (e.g., captions, bold print, headings, charts, bulleted or numbered lists, electronic menus, icons) to locate key facts or information in a text efficiently. ReadyRosie Comprehension Clues Finding Information How To Let's Explore Reading Recipes What's Up with That? |
| GOAL | RI.2.6. | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ReadyRosie Random, Bizarre Facts Reading Recipes That's So Cool What Do You Wonder? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.2. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Integration of Knowledge and Ideas | |
| GOAL | RI.2.7. | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ReadyRosie How Far Does It Fly? That's So Cool |
| PERFORMANCE / CONTENT STANDARD | AK.RI.2. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Range of Reading and Level of Text Complexity | |
| GOAL | RI.2.10. | By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule How Far Does It Fly? How To I Want to Know About I Went to the Zoo and Saw Random, Bizarre Facts Reading Recipes Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| PERFORMANCE / CONTENT STANDARD | AK.RF.2. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Phonics and Word Recognition | |
| GOAL | RF.2.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.2.3.b. | Know spelling-sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| INDICATOR | RF.2.3.c. | Decode regularly spelled two-syllable words with long vowels. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| INDICATOR | RF.2.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | RF.2.3.e. | Identify words with inconsistent but common spelling-sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| INDICATOR | RF.2.3.f. | Recognize and read grade-appropriate irregularly spelled words. ReadyRosie My Words, Your Words Race You To the Top Reading Strategy: Give the Word Thinking About Word Chunks |
| PERFORMANCE / CONTENT STANDARD | AK.RF.2. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Fluency | |
| GOAL | RF.2.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | RF.2.4.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Can You See It? Chapter Books Daily Reading Routines Five Finger Rule I Read to You, You Read to Me My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategy: Give the Word Reading Strategy: Model Expressive Reading That's So Cool What Do You Wonder? |
| INDICATOR | RF.2.4.b. | Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Building a Fort Reading Dialogue Reading Strategies: Punctuation Expression Reading Strategies: Slow Down, Reread Reading Strategy: Give the Word |
| INDICATOR | RF.2.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| PERFORMANCE / CONTENT STANDARD | AK.W.2. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Text Types and Purposes | |
| GOAL | W.2.2. | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or one or more concluding sentences that emphasize their most important point or focus. ReadyRosie Color Poem Free Verse Create a Song Family Adventure List I Love My Family Because... I'd Really Like Interview an Expert Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| GOAL | W.2.3. | Use narrative writing to retell a well-elaborated event or short sequence of real or imagined events, include details to describe actions, thoughts, and feelings, use linking words to signal event order, and provide one or more concluding sentences that restate or emphasize a feeling or lesson learned. ReadyRosie Family Journaling Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around |
| PERFORMANCE / CONTENT STANDARD | AK.W.2. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Production and Distribution of Writing | |
| GOAL | W.2.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed (e.g., adding concrete and sensory details; elaborating on how the details chosen support the focus) by revising and editing. ReadyRosie Color Poem Free Verse Family Journaling Magical Creature Writing Make a Neighborhood Map Nature Journaling This Is Important |
| PERFORMANCE / CONTENT STANDARD | AK.W.2. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Research to Build and Present Knowledge | |
| GOAL | W.2.7. | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report or visual or oral presentation; record data from science observations). ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| GOAL | W.2.8. | Recall information from experiences or gather information from provided sources to answer a question. ReadyRosie Family Interview I Want to Know About Let's Explore Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| PERFORMANCE / CONTENT STANDARD | AK.SL.2. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Comprehension and Collaboration | |
| GOAL | SL.2.1. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| INDICATOR | SL.2.1.a. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.2.1.b. | Build on others’ talk in conversations by linking their comments to the remarks of others. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.2.1.c. | Ask for clarification and further explanation as needed about the topics and texts under discussions. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... I Read to You, You Read to Me Interview an Expert Kitchen Conversations Library Visit My Turn, Your Turn Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.SL.2. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Comprehension and Collaboration | |
| GOAL | SL.2.2. | Retell or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw My Turn, Your Turn Random, Bizarre Facts |
| GOAL | SL.2.3. | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.SL.2. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Presentation of Knowledge and Ideas | |
| GOAL | SL.2.4. | Tell a story or retell an experience with relevant facts and relevant, descriptive details, speaking audibly in coherent sentences. ReadyRosie Create a Song |
| GOAL | SL.2.6. | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) ReadyRosie 20 Questions Family Interview Guess Who Sharing Chores and Your Day Simon Says Take a Stand What I Like About Me Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.L.2. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Conventions of Standard English | |
| GOAL | L.2.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| INDICATOR | L.2.1.a. | Use collective nouns (e.g., group). ReadyRosie 20 Questions Noun Charades |
| INDICATOR | L.2.1.b. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). ReadyRosie Noun Charades |
| INDICATOR | L.2.1.d. | Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). ReadyRosie Family Journaling |
| INDICATOR | L.2.1.e. | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| INDICATOR | L.2.1.f. | Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). ReadyRosie 20 Questions Guess Who Hidden Messages Magical Creature Writing Simon Says What I Like About Me Who's Coming to Dinner? Writing Telephone Game |
| PERFORMANCE / CONTENT STANDARD | AK.L.2. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Conventions of Standard English | |
| GOAL | L.2.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | L.2.2.a. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| INDICATOR | L.2.2.b. | Use commas in greetings and closing of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| INDICATOR | L.2.2.d. | Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| PERFORMANCE / CONTENT STANDARD | AK.L.2. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Knowledge of Language | |
| GOAL | L.2.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| INDICATOR | L.2.3.a. | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| PERFORMANCE / CONTENT STANDARD | AK.L.2. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.2.4. | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| INDICATOR | L.2.4.a. | Use sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| INDICATOR | L.2.4.b. | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | L.2.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). ReadyRosie Digging Into Roots |
| INDICATOR | L.2.4.d. | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). ReadyRosie Playground Compounds |
| INDICATOR | L.2.4.e. | Use glossaries and beginning picture dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| PERFORMANCE / CONTENT STANDARD | AK.L.2. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.2.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | L.2.5.a. | Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| INDICATOR | L.2.5.b. | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ReadyRosie Category Competition Hink Pink Million Dollar Words |
| PERFORMANCE / CONTENT STANDARD | AK.L.2. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.2.6. | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). ReadyRosie 20 Questions Draw Color Poem Color Poem Free Verse Conversation Starters Describe It Feelings Charades Funny Pictures Hink Pink How can I help my child learn new words? Sharing Chores and Your Day What I Like About Me What Makes a Good Storyteller Who's Coming to Dinner? |
| Alaska Content and Performance Standards |
| Language Arts |
| Grade: 3 - Adopted: 2012 |
| PERFORMANCE / CONTENT STANDARD | AK.RL.3. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Key Ideas and Details | |
| GOAL | RL.3.1. | Ask and answer questions to demonstrate understanding of a text (e.g., making basic inferences and predictions), referring explicitly to details from the text as the basis for the answers. ReadyRosie 20 Questions Chapter Books It's All In Your Head Pow Wow Crunch Read a Little, Think a Little Talking About Books What Makes a Good Storyteller |
| GOAL | RL.3.2. | Determine the author’s purpose, message, lesson, or moral and explain how it is conveyed through key details in the text; summarize stories in correct sequence, including fables and folktales from diverse cultures. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| GOAL | RL.3.3. | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem). ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RL.3. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Craft and Structure | |
| GOAL | RL.3.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal meanings from use of figurative language (e.g., exaggeration in tall tales). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Talking About Books What Makes a Good Storyteller |
| GOAL | RL.3.5. | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Song Lyrics Talking About Books Tips for helping your child love reading |
| GOAL | RL.3.6. | Distinguish their own point of view from that of the narrator or those of the characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| PERFORMANCE / CONTENT STANDARD | AK.RL.3. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Integration of Knowledge and Ideas | |
| GOAL | RL.3.7. | Explain how specific aspects of text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ReadyRosie Pow Wow Crunch |
| GOAL | RL.3.9. | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ReadyRosie What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RL.3. | Reading Standards for Literature |
| GRADE LEVEL EXPECTATION / STRAND | Range of Reading and Level of Complexity | |
| GOAL | RL.3.10. | By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Turn, Your Turn My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading Reading Strategy: Reading and Making Connections Song Lyrics What Makes a Good Storyteller |
| PERFORMANCE / CONTENT STANDARD | AK.RI.3. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Key Ideas and Details | |
| GOAL | RI.3.1. | Ask and answer questions to demonstrate understanding of a text, (e.g., explaining what the texts says explicitly, making basic inferences and predictions), referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| GOAL | RI.3.2. | Determine the main idea of a text and locate details that support the main idea; paraphrase or summarize main ideas or events in a multi-paragraph text, including correct sequence and details that support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| GOAL | RI.3.3. | Describe the relationship or connection among a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ReadyRosie Double the Recipe How Far Does It Fly? I Want to Know About Reading Recipes That's So Cool What Will You Learn? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.3. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Craft and Structure | |
| GOAL | RI.3.4. | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ReadyRosie Share Your Knowledge Wondering About Words |
| GOAL | RI.3.5. | Use text features and search tools (e.g., table of contents, index, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| PERFORMANCE / CONTENT STANDARD | AK.RI.3. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Integration of Knowledge and Ideas | |
| GOAL | RI.3.7. | Use information gained from illustrations (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ReadyRosie How Far Does It Fly? |
| PERFORMANCE / CONTENT STANDARD | AK.RI.3. | Reading Standards for Informational Text |
| GRADE LEVEL EXPECTATION / STRAND | Range of Reading and Level of Text Complexity | |
| GOAL | RI.3.10. | By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range. ReadyRosie Books on the Go Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule How Far Does It Fly? I Want to Know About Random, Bizarre Facts Reading Recipes That's So Cool What Will You Learn? |
| PERFORMANCE / CONTENT STANDARD | AK.RF.3. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Phonics and Word Recognition | |
| GOAL | RF.3.3. | Know and apply grade-level phonics and word analysis skills in decoding words. |
| INDICATOR | RF.3.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes. ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | RF.3.3.b. | Decode words with common Latin suffixes. ReadyRosie Shopping for Syllables Understanding Big Words |
| INDICATOR | RF.3.3.d. | Read grade-appropriate irregularly spelled words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| PERFORMANCE / CONTENT STANDARD | AK.RF.3. | Foundational Skills |
| GRADE LEVEL EXPECTATION / STRAND | Fluency | |
| GOAL | RF.3.4. | Read with sufficient accuracy and fluency to support comprehension. |
| INDICATOR | RF.3.4.a. | Read on-level text with purpose and understanding. ReadyRosie Books on the Go Building a Fort Chapter Books Daily Reading Routines Favorite Genres Five Finger Rule It's All In Your Head My Library List My Turn, Your Turn Pow Wow Crunch Read a Little, Think a Little Reading Dialogue Reading Strategy: Model Expressive Reading That's So Cool What Will You Learn? |
| INDICATOR | RF.3.4.b. | Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. ReadyRosie Favorite Genres My Turn, Your Turn Poetry Poetry Poetry Routine Pow Wow Crunch Reading Strategy: Model Expressive Reading Song Lyrics |
| INDICATOR | RF.3.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| PERFORMANCE / CONTENT STANDARD | AK.W.3. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Text Types and Purposes | |
| GOAL | W.3.1. | Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons (e.g., I like large dogs better than small dogs because they can pull a sled and run for a longer time than small dogs can). |
| INDICATOR | W.3.1.c. | Link opinion and reasons using words and phrases (e.g., because, therefore, since, for example). ReadyRosie This Is Important |
| INDICATOR | W.3.1.d. | Provide a concluding statement or section that reinforces or restates the opinion. ReadyRosie This Is Important Who Are Your Heroes? |
| PERFORMANCE / CONTENT STANDARD | AK.W.3. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Text Types and Purposes | |
| GOAL | W.3.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| INDICATOR | W.3.2.a. | Introduce a topic and group related information together; include labeled or captioned visuals when useful to aiding comprehension. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| INDICATOR | W.3.2.b. | Develop the topic with facts, definitions, details, and explanations that support the focus. ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| INDICATOR | W.3.2.c. | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ReadyRosie Create a Song |
| INDICATOR | W.3.2.d. | Provide a concluding statement or section that paraphrases the focus of the text. ReadyRosie Write About a Family Tradition Write a Favorite Family Recipe |
| PERFORMANCE / CONTENT STANDARD | AK.W.3. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Text Types and Purposes | |
| GOAL | W.3.3. | Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language), and clear event sequences (chronology). |
| INDICATOR | W.3.3.a. | Establish a context or situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| INDICATOR | W.3.3.b. | Use narrative techniques, such as dialogue, description and elaboration, and concrete and sensory details to describe actions, thoughts, and feelings and to develop experiences and events showing the response of characters to situations or problems. ReadyRosie A Really Good Story Magical Creature Writing Write Around |
| INDICATOR | W.3.3.c. | Use transitional words and phrases to signal event sequences (e.g., later, soon after). ReadyRosie Family Journaling Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| INDICATOR | W.3.3.d. | Provide a sense of closure (e.g., how a problem was solved or how the event ended). ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| PERFORMANCE / CONTENT STANDARD | AK.W.3. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Production and Distribution of Writing | |
| GOAL | W.3.4. | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ReadyRosie Family Adventure List Family Journaling I Love My Family Because... Interview an Expert Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train This Is Important Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write About a Family Tradition Write Around Write a Favorite Family Recipe |
| GOAL | W.3.5. | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.) ReadyRosie A Really Good Story This Is Important Write a Favorite Family Recipe |
| PERFORMANCE / CONTENT STANDARD | AK.W.3. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Research to Build and Present Knowledge | |
| GOAL | W.3.7. | Conduct short research projects that build knowledge about a topic. ReadyRosie Family Interview I Want to Know About Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| GOAL | W.3.8. | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ReadyRosie Make a Neighborhood Map Nature Journaling Who Are Your Heroes? |
| PERFORMANCE / CONTENT STANDARD | AK.W.3. | Writing Standards |
| GRADE LEVEL EXPECTATION / STRAND | Range of Writing | |
| GOAL | W.3.10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ReadyRosie Family Adventure List Family Journaling Make a Neighborhood Map Nature Journaling This Is Important |
| PERFORMANCE / CONTENT STANDARD | AK.SL.3. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Comprehension and Collaboration | |
| GOAL | SL.3.1. | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |
| INDICATOR | SL.3.1.a. | After learning a protocol (e.g., Socratic method), come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.3.1.b. | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.3.1.c. | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Kitchen Conversations Library Visit Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| INDICATOR | SL.3.1.d. | Explain their own ideas and understanding in light of the discussion. ReadyRosie Conversation Starters Conversations in the Car Family Interview Guess Who I Love My Family Because... Kitchen Conversations Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand Who Are Your Heroes? Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.SL.3. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Comprehension and Collaboration | |
| GOAL | SL.3.2. | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ReadyRosie 20 Questions Draw Family Movie Night My Turn, Your Turn Random, Bizarre Facts |
| GOAL | SL.3.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration or explanations and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.SL.3. | Speaking and Listening Standards |
| GRADE LEVEL EXPECTATION / STRAND | Presentation of Knowledge and Ideas | |
| GOAL | SL.3.4. | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Share Your Knowledge Sharing Chores and Your Day Who's Coming to Dinner? |
| GOAL | SL.3.5. | Create audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; use techniques that engage the listener (e.g., inflection, different voices); and add visual displays when appropriate to emphasize or enhance certain facts or details. ReadyRosie Tips for helping your child love reading |
| GOAL | SL.3.6. | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) ReadyRosie Family Interview Sharing Chores and Your Day Simon Says Take a Stand Who's Coming to Dinner? |
| PERFORMANCE / CONTENT STANDARD | AK.L.3. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Conventions of Standard English | |
| GOAL | L.3.1. | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| INDICATOR | L.3.1.a. | Use nouns, pronouns, verbs, adjectives, and adverbs appropriate to function and purpose in order to apply the conventions of English. ReadyRosie Acrostic Poem Noun Charades |
| INDICATOR | L.3.1.b. | Form and use regular and irregular plural nouns. ReadyRosie Noun Charades |
| INDICATOR | L.3.1.c. | Use abstract nouns (e.g., childhood). ReadyRosie Noun Charades |
| INDICATOR | L.3.1.e. | Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. ReadyRosie Magical Creature Writing |
| INDICATOR | L.3.1.g. | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | L.3.1.i. | Produce simple, compound, and complex sentences. ReadyRosie Magical Creature Writing Writing Telephone Game |
| PERFORMANCE / CONTENT STANDARD | AK.L.3. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Conventions of Standard English | |
| GOAL | L.3.2. | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| INDICATOR | L.3.2.c. | Use commas and quotation marks in dialogue. ReadyRosie Write Around |
| INDICATOR | L.3.2.e. | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). ReadyRosie Change One Letter Magical Creature Writing Shopping for Syllables Spelling Pattern Game Thinking About Word Chunks Understanding Big Words Word Challenge Write a Letter |
| INDICATOR | L.3.2.f. | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. ReadyRosie Change One Letter Magical Creature Writing Spelling Pattern Game Thinking About Word Chunks Word Challenge Write a Letter |
| PERFORMANCE / CONTENT STANDARD | AK.L.3. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Knowledge of Language | |
| GOAL | L.3.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| INDICATOR | L.3.3.a. | Choose words and phrases for effect. ReadyRosie Acrostic Poem Create a Song Hinky Pinky and Hinketty Pinketty Million Dollar Words Noun Charades Sharing Chores and Your Day |
| PERFORMANCE / CONTENT STANDARD | AK.L.3. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.3.4. | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| INDICATOR | L.3.4.a. | Use a sentence-level context as a clue to the meaning of a word or phrase. ReadyRosie Wondering About Words Word Detective |
| INDICATOR | L.3.4.b. | Determine the meaning of a new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| INDICATOR | L.3.4.c. | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). ReadyRosie Digging Into Roots |
| INDICATOR | L.3.4.d. | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. ReadyRosie Comprehension Clues |
| PERFORMANCE / CONTENT STANDARD | AK.L.3. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.3.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| INDICATOR | L.3.5.a. | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). ReadyRosie Hinky Pinky and Hinketty Pinketty Let's Look Closer Wondering About Words Word Detective |
| INDICATOR | L.3.5.b. | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| INDICATOR | L.3.5.c. | Distinguish shades of meaning among related words (e.g., words that describe states of mind or degrees of certainty, such as knew, believed ). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| PERFORMANCE / CONTENT STANDARD | AK.L.3. | Language Standards |
| GRADE LEVEL EXPECTATION / STRAND | Vocabulary Acquisition and Use | |
| GOAL | L.3.6. | Acquire and accurately use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). ReadyRosie Create a Song Feelings Charades Hinky Pinky and Hinketty Pinketty Noun Charades Share Your Knowledge Sharing Chores and Your Day What Makes a Good Storyteller Wondering About Words |
| Alaska Content and Performance Standards |
| Mathematics |
| Grade: K - Adopted: 2012 |
| PERFORMANCE / CONTENT STANDARD | AK.MP. | Mathematical Practices |
| GRADE LEVEL EXPECTATION / STRAND | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| GRADE LEVEL EXPECTATION / STRAND | MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| GRADE LEVEL EXPECTATION / STRAND | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| GRADE LEVEL EXPECTATION / STRAND | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| GRADE LEVEL EXPECTATION / STRAND | MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| GRADE LEVEL EXPECTATION / STRAND | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| PERFORMANCE / CONTENT STANDARD | AK.K.CC. | Counting and Cardinality |
| GRADE LEVEL EXPECTATION / STRAND | Know number names and the count sequence. | |
| GOAL | K.CC.1. | Count to 100 by ones and by tens. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Ten in a Row What Am I Counting? What Comes Next? |
| GOAL | K.CC.2. | Count forward beginning from a given number within the known sequence. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| GOAL | K.CC.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| PERFORMANCE / CONTENT STANDARD | AK.K.CC. | Counting and Cardinality |
| GRADE LEVEL EXPECTATION / STRAND | Count to tell the number of objects. | |
| GOAL | K.CC.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| INDICATOR | K.CC.4.a. | When counting objects, say the number names in standard order, pairing each object with one and only one number name and each number name with one and only one object. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| INDICATOR | K.CC.4.b. | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Pairs of Socks Sneaky Math Note Spill the Beans The Biggest Number What Am I Counting? What Do I Have? |
| INDICATOR | K.CC.4.c. | Understand that each successive number name refers to a quantity that is one larger. ReadyRosie Add One Card Sequencing and Counting My Favorite Things Number Lookout Salty Numbers Spill the Beans Ten in a Row What Am I Counting? What Comes Next? |
| PERFORMANCE / CONTENT STANDARD | AK.K.CC. | Counting and Cardinality |
| GRADE LEVEL EXPECTATION / STRAND | Count to tell the number of objects. | |
| GOAL | K.CC.5. | Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. ReadyRosie Car Race Count with Your Eyes I See Three In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number What Do I Have? |
| PERFORMANCE / CONTENT STANDARD | AK.K.CC. | Counting and Cardinality |
| GRADE LEVEL EXPECTATION / STRAND | Compare numbers. | |
| GOAL | K.CC.6. | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching, counting, or estimating strategies). ReadyRosie In Ten Seconds More or Less The Biggest Number |
| GOAL | K.CC.7. | Compare and order two numbers between 1 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| PERFORMANCE / CONTENT STANDARD | AK.K.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. | |
| GOAL | K.OA.1. | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations. ReadyRosie Car Race Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Journal Walk Putting Away Dishes |
| GOAL | K.OA.2. | Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems). ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Finish My Set Fishing for Tens How Many Legs? Math Fact Memory Math Journal Walk Putting Away Dishes Restaurant Story Problems Roll the Difference Spill the Beans |
| GOAL | K.OA.3. | Decompose numbers less than or equal to10 into pairs in more than one way (e.g., by using objects or drawings, and record each decomposition by a drawing or equation). For example, 5 = 2 + 3 and 5 = 4 + 1. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| GOAL | K.OA.4. | For any number from 1- 4, find the number that makes 5 when added to the given number and, for any number from 1-9, find the number that makes 10 when added to the given number (e.g., by using objects, drawings or 10 frames) and record the answer with a drawing or equation. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| GOAL | K.OA.5. | Fluently add and subtract numbers up to 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| PERFORMANCE / CONTENT STANDARD | AK.K.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Work with numbers 11-19 to gain foundations for place value. | |
| GOAL | K.NBT.1. | Compose and decompose numbers from 11 to 19 into ten ones and some further ones (e.g., by using objects or drawings) and record each composition and decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones. ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| PERFORMANCE / CONTENT STANDARD | AK.K.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Describe and compare measurable attributes. | |
| GOAL | K.MD.1. | Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g., ruler to length). Describe several measurable attributes of a single object. ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| GOAL | K.MD.2. | Make comparisons between two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. ReadyRosie Blow Your House Down! Guess and Measure How Far Does It Fly? Hunt and Measure Measurable Me Measure your Steps Ramp Car Racing The Right Size |
| PERFORMANCE / CONTENT STANDARD | AK.K.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Classify objects and count the number of objects in each category. | |
| GOAL | K.MD.3. | Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to be less than or equal to 10). ReadyRosie Car Race Card Sorting Count with Your Eyes I See Three I Spy a Coin In Ten Seconds Sneaky Math Note Spill the Beans The Biggest Number Toy Organization What Do I Have? |
| PERFORMANCE / CONTENT STANDARD | AK.K.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Work with time and money. | |
| GOAL | K.MD.6. | Identify coins by name. ReadyRosie I Spy a Coin |
| PERFORMANCE / CONTENT STANDARD | AK.K.G. | Geometry |
| GRADE LEVEL EXPECTATION / STRAND | Identify and describe shapes. | |
| GOAL | K.G.1. | Describe objects in the environment using names of shapes and describe their relative positions (e.g., above, below, beside, in front of, behind, next to). ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| GOAL | K.G.2. | Name shapes regardless of their orientation or overall size. ReadyRosie Canned Shape Scavenger Hunt |
| GOAL | K.G.3. | Identify shapes as two-dimensional (flat) or three-dimensional (solid). ReadyRosie Shape Scavenger Hunt |
| PERFORMANCE / CONTENT STANDARD | AK.K.G. | Geometry |
| GRADE LEVEL EXPECTATION / STRAND | Analyze, compare, create, and compose shapes. | |
| GOAL | K.G.4. | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices), and other attributes (e.g., having sides of equal lengths). ReadyRosie Canned Shape Scavenger Hunt |
| GOAL | K.G.5. | Build shapes (e.g., using sticks and clay) and draw shapes. ReadyRosie Is it a Triangle? |
| GOAL | K.G.6. | Put together two-dimensional shapes to form larger shapes (e.g., join two triangles with full sides touching to make a rectangle). ReadyRosie Is it a Triangle? |
| Alaska Content and Performance Standards |
| Mathematics |
| Grade: 1 - Adopted: 2012 |
| PERFORMANCE / CONTENT STANDARD | AK.MP. | Mathematical Practices |
| GRADE LEVEL EXPECTATION / STRAND | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| GRADE LEVEL EXPECTATION / STRAND | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other Would It Work? |
| GRADE LEVEL EXPECTATION / STRAND | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| GRADE LEVEL EXPECTATION / STRAND | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| GRADE LEVEL EXPECTATION / STRAND | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| GRADE LEVEL EXPECTATION / STRAND | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| PERFORMANCE / CONTENT STANDARD | AK.1.CC. | Counting and Cardinality |
| GRADE LEVEL EXPECTATION / STRAND | Know ordinal names and counting flexibility. | |
| GOAL | 1.CC.1. | Skip count by 2s and 5s. ReadyRosie Pairs of Socks |
| GOAL | 1.CC.3. | Order numbers from 1-100. Demonstrate ability in counting forward and backward. ReadyRosie Car Race Greater Than I Can Make You Say 21 I'm Thinking of a Number Location Guess My Number Spill the Beans Ten in a Row |
| PERFORMANCE / CONTENT STANDARD | AK.1.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Represent and solve problems involving addition and subtraction. | |
| GOAL | 1.OA.1. | Use addition and subtraction strategies to solve word problems (using numbers up to 20), involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, using a number line (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem. ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| GOAL | 1.OA.2. | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem. ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| PERFORMANCE / CONTENT STANDARD | AK.1.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Understand and apply properties of operations and the relationship between addition and subtraction. | |
| GOAL | 1.OA.3. | Apply properties of operations as strategies to add and subtract. (Students need not know the name of the property.) For example: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition). Demonstrate that when adding zero to any number, the quantity does not change (Identity property of addition). ReadyRosie Fishing for Doubles |
| GOAL | 1.OA.4. | Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| PERFORMANCE / CONTENT STANDARD | AK.1.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Add and subtract using numbers up to 20. | |
| GOAL | 1.OA.5. | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). ReadyRosie Addition War Domino Addition Fifteen Fact Memory I Can Make You Say 21 Make Ten Roll the Difference |
| PERFORMANCE / CONTENT STANDARD | AK.1.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Add and subtract using numbers up to 20. | |
| GOAL | 1.OA.6. | Add and subtract using numbers up to 20, demonstrating fluency for addition and subtraction up to 10. Use strategies such as |
| INDICATOR | 1.OA.6.a. | Counting on ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |
| INDICATOR | 1.OA.6.b. | Making ten (8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |
| INDICATOR | 1.OA.6.c. | Decomposing a number leading to a ten (13 - 4 = 13 - 3 -1 = 10 - 1 = 9) ReadyRosie Fishing for Tens Make Ten Sneaky Math Note |
| INDICATOR | 1.OA.6.d. | Using the relationship between addition and subtraction, such as fact families, (8 + 4 = 12 and 12 - 8 = 4) ReadyRosie Math Fact Memory |
| INDICATOR | 1.OA.6.e. | Creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Roll the Difference Spill the Beans Ten Scoops |
| PERFORMANCE / CONTENT STANDARD | AK.1.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Work with addition and subtraction equations. | |
| GOAL | 1.OA.8. | Determine the unknown whole number in an addition or subtraction equation. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 6 + 6 = ?, 5 = ? - 3. ReadyRosie Where Did I Start? |
| PERFORMANCE / CONTENT STANDARD | AK.1.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Identify and continue patterns. | |
| GOAL | 1.OA.9. | Identify, continue and label patterns (e.g., aabb, abab). Create patterns using number, shape, size, rhythm or color. ReadyRosie Make a Pattern Secret Family Pattern |
| PERFORMANCE / CONTENT STANDARD | AK.1.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Extend the counting sequence. | |
| GOAL | 1.NBT.1. | Count to 120. In this range, read, write and order numerals and represent a number of objects with a written numeral. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| PERFORMANCE / CONTENT STANDARD | AK.1.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Understand place value. | |
| GOAL | 1.NBT.2. | Model and identify place value positions of two digit numbers. Include: |
| INDICATOR | 1.NBT.2.a. | 10 can be thought of as a bundle of ten ones, called a "ten". ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | 1.NBT.2.b. | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| INDICATOR | 1.NBT.2.c. | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| PERFORMANCE / CONTENT STANDARD | AK.1.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Understand place value. | |
| GOAL | 1.NBT.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| PERFORMANCE / CONTENT STANDARD | AK.1.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Use place value understanding and properties of operations to add and subtract. | |
| GOAL | 1.NBT.4. | Add using numbers up to 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10. |
| INDICATOR | 1.NBT.4.a. | Use concrete models or drawings and strategies based on place value; properties of operations; and/or relationship between addition and subtraction. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Spill the Beans Ten Dimes Ten Scoops |
| INDICATOR | 1.NBT.4.b. | Relate the strategy to a written method and explain the reasoning used. ReadyRosie Addition War Broken Calculator Keys Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fishing for Doubles Spill the Beans Ten Scoops |
| INDICATOR | 1.NBT.4.c. | Demonstrate in adding two-digit numbers, tens and tens are added, ones and ones are added and sometimes it is necessary to compose a ten from ten ones. ReadyRosie Broken Calculator Keys Ten Dimes |
| PERFORMANCE / CONTENT STANDARD | AK.1.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Use place value understanding and properties of operations to add and subtract. | |
| GOAL | 1.NBT.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. ReadyRosie Ten More |
| PERFORMANCE / CONTENT STANDARD | AK.1.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Use place value understanding and properties of operations to add and subtract. | |
| GOAL | 1.NBT.6. | Subtract multiples of 10 up to 100. |
| INDICATOR | 1.NBT.6.a. | Use concrete models or drawings; strategies based on place value; properties of operations; and/or the relationship between addition and subtraction. ReadyRosie Broken Calculator Keys Car Race Domino Addition Domino Subtraction Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| INDICATOR | 1.NBT.6.b. | Relate the strategy to a written method and explain the reasoning used. ReadyRosie Broken Calculator Keys Car Race Domino Addition Domino Subtraction Roll the Difference Spill the Beans Ten Scoops |
| PERFORMANCE / CONTENT STANDARD | AK.1.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Measure lengths indirectly and by iterating length units. | |
| GOAL | 1.MD.1. | Measure and compare three objects using standard or non-standard units. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| PERFORMANCE / CONTENT STANDARD | AK.1.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Work with time and money. | |
| GOAL | 1.MD.3. | Tell and write time in half hours using both analog and digital clocks. ReadyRosie Body Clock |
| PERFORMANCE / CONTENT STANDARD | AK.1.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Represent and interpret data. | |
| GOAL | 1.MD.7. | Organize, represent and interpret data with up to three categories. Ask and answer comparison and quantity questions about the data. ReadyRosie Survey Says |
| PERFORMANCE / CONTENT STANDARD | AK.1.G. | Geometry |
| GRADE LEVEL EXPECTATION / STRAND | Reason with shapes and their attributes. | |
| GOAL | 1.G.1. | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes. Identify shapes that have non-defining attributes (e.g., color, orientation, overall size). Build and draw shapes given specified attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| GOAL | 1.G.2. | Compose (put together) two-dimensional or three-dimensional shapes to create a larger, composite shape, and compose new shapes from the composite shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| GOAL | 1.G.3. | Partition circles and rectangles into two and four equal shares. Describe the shares using the words, halves, fourths, and quarters and phrases half of, fourth of and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing (break apart) into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Alaska Content and Performance Standards |
| Mathematics |
| Grade: 2 - Adopted: 2012 |
| PERFORMANCE / CONTENT STANDARD | AK.MP. | Mathematical Practices |
| GRADE LEVEL EXPECTATION / STRAND | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| GRADE LEVEL EXPECTATION / STRAND | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt One of These Is Not Like the Other |
| GRADE LEVEL EXPECTATION / STRAND | MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| GRADE LEVEL EXPECTATION / STRAND | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| GRADE LEVEL EXPECTATION / STRAND | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| GRADE LEVEL EXPECTATION / STRAND | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| PERFORMANCE / CONTENT STANDARD | AK.2.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Represent and solve problems involving addition and subtraction. | |
| GOAL | 2.OA.1. | Use addition and subtraction strategies to estimate, then solve one- and two-step word problems (using numbers up to 100) involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| PERFORMANCE / CONTENT STANDARD | AK.2.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Add and subtract using numbers up to 20. | |
| GOAL | 2.OA.2. | Fluently add and subtract using numbers up to 20 using mental strategies. Know from memory all sums of two one-digit numbers. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| PERFORMANCE / CONTENT STANDARD | AK.2.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Work with equal groups of objects to gain foundations for multiplication. | |
| GOAL | 2.OA.3. | Determine whether a group of objects (up to 20) is odd or even (e.g., by pairing objects and comparing, counting by 2s). Model an even number as two equal groups of objects and then write an equation as a sum of two equal addends. ReadyRosie Even or Odd? |
| GOAL | 2.OA.4. | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as repeated addition (e.g., array of 4 by 5 would be 5 + 5 + 5 + 5 = 20). ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| PERFORMANCE / CONTENT STANDARD | AK.2.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Understand place value. | |
| GOAL | 2.NBT.1. | Model and identify place value positions of three digit numbers. Include: |
| INDICATOR | 2.NBT.1.a. | 100 can be thought of as a bundle of ten tens --called a "hundred". ReadyRosie All About My Number How Much to 1,000? Less Than Location Guess My Number Place Value Battle Place Value Dice |
| INDICATOR | 2.NBT.1.b. | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). ReadyRosie All About My Number How Much to 1,000? Less Than Place Value Battle Place Value Dice |
| PERFORMANCE / CONTENT STANDARD | AK.2.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Understand place value. | |
| GOAL | 2.NBT.2. | Count up to 1000, skip-count by 5s, 10s and 100s. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| GOAL | 2.NBT.3. | Read, write, order up to 1000 using base-ten numerals, number names and expanded form. ReadyRosie All About My Number Dollars and Dice Place Value Dice Sneaky Math Note Thousand More |
| GOAL | 2.NBT.4. | Compare two three-digit numbers based on the meanings of the hundreds, tens and ones digits, using >, =, < symbols to record the results. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| PERFORMANCE / CONTENT STANDARD | AK.2.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Use place value understanding and properties of operations to add and subtract. | |
| GOAL | 2.NBT.5. | Fluently add and subtract using numbers up to 100. |
| INDICATOR | 2.NBT.5.a. | Use strategies based on place value; properties of operations; and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| PERFORMANCE / CONTENT STANDARD | AK.2.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Use place value understanding and properties of operations to add and subtract. | |
| GOAL | 2.NBT.6. | Add up to four two-digit numbers using strategies based on place value and properties of operations. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Restaurant Story Problems Skunk Addition The Answer Is Thousand More |
| PERFORMANCE / CONTENT STANDARD | AK.2.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Use place value understanding and properties of operations to add and subtract. | |
| GOAL | 2.NBT.7. | Add and subtract using numbers up to 1000. |
| INDICATOR | 2.NBT.7.a. | Use concrete models or drawings and strategies based on place value; properties of operations; and/or relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| INDICATOR | 2.NBT.7.b. | Relate the strategy to a written method and explain the reasoning used. ReadyRosie Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Dollars and Dice Fishing for Doubles How Much to 1,000? Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| INDICATOR | 2.NBT.7.c. | Demonstrate in adding or subtracting three-digit numbers, hundreds and hundreds are added or subtracted, tens and tens are added or subtracted, ones and ones are added or subtracted and sometimes it is necessary to compose a ten from ten ones or a hundred from ten tens. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Close Call Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is What's the Difference? |
| PERFORMANCE / CONTENT STANDARD | AK.2.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Use place value understanding and properties of operations to add and subtract. | |
| GOAL | 2.NBT.8. | Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number. ReadyRosie Dollars and Dice |
| GOAL | 2.NBT.9. | Explain or illustrate the processes of addition or subtraction and their relationship using place value and the properties of operations. ReadyRosie Race to Zero |
| PERFORMANCE / CONTENT STANDARD | AK.2.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Measure and estimate lengths in standard units. | |
| GOAL | 2.MD.1. | Measure the length of an object by selecting and using standard tools such as rulers, yardsticks, meter sticks, and measuring tapes. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| GOAL | 2.MD.3. | Estimate, measure and draw lengths using whole units of inches, feet, yards, centimeters and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| GOAL | 2.MD.4. | Measure to compare lengths of two objects, expressing the difference in terms of a standard length unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| PERFORMANCE / CONTENT STANDARD | AK.2.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Work with time and money. | |
| GOAL | 2.MD.8. | Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately. ReadyRosie What's in a Dollar? |
| PERFORMANCE / CONTENT STANDARD | AK.2.G. | Geometry |
| GRADE LEVEL EXPECTATION / STRAND | Reason with shapes and their attributes. | |
| GOAL | 2.G.1. | Identify and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces compared visually, not by measuring. Identify triangles, quadrilaterals, pentagons, hexagons and cubes. ReadyRosie Mystery Shape Paper Airplane Geometry |
| GOAL | 2.G.2. | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ReadyRosie An Array of Brownies |
| GOAL | 2.G.3. | Partition circles and rectangles into shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| Alaska Content and Performance Standards |
| Mathematics |
| Grade: 3 - Adopted: 2012 |
| PERFORMANCE / CONTENT STANDARD | AK.MP. | Mathematical Practices |
| GRADE LEVEL EXPECTATION / STRAND | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| GRADE LEVEL EXPECTATION / STRAND | MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| GRADE LEVEL EXPECTATION / STRAND | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| GRADE LEVEL EXPECTATION / STRAND | MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| GRADE LEVEL EXPECTATION / STRAND | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| GRADE LEVEL EXPECTATION / STRAND | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| PERFORMANCE / CONTENT STANDARD | AK.3.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Represent and solve problems involving multiplication and division. | |
| GOAL | 3.OA.1. | Interpret products of whole numbers (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). For example, show objects in rectangular arrays or describe a context in which a total number of objects can be expressed as 5 × 7. ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| GOAL | 3.OA.2. | Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each). For example, deconstruct rectangular arrays or describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. ReadyRosie Fair Share |
| GOAL | 3.OA.3. | Use multiplication and division numbers up to 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| GOAL | 3.OA.4. | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ? ReadyRosie Math Mind Reading Parts Unknown |
| PERFORMANCE / CONTENT STANDARD | AK.3.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Understand properties of multiplication and the relationship between multiplication and division. | |
| GOAL | 3.OA.5. | Make, test, support, draw conclusions and justify conjectures about properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) |
| INDICATOR | 3.OA.5.a. | Commutative property of multiplication: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. ReadyRosie I Spy Sums and Products Multiplication War |
| INDICATOR | 3.OA.5.b. | Associative property of multiplication: 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. ReadyRosie I Spy Sums and Products Multiplication War |
| INDICATOR | 3.OA.5.c. | Distributive property: Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. ReadyRosie I Spy Sums and Products |
| PERFORMANCE / CONTENT STANDARD | AK.3.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Understand properties of multiplication and the relationship between multiplication and division. | |
| GOAL | 3.OA.6. | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| PERFORMANCE / CONTENT STANDARD | AK.3.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Multiply and divide up to 100. | |
| GOAL | 3.OA.7. | Fluently multiply and divide numbers up to 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 ×5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| PERFORMANCE / CONTENT STANDARD | AK.3.OA. | Operations and Algebraic Thinking |
| GRADE LEVEL EXPECTATION / STRAND | Solve problems involving the four operations, and identify and explain patterns in arithmetic. | |
| GOAL | 3.OA.8. | Solve and create two-step word problems using any of the four operations. Represent these problems using equations with a symbol (box, circle, question mark) standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| PERFORMANCE / CONTENT STANDARD | AK.3.NBT. | Number and Operations in Base Ten |
| GRADE LEVEL EXPECTATION / STRAND | Use place value understanding and properties of operations to perform multi-digit arithmetic. | |
| GOAL | 3.NBT.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| GOAL | 3.NBT.2. | Use strategies and/or algorithms to fluently add and subtract with numbers up to 1000, demonstrating understanding of place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| PERFORMANCE / CONTENT STANDARD | AK.3.NF. | Number and Operations –Fractions |
| GRADE LEVEL EXPECTATION / STRAND | Develop understanding of fractions as numbers. | |
| GOAL | 3.NF.1. | Understand a fraction 1/b (e.g., 1/4) as the quantity formed by 1 part when a whole is partitioned into b (e.g., 4) equal parts; understand a fraction a/b (e.g., 2/4) as the quantity formed by a (e.g., 2) parts of size 1/b. (e.g., 1/4) ReadyRosie Fractions on a Number Line Shape Up! |
| PERFORMANCE / CONTENT STANDARD | AK.3.NF. | Number and Operations –Fractions |
| GRADE LEVEL EXPECTATION / STRAND | Develop understanding of fractions as numbers. | |
| GOAL | 3.NF.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| INDICATOR | 3.NF.3.a. | Understand two fractions as equivalent if they are the same size (modeled) or the same point on a number line. ReadyRosie Sharing an Apple |
| INDICATOR | 3.NF.3.b. | Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). ReadyRosie Sharing an Apple |
| INDICATOR | 3.NF.3.c. | Express and model whole numbers as fractions, and recognize and construct fractions that are equivalent to whole numbers. For Example: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. ReadyRosie Fractions on a Number Line Shape Up! |
| INDICATOR | 3.NF.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). ReadyRosie Fractions on a Number Line |
| PERFORMANCE / CONTENT STANDARD | AK.3.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. | |
| GOAL | 3.MD.1. | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes or hours (e.g., by representing the problem on a number line diagram or clock). ReadyRosie Now is the Time |
| GOAL | 3.MD.2. | Estimate and measure liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve and create one-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem). (Excludes multiplicative comparison problems [problems involving notions of “times as much.”]) ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| GOAL | 3.MD.3. | Select an appropriate unit of English, metric, or non-standard measurement to estimate the length, time, weight, or temperature (L) ReadyRosie How Far Does It Fly? Ramp Car Racing |
| PERFORMANCE / CONTENT STANDARD | AK.3.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Represent and interpret data. | |
| GOAL | 3.MD.4. | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. ReadyRosie Graphing Walking Goals |
| GOAL | 3.MD.5. | Measure and record lengths using rulers marked with halves and fourths of an inch. Make a line plot with the data, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| PERFORMANCE / CONTENT STANDARD | AK.3.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| GOAL | 3.MD.7. | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| INDICATOR | 3.MD.7.a. | A square with side length 1 unit is said to have “one square unit” and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| INDICATOR | 3.MD.7.b. | Demonstrate that a plane figure can be covered without gaps or overlaps by n (e.g., 6) unit squares is said to have an area of n (e.g., 6) square units. ReadyRosie Cracker Perimeter & Area |
| PERFORMANCE / CONTENT STANDARD | AK.3.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| GOAL | 3.MD.8. | Measure areas by tiling with unit squares (square centimeters, square meters, square inches, square feet, and improvised units). ReadyRosie Cracker Perimeter & Area |
| PERFORMANCE / CONTENT STANDARD | AK.3.MD. | Measurement and Data |
| GRADE LEVEL EXPECTATION / STRAND | Geometric measurement: understand concepts of area and relate area to multiplication and to addition. | |
| GOAL | 3.MD.9. | Relate area to the operations of multiplication and addition. |
| INDICATOR | 3.MD.9.b. | Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. ReadyRosie An Array of Brownies |
| INDICATOR | 3.MD.9.c. | Use area models (rectangular arrays) to represent the distributive property in mathematical reasoning. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. ReadyRosie I Spy Sums and Products |
| PERFORMANCE / CONTENT STANDARD | AK.3.G. | Geometry |
| GRADE LEVEL EXPECTATION / STRAND | Reason with shapes and their attributes. | |
| GOAL | 3.G.2. | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. ReadyRosie Counting Fractions Shape Up! |
| Alaska Content and Performance Standards |
| Science |
| Grade: K - Adopted: 2006 |
| PERFORMANCE / CONTENT STANDARD | AK.A1. | Science as Inquiry and Process (SA1, SA2, SA3) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SA1.1. | The student develops an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating. ReadyRosie Nature Journaling |
| GRADE LEVEL EXPECTATION / STRAND | [3] SA1.2. | The student develops an understanding of the processes of science by observing and describing their world to answer simple questions. ReadyRosie Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.C1. | Concepts of Life Science (SC1, SC2, SC3) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SC3.1. | The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by identifying and sorting examples of living and non-living things in the local environment. (L) ReadyRosie Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.D1. | Concepts of Earth Science (SD1, SD2, SD3, SD4) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SD1.1. | The student demonstrates an understanding of geochemical cycles by recognizing that most rocks are composed of combinations of different substances. ReadyRosie I Found This |
| PERFORMANCE / CONTENT STANDARD | AK.SA. | Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SA1. | Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments. ReadyRosie Building a Fort Ramp Car Racing |
| GRADE LEVEL EXPECTATION / STRAND | SA2. | Develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review. ReadyRosie Building a Fort |
| PERFORMANCE / CONTENT STANDARD | AK.SC. | Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SC1. | Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution. ReadyRosie Family Sensory Walk |
| PERFORMANCE / CONTENT STANDARD | AK.SE. | Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SE2. | Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits. ReadyRosie Building a Fort Ramp Car Racing |
| Alaska Content and Performance Standards |
| Science |
| Grade: 1 - Adopted: 2006 |
| PERFORMANCE / CONTENT STANDARD | AK.A1. | Science as Inquiry and Process (SA1, SA2, SA3) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SA1.1. | The student develops an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating. ReadyRosie Nature Journaling |
| GRADE LEVEL EXPECTATION / STRAND | [3] SA1.2. | The student develops an understanding of the processes of science by observing and describing their world to answer simple questions. ReadyRosie Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.C1. | Concepts of Life Science (SC1, SC2, SC3) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SC3.1. | The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by identifying and sorting examples of living and non-living things in the local environment. (L) ReadyRosie Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.D1. | Concepts of Earth Science (SD1, SD2, SD3, SD4) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SD1.1. | The student demonstrates an understanding of geochemical cycles by recognizing that most rocks are composed of combinations of different substances. ReadyRosie I Found This |
| PERFORMANCE / CONTENT STANDARD | AK.SA. | Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SA1. | Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments. ReadyRosie Building a Fort Ramp Car Racing |
| GRADE LEVEL EXPECTATION / STRAND | SA2. | Develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review. ReadyRosie Building a Fort |
| PERFORMANCE / CONTENT STANDARD | AK.SC. | Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SC1. | Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution. ReadyRosie Family Sensory Walk |
| PERFORMANCE / CONTENT STANDARD | AK.SE. | Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SE2. | Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits. ReadyRosie Building a Fort Ramp Car Racing |
| Alaska Content and Performance Standards |
| Science |
| Grade: 2 - Adopted: 2006 |
| PERFORMANCE / CONTENT STANDARD | AK.A1. | Science as Inquiry and Process (SA1, SA2, SA3) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SA1.1. | The student develops an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating. ReadyRosie Nature Journaling |
| GRADE LEVEL EXPECTATION / STRAND | [3] SA1.2. | The student develops an understanding of the processes of science by observing and describing their world to answer simple questions. ReadyRosie Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.C1. | Concepts of Life Science (SC1, SC2, SC3) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SC3.1. | The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by identifying and sorting examples of living and non-living things in the local environment. (L) ReadyRosie Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.SA. | Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SA1. | Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments. ReadyRosie Building a Fort Ramp Car Racing |
| GRADE LEVEL EXPECTATION / STRAND | SA2. | Develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review. ReadyRosie Building a Fort |
| PERFORMANCE / CONTENT STANDARD | AK.SE. | Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SE2. | Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits. ReadyRosie Building a Fort Ramp Car Racing |
| Alaska Content and Performance Standards |
| Science |
| Grade: 3 - Adopted: 2006 |
| PERFORMANCE / CONTENT STANDARD | AK.A1. | Science as Inquiry and Process (SA1, SA2, SA3) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SA1.1. | The student develops an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating. ReadyRosie Nature Journaling |
| GRADE LEVEL EXPECTATION / STRAND | [3] SA1.2. | The student develops an understanding of the processes of science by observing and describing their world to answer simple questions. ReadyRosie Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.C1. | Concepts of Life Science (SC1, SC2, SC3) |
| GRADE LEVEL EXPECTATION / STRAND | [3] SC3.1. | The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by identifying and sorting examples of living and non-living things in the local environment. (L) ReadyRosie Nature Journaling |
| PERFORMANCE / CONTENT STANDARD | AK.SA. | Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SA1. | Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments. ReadyRosie Building a Fort Ramp Car Racing |
| GRADE LEVEL EXPECTATION / STRAND | SA2. | Develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review. ReadyRosie Building a Fort |
| PERFORMANCE / CONTENT STANDARD | AK.SE. | Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should: |
| GRADE LEVEL EXPECTATION / STRAND | SE2. | Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits. ReadyRosie Building a Fort Ramp Car Racing |