Arizona’s College and Career Ready Standards
| Main Criteria: Arizona's College and Career Ready Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subjects: Health and PE, Language Arts, Mathematics, Science | ||
| Grades: K, 1, 2, 3 | ||
| Correlation Options: Show Correlated | ||
| Arizona's College and Career Ready Standards |
| Health and PE |
| Grade: K - Adopted: 2009 |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S1. | Comprehension of Health Promotion and Disease Prevention Concepts: Every student will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S1C1: | Understand Relationship Between Health Behaviors and Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S1C1-01. | Identify that healthy behaviors affect personal health and overall well-being ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S2: | Analysis of Factors Affecting Health Behaviors: Every student will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S2C1: | External Influences on Personal Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S2C1-04. | Identify what the school can do to support personal health practices and behaviors ReadyRosie Super Kindness |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S3: | Access to Health Information, Products, and Services to Enhance Health: Every student will demonstrate the ability to access valid information, products, and services to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S3C1: | Knowledge of Sources of Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S3C1-01. | Identify trusted adults and professionals who can help promote health ReadyRosie All About My Family Family Poem |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S3: | Access to Health Information, Products, and Services to Enhance Health: Every student will demonstrate the ability to access valid information, products, and services to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S3C2: | Accessing Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S3C2-01. | Identify ways to locate school and community health helpers ReadyRosie Super Kindness |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S4: | Use of Interpersonal Communication Skills to Enhance Health: Every student will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S4C1: | Communication to Enhance Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S4C1-01. | Demonstrate healthy ways to express needs, wants, and feelings ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S4C1-02. | Demonstrate listening skills to enhance health ReadyRosie Conversation Starters Feelings Charades Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S5: | Use of Decision-Making Skills to Enhance Health: Every student will demonstrate the ability to use decision-making skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S5C2: | Application of Decision-Making Skills to Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S5C2-01. | Identify situations when a health-related decision is needed ReadyRosie Brushing Your Teeth |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S5C2-02. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed ReadyRosie Super Kindness |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S6: | Use of Goal-Setting Skills to Enhance Health: Every student will demonstrate the ability to use goal-setting skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S6C2: | Health-Related Goal Setting |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S6C2-01. | Identify a short-term personal health goal and take action toward achieving the goal ReadyRosie Setting Summer Learning Goals |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S7: | Ability to Practice Health-Enhancing Behaviors: Every student will demonstrate the ability to practice health - enhancing behaviors and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S7C2: | Healthy Practices and Behaviors |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S7C2-01. | Demonstrate healthy practices and behaviors to maintain or improve personal health ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S8: | Ability to Advocate for Health: Every student will demonstrate the ability to advocate for personal, family, and community health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S8C1: | Personal Advocacy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S8C1-01. | Make requests to promote personal health ReadyRosie Emotion Meter Scale Family Poem Feelings Charades School Routine Practice What Do I Like? |
| Grade: K - Adopted: 2015 |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E1. | Personal Responsibility: Equipment and Space (S4.E1.K‐2.a); Rules and Parameters (S4.E1.K‐2.b) |
| GRADE LEVEL EXPECTATION | S4.E1.K.1. | Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (K.a) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E1.1.3. | Follows the rules & parameters of the learning environment. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E1.2.5. | Accepts responsibilities by following the rules and parameters of the learning environment. (2.b) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E3. | Working with Others: Class Environments (S4.E3.K‐2.a); Diverse Populations (S4.E3.K‐2.b) |
| GRADE LEVEL EXPECTATION | S4.E3.K.1. | Shares equipment and space with others. ReadyRosie Favorite People Place Cards |
| GRADE LEVEL EXPECTATION | S4.E3.1.2. | Works independently with others in a variety of class environments (e.g., partners, small group & large groups). ReadyRosie Clap and Count Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E3.2.3. | Works independently with others in partner environments (2.a) ReadyRosie Clap and Count Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E3.2.4. | Actively participates with classmates without regard to personal differences. (2.b) ReadyRosie Clap and Count Favorite People Place Cards Super Kindness |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E4. | Rules and Fair Play |
| GRADE LEVEL EXPECTATION | S4.E4.K.1. | Recognizes the established protocols for class activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E4.1.2. | Exhibits the established protocols for class activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E4.2.3. | Recognizes the role of rules and fair play in teacher designed physical activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S5. | The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self‐Expression, and/or Social Interaction. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S5.E3. | Self‐Expression/Enjoyment |
| GRADE LEVEL EXPECTATION | S5.E3.1.3. | Describes positive feelings that result from participating in physical activities. (1.a) ReadyRosie Emotion Meter Scale |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S5. | The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self‐Expression, and/or Social Interaction. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S5.E4. | Social Interaction |
| GRADE LEVEL EXPECTATION | S5.E4.K-2.1. | Demonstrates socially acceptable conflict resolution skills. ReadyRosie How can I stop my kids from fighting? |
| Arizona's College and Career Ready Standards |
| Health and PE |
| Grade: 1 - Adopted: 2009 |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S1. | Comprehension of Health Promotion and Disease Prevention Concepts: Every student will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S1C1: | Understand Relationship Between Health Behaviors and Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S1C1-01. | Identify that healthy behaviors affect personal health and overall well-being ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S2: | Analysis of Factors Affecting Health Behaviors: Every student will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S2C1: | External Influences on Personal Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S2C1-01. | Identify how the family influences personal health practices and behaviors ReadyRosie Sharing Chores and Your Day |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S2C1-04. | Identify what the school can do to support personal health practices and behaviors ReadyRosie Super Kindness |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S3: | Access to Health Information, Products, and Services to Enhance Health: Every student will demonstrate the ability to access valid information, products, and services to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S3C1: | Knowledge of Sources of Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S3C1-01. | Identify trusted adults and professionals who can help promote health ReadyRosie All About My Family Family Poem |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S3: | Access to Health Information, Products, and Services to Enhance Health: Every student will demonstrate the ability to access valid information, products, and services to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S3C2: | Accessing Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S3C2-01. | Identify ways to locate school and community health helpers ReadyRosie Super Kindness |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S4: | Use of Interpersonal Communication Skills to Enhance Health: Every student will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S4C1: | Communication to Enhance Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S4C1-01. | Demonstrate healthy ways to express needs, wants, and feelings ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S4C1-02. | Demonstrate listening skills to enhance health ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Routine Strategy: Transition Timer Sharing Chores and Your Day Sink or Swim |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S5: | Use of Decision-Making Skills to Enhance Health: Every student will demonstrate the ability to use decision-making skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S5C2: | Application of Decision-Making Skills to Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S5C2-01. | Identify situations when a health-related decision is needed ReadyRosie Brushing Your Teeth |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S5C2-02. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed ReadyRosie Super Kindness |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S6: | Use of Goal-Setting Skills to Enhance Health: Every student will demonstrate the ability to use goal-setting skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S6C2: | Health-Related Goal Setting |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S6C2-01. | Identify a short-term personal health goal and take action toward achieving the goal ReadyRosie Setting Summer Learning Goals |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S7: | Ability to Practice Health-Enhancing Behaviors: Every student will demonstrate the ability to practice health - enhancing behaviors and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S7C2: | Healthy Practices and Behaviors |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S7C2-01. | Demonstrate healthy practices and behaviors to maintain or improve personal health ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S8: | Ability to Advocate for Health: Every student will demonstrate the ability to advocate for personal, family, and community health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S8C1: | Personal Advocacy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S8C1-01. | Make requests to promote personal health ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits School Routine Practice What Do I Like? What Do I See When I Hear...? What I Like About Me |
| Grade: 1 - Adopted: 2015 |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E1. | Personal Responsibility: Equipment and Space (S4.E1.K‐2.a); Rules and Parameters (S4.E1.K‐2.b) |
| GRADE LEVEL EXPECTATION | S4.E1.K.1. | Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (K.a) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E1.1.3. | Follows the rules & parameters of the learning environment. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E1.2.5. | Accepts responsibilities by following the rules and parameters of the learning environment. (2.b) ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E3. | Working with Others: Class Environments (S4.E3.K‐2.a); Diverse Populations (S4.E3.K‐2.b) |
| GRADE LEVEL EXPECTATION | S4.E3.1.2. | Works independently with others in a variety of class environments (e.g., partners, small group & large groups). ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E3.2.3. | Works independently with others in partner environments (2.a) ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E3.2.4. | Actively participates with classmates without regard to personal differences. (2.b) ReadyRosie Clap and Count Folding a Blanket Super Kindness |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E4. | Rules and Fair Play |
| GRADE LEVEL EXPECTATION | S4.E4.K.1. | Recognizes the established protocols for class activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E4.1.2. | Exhibits the established protocols for class activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| GRADE LEVEL EXPECTATION | S4.E4.2.3. | Recognizes the role of rules and fair play in teacher designed physical activities. ReadyRosie Conversation Starters Fishing for Tens How do I get my child to______? Red Light, Green Light Routine Strategy: Transition Timer Sink or Swim |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S5. | The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self‐Expression, and/or Social Interaction. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S5.E3. | Self‐Expression/Enjoyment |
| GRADE LEVEL EXPECTATION | S5.E3.1.3. | Describes positive feelings that result from participating in physical activities. (1.a) ReadyRosie Emotion Meter Scale |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S5. | The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self‐Expression, and/or Social Interaction. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S5.E4. | Social Interaction |
| GRADE LEVEL EXPECTATION | S5.E4.K-2.1. | Demonstrates socially acceptable conflict resolution skills. ReadyRosie How can I stop my kids from fighting? |
| Arizona's College and Career Ready Standards |
| Health and PE |
| Grade: 2 - Adopted: 2009 |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S1. | Comprehension of Health Promotion and Disease Prevention Concepts: Every student will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S1C1: | Understand Relationship Between Health Behaviors and Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S1C1-01. | Identify that healthy behaviors affect personal health and overall well-being ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S2: | Analysis of Factors Affecting Health Behaviors: Every student will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S2C1: | External Influences on Personal Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S2C1-04. | Identify what the school can do to support personal health practices and behaviors ReadyRosie Super Kindness Who Are Your Heroes? |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S3: | Access to Health Information, Products, and Services to Enhance Health: Every student will demonstrate the ability to access valid information, products, and services to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S3C1: | Knowledge of Sources of Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S3C1-01. | Identify trusted adults and professionals who can help promote health ReadyRosie Family Poem This Is Important Who Are Your Heroes? |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S3: | Access to Health Information, Products, and Services to Enhance Health: Every student will demonstrate the ability to access valid information, products, and services to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S3C2: | Accessing Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S3C2-01. | Identify ways to locate school and community health helpers ReadyRosie Super Kindness Who Are Your Heroes? |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S4: | Use of Interpersonal Communication Skills to Enhance Health: Every student will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S4C1: | Communication to Enhance Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S4C1-01. | Demonstrate healthy ways to express needs, wants, and feelings ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S4C1-02. | Demonstrate listening skills to enhance health ReadyRosie Conversation Starters Feelings Charades I Love My Family Because... Kitchen Conversations Routine Strategy: Transition Timer Sharing Chores and Your Day |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S5: | Use of Decision-Making Skills to Enhance Health: Every student will demonstrate the ability to use decision-making skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S5C2: | Application of Decision-Making Skills to Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S5C2-01. | Identify situations when a health-related decision is needed ReadyRosie Brushing Your Teeth |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S5C2-02. | Differentiate between situations when a health-related decision can be made individually or when assistance is needed ReadyRosie Fair Share Super Kindness |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S6: | Use of Goal-Setting Skills to Enhance Health: Every student will demonstrate the ability to use goal-setting skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S6C2: | Health-Related Goal Setting |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S6C2-01. | Identify a short-term personal health goal and take action toward achieving the goal ReadyRosie Setting Summer Learning Goals |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S7: | Ability to Practice Health-Enhancing Behaviors: Every student will demonstrate the ability to practice health - enhancing behaviors and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S7C2: | Healthy Practices and Behaviors |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S7C2-01. | Demonstrate healthy practices and behaviors to maintain or improve personal health ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE00-02-S8: | Ability to Advocate for Health: Every student will demonstrate the ability to advocate for personal, family, and community health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE00-02-S8C1: | Personal Advocacy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE00-02-S8C1-01. | Make requests to promote personal health ReadyRosie Emotion Meter Scale Family Poem Feelings Charades I Love My Family Because... Inside Outside Traits This Is Important What Do I See When I Hear...? What I Like About Me Who Are Your Heroes? |
| Grade: 2 - Adopted: 2015 |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E1. | Personal Responsibility: Equipment and Space (S4.E1.K‐2.a); Rules and Parameters (S4.E1.K‐2.b) |
| GRADE LEVEL EXPECTATION | S4.E1.K.1. | Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (K.a) ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War This Is Important |
| GRADE LEVEL EXPECTATION | S4.E1.K.2. | Acknowledges responsibility for behavior when prompted. (K.b) ReadyRosie This Is Important |
| GRADE LEVEL EXPECTATION | S4.E1.1.3. | Follows the rules & parameters of the learning environment. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| GRADE LEVEL EXPECTATION | S4.E1.2.4. | Accepts personal responsibility by using equipment and space appropriately with minimal teacher prompting. (2.a) ReadyRosie This Is Important |
| GRADE LEVEL EXPECTATION | S4.E1.2.5. | Accepts responsibilities by following the rules and parameters of the learning environment. (2.b) ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E3. | Working with Others: Class Environments (S4.E3.K‐2.a); Diverse Populations (S4.E3.K‐2.b) |
| GRADE LEVEL EXPECTATION | S4.E3.K.1. | Shares equipment and space with others. ReadyRosie This Is Important |
| GRADE LEVEL EXPECTATION | S4.E3.1.2. | Works independently with others in a variety of class environments (e.g., partners, small group & large groups). ReadyRosie Fair Share Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E3.2.3. | Works independently with others in partner environments (2.a) ReadyRosie Fair Share Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E3.2.4. | Actively participates with classmates without regard to personal differences. (2.b) ReadyRosie Fair Share Super Kindness |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E4. | Rules and Fair Play |
| GRADE LEVEL EXPECTATION | S4.E4.K.1. | Recognizes the established protocols for class activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| GRADE LEVEL EXPECTATION | S4.E4.1.2. | Exhibits the established protocols for class activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| GRADE LEVEL EXPECTATION | S4.E4.2.3. | Recognizes the role of rules and fair play in teacher designed physical activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer Subtraction War |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S5. | The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self‐Expression, and/or Social Interaction. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S5.E3. | Self‐Expression/Enjoyment |
| GRADE LEVEL EXPECTATION | S5.E3.1.3. | Describes positive feelings that result from participating in physical activities. (1.a) ReadyRosie Emotion Meter Scale |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S5. | The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self‐Expression, and/or Social Interaction. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S5.E4. | Social Interaction |
| GRADE LEVEL EXPECTATION | S5.E4.K-2.1. | Demonstrates socially acceptable conflict resolution skills. ReadyRosie How can I stop my kids from fighting? |
| Arizona's College and Career Ready Standards |
| Health and PE |
| Grade: 3 - Adopted: 2009 |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE03-05-S1. | Comprehension of Health Promotion and Disease Prevention Concepts: Every student will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE03-05-S1C1: | Understand Relationship Between Health Behaviors and Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S1C1-01. | Describe the relationship between healthy behaviors and personal health ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE03-05-S1. | Comprehension of Health Promotion and Disease Prevention Concepts: Every student will comprehend concepts related to health promotion and disease prevention to enhance health. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE03-05-S1C2: | Understanding Multiple Dimensions of Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S1C2-01. | Identify examples of emotional, intellectual, physical, and social health ReadyRosie Emotion Meter Scale Feelings Charades I Love My Family Because... |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE03-05-S2: | Analysis of Factors Affecting Health Behaviors: Every student will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE03-05-S2C1: | External Influences on Personal Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S2C1-04. | Describe how the school and community can support personal health practices and behaviors ReadyRosie Super Kindness Who Are Your Heroes? |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE03-05-S3: | Access to Health Information, Products, and Services to Enhance Health: Every student will demonstrate the ability to access valid information, products, and services to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE03-05-S3C2: | Accessing Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S3C2-01. | Locate resources from home, school, and community that provide valid health information ReadyRosie Family Poem I Love My Family Because... Super Kindness Who Are Your Heroes? |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE03-05-S4: | Use of Interpersonal Communication Skills to Enhance Health: Every student will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE03-05-S4C1: | Communication to Enhance Help |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S4C1-01. | Demonstrate effective verbal and nonverbal communication skills to enhance health ReadyRosie Sharing Chores and Your Day |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE03-05-S4: | Use of Interpersonal Communication Skills to Enhance Health: Every student will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE03-05-S4C2: | Self Protection and Dealing with Conflict |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S4C2-01. | Demonstrate nonviolent strategies to manage or resolve conflict ReadyRosie How can I stop my kids from fighting? Problem Solving Tool: Rock, Paper, Scissors |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE03-05-S5: | Use of Decision-Making Skills to Enhance Health: Every student will demonstrate the ability to use decision-making skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE03-05-S5C2: | Application of Decision-Making Skills to Health |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S5C2-01. | Identify health-related situations that might require a thoughtful decision ReadyRosie Brushing Your Teeth |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S5C2-02. | Analyze when assistance is needed when making a health- related decision ReadyRosie Brushing Your Teeth |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S5C2-03. | List healthy options to health-related issues or problems ReadyRosie Brushing Your Teeth |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S5C2-04. | Predict the potential outcomes of each option when making a health-related decision ReadyRosie Brushing Your Teeth |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S5C2-05. | Choose a healthy option when making a decision ReadyRosie Brushing Your Teeth |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S5C2-06. | Describe the outcomes of a health-related decision ReadyRosie Brushing Your Teeth |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE03-05-S6: | Use of Goal-Setting Skills to Enhance Health: Every student will demonstrate the ability to use goal-setting skills to enhance health |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE03-05-S6C2: | Health-Related Goal Setting |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S6C2-01. | Set a personal health goal and track progress toward its achievement ReadyRosie Setting Summer Learning Goals |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S6C2-02. | Identify resources to assist in achieving a personal health goal ReadyRosie Setting Summer Learning Goals |
| STRAND | AZ.HE. | Health Education |
| CONCEPT / STANDARD | HE03-05-S7: | Ability to Practice Health-Enhancing Behaviors: Every student will demonstrate the ability to practice health - enhancing behaviors and avoid or reduce health risks |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | HE03-05-S7C2: | Healthy Practices and Behaviors |
| OBJECTIVE / GRADE LEVEL EXPECTATION | HE03-05-S7C2-01. | Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health ReadyRosie Brushing Your Teeth |
| Grade: 3 - Adopted: 2015 |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E1. | Personal Responsibility |
| GRADE LEVEL EXPECTATION | S4.E1.3.1. | Exhibits personal responsibility in teacher‐directed activities. ReadyRosie This Is Important |
| GRADE LEVEL EXPECTATION | S4.E1.4.2. | Exhibits responsible behavior in independent group situations. ReadyRosie This Is Important |
| GRADE LEVEL EXPECTATION | S4.E1.5.3. | Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee). ReadyRosie This Is Important |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E3. | Working with Others: Praises Others (S4.E3.3‐5.a); Accepts Others (S4.E3.3‐5.b) |
| GRADE LEVEL EXPECTATION | S4.E3.3.1. | Works cooperatively with others. (3.a) ReadyRosie Fair Share Super Kindness |
| GRADE LEVEL EXPECTATION | S4.E3.3.2. | Praises others for their success in movement performance. (3.b) ReadyRosie Conversation Starters I Love My Family Because... |
| GRADE LEVEL EXPECTATION | S4.E3.4.3. | Praises the movement performance of others both more and less‐skilled. (4.a) ReadyRosie Conversation Starters I Love My Family Because... |
| GRADE LEVEL EXPECTATION | S4.E3.5.5. | Praises the movement performance of others both more and less-skilled. (5.a) ReadyRosie Conversation Starters I Love My Family Because... |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S4. | The physically literate individual exhibits responsible personal and social behavior that respects self and others. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Exhibits Responsible Personal and Social Behavior that Respects Self and Others. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S4.E4. | Rules and Fair Play |
| GRADE LEVEL EXPECTATION | S4.E4.3.1. | Recognizes the role of rules and etiquette in physical activity with peers. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer This Is Important |
| GRADE LEVEL EXPECTATION | S4.E4.4.2. | Exhibits etiquette and adherence to rules in a variety of physical activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer This Is Important |
| GRADE LEVEL EXPECTATION | S4.E4.5.3. | Assesses adherence to rules, etiquette, and fair play of various games and activities. ReadyRosie Conversation Starters How do I get my child to______? Routine Strategy: Transition Timer This Is Important |
| STRAND | AZ.PE. | Physical Education |
| CONCEPT / STANDARD | PE.S5. | The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self‐Expression, and/or Social Interaction. | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | S5.E4. | Social Interaction |
| GRADE LEVEL EXPECTATION | S5.E4.5.3. | Analyzes the positive impact of verbal and non‐verbal encouragement in physical activity. ReadyRosie Conversation Starters I Love My Family Because... |
| Arizona's College and Career Ready Standards |
| Language Arts |
| Grade: K - Adopted: 2016 |
| STRAND | AZ.K.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Key Ideas and Details | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RL.1. | With prompting and support, ask and answer questions about key details in a 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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RL.2. | With prompting and support, retell familiar stories, including key details. ReadyRosie Retelling the Story Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RL.3. | With prompting and support, identify characters, settings, and major events in a story. ReadyRosie Feelings Charades Making Connections Reading Strategy: Reading and Making Connections Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND | AZ.K.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Craft and Structure | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RL.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RL.5. | Recognize common types of texts (e.g., storybooks, poems); identify the front cover, back cover, and title of a book. ReadyRosie What Do I Like? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RL.6. | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. ReadyRosie Isn't That Bold? Storytelling with a Picture Book |
| STRAND | AZ.K.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RL.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). ReadyRosie Isn't That Bold? Reading Strategies: Look at the Picture Retelling the Story Wordless Picture Books |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RL.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 |
| STRAND | AZ.K.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RL.10. | With prompting and support, actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| STRAND | AZ.K.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Key Ideas and Details | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RI.1. | With prompting and support, ask and answer questions about key details in a text. ReadyRosie What's Cool About Nonfiction? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RI.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? |
| STRAND | AZ.K.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Craft and Structure | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RI.4. | With prompting and support, ask and answer questions about unknown words in a text. ReadyRosie Share Your Knowledge |
| STRAND | AZ.K.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RI.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? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RI.8. | With prompting and support, identify the reasons an author gives to support points in a text. ReadyRosie Book Cover Conversations Is It Real? What's Cool About Nonfiction? Who Am I? |
| STRAND | AZ.K.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RI.10. | With prompting and support, actively engage in group reading activities with purpose and understanding. ReadyRosie I Read to You, You Read to Me Making Connections Pattern Books Storytelling with a Picture Book |
| STRAND | AZ.K.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Print Concepts | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RF.1. | Demonstrate understanding of the organization and basic features of print. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.1.a. | Follow words from left to right, top to bottom, and page by page. ReadyRosie Environmental Print Reading Strategy: Using Your Reading Finger |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.1.c. | Identify that a sentence is made up of a group of words. ReadyRosie Reading Strategy: Using Your Reading Finger |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.1.e. | Understand that words are separated by spaces in print. ReadyRosie Reading Strategy: Using Your Reading Finger |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.1.f. | 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 |
| STRAND | AZ.K.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Phonological Awareness | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RF.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.2.a. | Identify and produce sounds (phonemes) in a spoken word. ReadyRosie Silly Song Singing Singing Together Super Hero Names |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.2.b. | Recognize and produce rhyming words. ReadyRosie Name Rhymes Nursery Rhymes Reading Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.2.c. | Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/). ReadyRosie Reading Strategy: Chunk the Word |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.2.d. | Isolate and pronounce the initial, medial vowel (long and short vowels), and final sounds (phonemes) in three-phoneme words. (*This does not include CVCs (Consonant-Vowel-Consonant) ending with /l/, /r/, or /x/.) ReadyRosie Favorite People Place Cards |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.2.e. | Add, substitute, and delete individual phonemes in simple, one-syllable words to make new words. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| STRAND | AZ.K.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Phonics and Word Recognition | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RF.3. | Know and apply phonics and word analysis skills in decoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.3.a. | Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels. 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! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.3.c. | Read 50 common high-frequency words by sight from a research-based word list. ReadyRosie Fishing for Words My Words, Your Words Where's That Word? You Know It! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.RF.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! |
| STRAND | AZ.K.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Fluency | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.RF.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? |
| STRAND | AZ.K.W. | Writing Standards |
| CONCEPT / STANDARD | Text Types and Purposes | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.W.1. | With guidance and support from adults, use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). ReadyRosie Captioning Your Childhood My First Journal Tips for helping your child love reading |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.W.2. | With guidance and support from adults, 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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.W.3. | With guidance and support from adults, use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. ReadyRosie A Memorable Story Captioning Your Childhood Labeling Your Story My Family Journal My First Journal Sharing Chores and Your Day Storytelling Together Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Me a Story |
| STRAND | AZ.K.W. | Writing Standards |
| CONCEPT / STANDARD | Production and Distribution of Writing | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.W.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 Make a Card Make a List Make an Invitation Math Journal Walk My Family Journal My First Journal Nature Journaling Sharing Chores and Your Day Write About a Family Tradition |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.W.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 |
| STRAND | AZ.K.W. | Writing Standards |
| CONCEPT / STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.W.7. | With guidance and support from adults, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). ReadyRosie Color Poem Create a Crazy Character Family Adventure List I Want to Know About Make a Card Nature Journaling Write Me a Story |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.W.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 |
| STRAND | AZ.K.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Sound-letter basics and Handwriting | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.WF.1. | Demonstrate and apply handwriting skills. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.WF.1.a. | Match upper and lower case manuscript letters. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.WF.1.b. | Write upper and lower manuscript letters, with reference to a model. ReadyRosie Captioning Your Childhood Favorite People Place Cards Letters on My Back Make an Invitation Write Your Name |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.WF.1.c. | Write left to right using appropriate spacing between words. ReadyRosie Make an Invitation |
| STRAND | AZ.K.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Sound-letter basics and Handwriting | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.WF.2. | Demonstrate and apply sound-letter concepts. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.WF.2.a. | Segment all the phonemes in two and three-phoneme syllables and represent those phonemes with letters. ReadyRosie Name Rhymes Silly Song Singing Stinkle, Stinkle, Stittle Star Super Hero Names |
| STRAND | AZ.K.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.WF.3. | Know and apply phonics and word analysis skills when encoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.WF.3.a. | Represent phonemes in simple words, using letter-sound relationships. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.WF.3.b. | Write or select an initial or final consonant when a medial vowel is provided. ReadyRosie Family Alliteration Name Game Stinkle, Stinkle, Stittle Star Super Hero Names |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.WF.3.c. | Spell VC (Vowel-Consonant) (e.g., at, in) and CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words with short vowel sounds. ReadyRosie All About My Family Favorite People Place Cards I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.WF.3.d. | Accurately write grade-level appropriate words, as found in a research-based word list. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.WF.3.e. | Attempt phonetic spelling of unknown words. ReadyRosie All About My Family I Found This Make a Card Make a List Make an Invitation Word Man Write a Letter |
| STRAND | AZ.K.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Comprehension and Collaboration | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.SL.1. | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.SL.1.a. | Follow agreed‐upon rules for discussions (e.g., listening to others, 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.SL.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? |
| STRAND | AZ.K.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Comprehension and Collaboration | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.SL.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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.SL.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? |
| STRAND | AZ.K.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.SL.4. | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 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 OBJECTIVE / PROFICIENCY LEVEL | K.SL.5. | Add drawings or other visual displays to descriptions as desired to provide additional detail. 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 OBJECTIVE / PROFICIENCY LEVEL | K.SL.6. | Speak audibly and express thoughts, feelings, and ideas clearly. ReadyRosie Conversation Starters Here Are the Facts I Know All About Sharing Chores and Your Day Simon Says Where Would You Go? Who Am I? |
| STRAND | AZ.K.L. | Language Standards |
| CONCEPT / STANDARD | Conventions of Standard English | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.L.1. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.L.1.a. | Use frequently occurring nouns and verbs. ReadyRosie All About My Family |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.L.1.c. | 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.L.1.e. | Produce and expand complete sentences in shared language activities. ReadyRosie Captioning Your Childhood Make a Card |
| STRAND | AZ.K.L. | Language Standards |
| CONCEPT / STANDARD | Conventions of Standard English | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.L.2. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.L.2.a. | Capitalize the first word in a sentence and the pronoun I. ReadyRosie Make an Invitation |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.L.2.b. | Recognize and name end punctuation. ReadyRosie Isn't That Bold? |
| STRAND | AZ.K.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.L.5. | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.L.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.L.5.b. | Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms. ReadyRosie Speedy Synonyms |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.L.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 |
| STRAND | AZ.K.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.L.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 |
| Arizona's College and Career Ready Standards |
| Language Arts |
| Grade: 1 - Adopted: 2016 |
| STRAND | AZ.1.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Key Ideas and Details | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RL.1. | Ask and answer questions such as who, what, where, why, when, and how about key details in a text. ReadyRosie Chapter Books Funny Pictures Preview & Predict Read a Little, Think a Little Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RL.2. | Retell stories, including key details, and demonstrate understanding of their main idea, central message, or lesson. ReadyRosie Chapter Books Funny Pictures Retelling the Fable Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RL.3. | Describe characters, settings, and major events in a story, using key details. ReadyRosie Chapter Books Character Connection Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| STRAND | AZ.1.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Craft and Structure | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RL.4. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ReadyRosie Let's Look Closer Poetry Routine Read a Little, Think a Little Seeing the Story What Do I Like? What Do I See When I Hear...? What Was That For? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RL.5. | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. ReadyRosie Chapter Books What Do I Like? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RL.6. | Identify who is telling the story at various points in a text. ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND | AZ.1.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RL.7. | Use illustrations and details in a story to describe its characters, setting, or events. ReadyRosie Chapter Books Character Connection Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Reading Strategies: Look at the Picture Reading Strategy: Reading and Making Connections Story Train Storytelling with a Picture Book What Do I Like? What Makes a Good Storyteller |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RL.9. | Compare and contrast the adventures and experiences of characters in stories. ReadyRosie Storytelling with a Picture Book What Makes a Good Storyteller |
| STRAND | AZ.1.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RL.10. | With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1. ReadyRosie Poetry Routine Reading Strategy: Model Expressive Reading What Do I Like? |
| STRAND | AZ.1.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Key Ideas and Details | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RI.1. | Ask and answer questions such as who, what, where, why, and how about key details in a text. ReadyRosie How To What Do You Want to Know? What's Cool About Nonfiction? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RI.2. | Identify the main topic and retell key details of a text. ReadyRosie How To Is It Real? What Do You Want to Know? What's Cool About Nonfiction? |
| STRAND | AZ.1.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Craft and Structure | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RI.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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RI.5. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ReadyRosie Getting Into Information How To |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RI.6. | Distinguish between information provided by pictures or other illustrations 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? |
| STRAND | AZ.1.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RI.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? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RI.8. | Identify the reasons an author gives to support points in a text. ReadyRosie How To Is It Real? What's Cool About Nonfiction? |
| STRAND | AZ.1.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RI.10. | With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1. ReadyRosie I Want to Know About I Went to the Zoo and Saw |
| STRAND | AZ.1.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Print Concepts | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RF.1. | Demonstrate understanding of the organization and basic features of print. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.1.a. | Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation). ReadyRosie Reading Strategies: Punctuation Expression |
| STRAND | AZ.1.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Phonological Awareness | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RF.2. | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.2.d. | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. ReadyRosie Begin with the End Family Alliteration Name Game |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.2.f. | Orally generate a series of rhyming words using a variety of phonograms (e.g., -ed, -ake, -ant, ain) and consonant blends (e.g., /bl/, /st/, /tr/). ReadyRosie Bag of Rhymes Name Rhymes Nursery Rhymes Reading Rhymes Rhyming Hand Game Silly Song Singing |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.2.g. | Manipulate phonemes (add, substitute, and delete individual phonemes) in words to make new words. ReadyRosie Name Rhymes Silly Song Singing |
| STRAND | AZ.1.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Phonics and Word Recognition | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RF.3. | Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.3.a. | Know the spelling‐sound correspondences for common consonant digraphs. ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.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! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.3.c. | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. ReadyRosie Rhyming Hand Game |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.3.d. | Recognize and apply all six syllable types when decoding grade level texts. ReadyRosie Little Words Inside Bigger Words Looking for Chunks Reading Strategy: Cover the Suffix Rhyming Hand Game |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.3.f. | 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! |
| STRAND | AZ.1.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Fluency | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.RF.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 |
| STRAND | AZ.1.W. | Writing Standards |
| CONCEPT / STANDARD | Text Types and Purposes | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.W.1. | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. ReadyRosie Captioning Your Childhood My First Journal |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.W.2. | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ReadyRosie All About My Family Captioning Your Childhood Family Adventure List I Found This I Love My Family Because... I'd Really Like I'm An Expert Make a Card Make an Invitation Nature Journaling Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.W.3. | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ReadyRosie Captioning Your Childhood Funny Pictures Labeling Your Story Magical Creature Writing My First Journal 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 Write a Favorite Family Recipe |
| STRAND | AZ.1.W. | Writing Standards |
| CONCEPT / STANDARD | Production and Distribution of Writing | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.W.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 Funny Pictures I'd Really Like Magical Creature Writing Make a Card Make a List Make an Invitation Math Journal Walk My First Journal Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition Write to the Tooth Fairy |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.W.5. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ReadyRosie All About My Family Bake Sale/Lemonade Stand Captioning Your Childhood Color Poem Create a Crazy Character Family Adventure List Funny Pictures I'd Really Like Labeling Your Story Magical Creature Writing Make a Card Make a List Math Journal Walk Nature Journaling Story Train Tell Me How Write About a Family Tradition Write a Favorite Family Recipe |
| STRAND | AZ.1.W. | Writing Standards |
| CONCEPT / STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.W.7. | With guidance and support from adults, 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). ReadyRosie Bake Sale/Lemonade Stand Color Poem Create a Crazy Character Family Adventure List I'd Really Like Make a Card Nature Journaling |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.W.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 |
| STRAND | AZ.1.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Sound-letter basics and Handwriting | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.WF.1. | Demonstrate and apply handwriting skills. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.WF.1.a. | Write upper and lower case manuscript alphabet from memory using correct letter formation. ReadyRosie Captioning Your Childhood Letters on My Back Make an Invitation Write Your Name |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.WF.1.b. | Write the common grapheme (letter or letter group) for each phoneme. ReadyRosie Alphabet Dice Game Letters on My Back Matching Letters to Favorite Things Race to the Letter Sound Reading Strategies: Look at the Picture |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.WF.1.c. | Write with appropriate spacing between letters and words. ReadyRosie Make an Invitation Picture Talk |
| STRAND | AZ.1.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Sound-letter basics and Handwriting | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.WF.2. | Demonstrate and apply sound-letter concepts when writing. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.WF.2.a. | Orally segment the phonemes in any single-syllable, spoken word. ReadyRosie Rhyming Hand Game |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.WF.2.b. | Demonstrate and understand that each syllable is organized around a vowel sound. ReadyRosie Rhyming Hand Game |
| STRAND | AZ.1.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.WF.3. | Know and apply phonics and word analysis skills when encoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.WF.3.a. | Spell common, regular, single-syllable words using: |
| GRADE LEVEL EXPECTATION | 1.WF.3.a.1. | Short vowels and single consonants. 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 |
| GRADE LEVEL EXPECTATION | 1.WF.3.a.2. | Consonant graphemes including qu, x, and -ck; digraphs (e.g., thin, shop, when, much, sing); and doubled letters (e.g., off, will, mess). ReadyRosie Looking for Chunks Word Man |
| GRADE LEVEL EXPECTATION | 1.WF.3.a.3. | Initial and final consonant blends (e.g., must, slab, plump). ReadyRosie Looking for Chunks Reading Strategy: Chunk the Word Word Man |
| STRAND | AZ.1.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.WF.3. | Know and apply phonics and word analysis skills when encoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.WF.3.b. | With prompting and support, spell on-level words with inflectional endings: |
| GRADE LEVEL EXPECTATION | 1.WF.3.b.2. | Nouns with -s, -es, and no change to the base word (e.g., rugs, kisses). ReadyRosie Noun Charades Picture Talk |
| GRADE LEVEL EXPECTATION | 1.WF.3.b.3. | Adjectives with -er, -est, and no change to the base word (e.g. slower, slowest). ReadyRosie Make a Card Picture Talk |
| STRAND | AZ.1.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.WF.3. | Know and apply phonics and word analysis skills when encoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.WF.3.d. | Spell grade-level appropriate words in English as found in a research-based list, including: |
| GRADE LEVEL EXPECTATION | 1.WF.3.d.1. | Irregular words (e.g., said, what, are, they, was). ReadyRosie Change One Letter Magical Creature Writing Make a Card Race You To the Top Thinking About Word Chunks Word Challenge Word Man Write a Letter |
| STRAND | AZ.1.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.WF.3. | Know and apply phonics and word analysis skills when encoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.WF.3.e. | Spell unfamiliar words phonetically, applying 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 |
| STRAND | AZ.1.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Comprehension and Collaboration | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.SL.1. | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.SL.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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.SL.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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.SL.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? |
| STRAND | AZ.1.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Comprehension and Collaboration | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.SL.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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.SL.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? |
| STRAND | AZ.1.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.SL.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? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.SL.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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.SL.6. | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) ReadyRosie Guess Who Sharing Chores and Your Day Simon Says What I Like About Me Who's Coming to Dinner? |
| STRAND | AZ.1.L. | Language Standards |
| CONCEPT / STANDARD | Conventions of Standard English | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.L.1. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.1.a. | Use common, proper, and possessive nouns. ReadyRosie All About My Family Noun Charades Picture Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.1.b. | 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.1.c. | Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). ReadyRosie Picture Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.1.d. | 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.1.e. | Use frequently occurring adjectives. ReadyRosie Make a Card Picture Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.1.h. | Use frequently occurring prepositions (e.g., during, beyond, toward). ReadyRosie Picture Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.1.i. | Produce and expand complete simple and compound sentences. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.1.j. | In response to prompts, distinguish between and identify declarative, interrogative, imperative, and exclamatory sentences. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card Picture Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.1.k. | Write multiple sentences in an order that supports a main idea or story. ReadyRosie Captioning Your Childhood Magical Creature Writing Make a Card |
| STRAND | AZ.1.L. | Language Standards |
| CONCEPT / STANDARD | Conventions of Standard English | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.L.2. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.2.a. | Capitalize dates and names of people. ReadyRosie Make a Card Make an Invitation Write a Letter |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.2.b. | Use end punctuation for sentences. ReadyRosie Magical Creature Writing Write a Letter |
| STRAND | AZ.1.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.L.4. | With guidance and support from adults, 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. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.4.a. | Use frequently occurring affixes as a clue to the meaning of a word. ReadyRosie Reading Strategy: Cover the Suffix |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.4.c. | 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 |
| STRAND | AZ.1.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.L.5. | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.5.c. | Identify real‐life connections between words and their use (e.g., note places at home that are cozy). ReadyRosie Million Dollar Words |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L.5.d. | With prompting and support, identify synonyms and antonyms and distinguish shades of meaning among verbs differing in manner (e.g. look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (eg. large, gigantic) by defining or choosing them or by acting out the meanings. ReadyRosie Million Dollar Words Nursery Rhymes |
| STRAND | AZ.1.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.L.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 |
| Arizona's College and Career Ready Standards |
| Language Arts |
| Grade: 2 - Adopted: 2016 |
| STRAND | AZ.2.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Key Ideas and Details | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RL.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie 20 Questions Can You See It? Chapter Books Pow Wow Crunch Read a Little, Think a Little Reading is Thinking What Makes a Good Storyteller |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RL.3. | Describe how characters in a story respond to major events and challenges. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Feelings Charades Funny Pictures Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| STRAND | AZ.2.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Craft and Structure | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RL.4. | Describe how words and phrases supply rhythm (e.g., regular beats, alliteration, rhymes, repeated lines) and meaning in a story, poem, or song. ReadyRosie Car Tongue Twisters Color Poem Free Verse Family Rap My Turn, Your Turn Poetry Poetry Song Lyrics Tongue Twister Time |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RL.5. | Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. ReadyRosie Summarizing the Story |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RL.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 |
| STRAND | AZ.2.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RL.7. | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ReadyRosie Can You See It? Chapter Books Character Chat Character Comparison Favorite Illustrators Feelings Charades Funny Pictures Inside Outside Traits Pow Wow Crunch Reading Strategy: Reading and Making Connections Story Train Summarizing the Story What Makes a Good Storyteller |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RL.9. | Compare and contrast the characters and settings from two or more versions of the same story by different authors or from different cultures. ReadyRosie What Makes a Good Storyteller |
| STRAND | AZ.2.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RL.10. | By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 2. 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 |
| STRAND | AZ.2.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Key Ideas and Details | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RI.1. | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ReadyRosie How To Reading Recipes That's So Cool What Do You Wonder? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RI.2. | Identify and explain the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. ReadyRosie How To That's So Cool |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RI.3. | With prompting and support, 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? |
| STRAND | AZ.2.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Craft and Structure | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RI.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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RI.5. | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, 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? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RI.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? |
| STRAND | AZ.2.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RI.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 OBJECTIVE / PROFICIENCY LEVEL | 2.RI.8. | Describe how reasons support specific points the author makes in a text. ReadyRosie How To |
| STRAND | AZ.2.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RI.10. | By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two. ReadyRosie Books on the Go Daily Reading Routines Five Finger Rule I Want to Know About I Went to the Zoo and Saw Random, Bizarre Facts Reading Strategies: Punctuation Expression Reading Strategy: Give the Word That's So Cool What Do You Wonder? |
| STRAND | AZ.2.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Phonics and Word Recognition | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RF.3. | Know and apply grade-level phonics and word analysis skills in decoding one-syllable or two-syllable words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.RF.3.b. | Know spelling‐sound correspondences for additional common vowel teams. ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.RF.3.c. | Identify and apply all six syllable types to decode appropriate grade-level text. ReadyRosie Little Words Inside Bigger Words Reading Strategy: Cover the Suffix Rhyming Hand Game |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.RF.3.d. | Decode words with common prefixes and suffixes. ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.RF.3.e. | Identify words with inconsistent but common spelling‐sound correspondences. ReadyRosie Reading Strategy: Give the Word Thinking About Word Chunks |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.RF.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 |
| STRAND | AZ.2.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Fluency | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.RF.4. | Read with sufficient accuracy and fluency to support comprehension. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.RF.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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.RF.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.RF.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 |
| STRAND | AZ.2.W. | Writing Standards |
| CONCEPT / STANDARD | Text Types and Purposes | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.W.1. | Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.W.2. | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ReadyRosie Color Poem Free Verse Create a Song I'd Really Like Make a Neighborhood Map Nature Journaling Tell Me How This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.W.3. | Write narratives in which they recount a well‐elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order and provide a sense of closure. ReadyRosie Family Journaling Funny Pictures Magical Creature Writing My Family Comic Strip Story Train Write Around |
| STRAND | AZ.2.W. | Writing Standards |
| CONCEPT / STANDARD | Production and Distribution of Writing | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.W.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 Funny Pictures I'd Really Like Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition Write to the Tooth Fairy |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.W.5. | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ReadyRosie Color Poem Free Verse Create a Song Family Journaling I'd Really Like Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Take a Stand Tell Me How This Is Important Who Are Your Heroes? Write About a Family Tradition |
| STRAND | AZ.2.W. | Writing Standards |
| CONCEPT / STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.W.7. | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). ReadyRosie Color Poem Family Adventure List I Want to Know About I'd Really Like Make a Neighborhood Map Nature Journaling This Is Important |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.W.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? |
| STRAND | AZ.2.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Sound-letter basics and Handwriting | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.WF.2. | Demonstrate and apply sound-letter concepts. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.WF.2.a. | Write the most common graphemes (letters or letter groups) for each phoneme. For example: |
| GRADE LEVEL EXPECTATION | 2.WF.2.a.1. | Consonants: /s/= s, ss, ce, ci, cy; /f/= f, ff, ph; /k/= c, k, ck ReadyRosie Reading Strategy: Chunk the Word |
| GRADE LEVEL EXPECTATION | 2.WF.2.a.2. | Vowels: /o/= o, o_e, oa, ow (long o); /a/= a, a_e, ai, ay, eigh (long a) ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| STRAND | AZ.2.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.WF.3. | Know and apply phonics and word analysis skills when encoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.WF.3.a. | Spell on-level, regular, single-syllable words that include: |
| GRADE LEVEL EXPECTATION | 2.WF.3.a.4. | Vowel-r combinations (e.g., turn, star, third, four, for). ReadyRosie Shopping for Syllables |
| GRADE LEVEL EXPECTATION | 2.WF.3.a.7. | Plurals and possessives (e.g., its, it's). ReadyRosie Noun Charades Picture Talk |
| STRAND | AZ.2.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.WF.3. | Know and apply phonics and word analysis skills when encoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.WF.3.b. | With prompting and support, spell two- and three-syllable words that: |
| GRADE LEVEL EXPECTATION | 2.WF.3.b.1. | Combine closed, open, vowel teams, vowel-r, and CVe (Consonant-Vowel-silent e) syllables (e.g., compete, robot, violet, understand). ReadyRosie Shopping for Syllables Thinking About Word Chunks |
| GRADE LEVEL EXPECTATION | 2.WF.3.b.2. | Include familiar compound words (e.g., houseboat, yellowtail). ReadyRosie Playground Compounds |
| GRADE LEVEL EXPECTATION | 2.WF.3.b.3. | Include the most common prefixes and derivational suffixes (e.g., un-, re-, en-, -ful, -ment, -less). ReadyRosie Reading Strategy: Cover the Suffix Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| STRAND | AZ.2.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.WF.3. | Know and apply phonics and word analysis skills when encoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.WF.3.c. | With prompting and support, spell words with suffixes that require: |
| GRADE LEVEL EXPECTATION | 2.WF.3.c.1. | Consonant doubling (e.g., running, slipped). ReadyRosie Spelling Pattern Game |
| GRADE LEVEL EXPECTATION | 2.WF.3.c.3. | Changing y to i (e.g., cried, babies). ReadyRosie Spelling Pattern Game |
| STRAND | AZ.2.WF. | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.WF.3. | Know and apply phonics and word analysis skills when encoding words. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.WF.3.d. | Spell grade-level appropriate words in English, as found in a research-based list, including: |
| GRADE LEVEL EXPECTATION | 2.WF.3.d.1. | Irregular words (e.g., against, many, enough, does). ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| GRADE LEVEL EXPECTATION | 2.WF.3.d.2. | Pattern-based words (e.g., which, kind, have). ReadyRosie Reading Strategy: Chunk the Word |
| STRAND | AZ.2.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Comprehension and Collaboration | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.SL.1. | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.SL.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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.SL.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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.SL.1.c. | Ask for clarification and further explanation as needed about the topics and texts under discussion. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Conversations in the Car Family Interview Freeze Dance Guess Who I Love My Family Because... I Read to You, You Read to Me Interview an Expert Kitchen Conversations Library Visit My Turn, Your Turn Noun Charades Sharing Chores and Your Day Simon Says Story Train Story of Your Name Take a Stand This Is Important What Do You Wonder? What I Like About Me Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND | AZ.2.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Comprehension and Collaboration | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.SL.2. | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ReadyRosie 20 Questions Draw Family Movie Night I Read to You, You Read to Me I Went to the Zoo and Saw My Turn, Your Turn Random, Bizarre Facts |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.SL.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? |
| STRAND | AZ.2.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.SL.4. | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. ReadyRosie 20 Questions 20 Questions Draw Create a Song Family Interview Sharing Chores and Your Day What I Like About Me Who's Coming to Dinner? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.SL.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? |
| STRAND | AZ.2.L. | Language Standards |
| CONCEPT / STANDARD | Conventions of Standard English | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.L.1. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.1.a. | Use collective nouns (e.g., group). ReadyRosie 20 Questions Noun Charades |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.1.b. | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). ReadyRosie Noun Charades |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.1.d. | Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told). ReadyRosie Family Journaling |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.1.e. | Use adjectives and adverbs, and choose between them depending on what is to be modified. ReadyRosie Acrostic Poem Picture Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.1.h. | Identify and use declarative, interrogative, imperative, and exclamatory sentences. ReadyRosie Picture Talk |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.1.i. | With assistance, link sentences into a simple, cohesive paragraph that contains: a main idea, supporting details, and a conclusion. ReadyRosie Create a Song Picture Talk This Is Important Write Around |
| STRAND | AZ.2.L. | Language Standards |
| CONCEPT / STANDARD | Conventions of Standard English | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.L.2. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.2.a. | Capitalize holidays, product names, and geographic names. ReadyRosie Writing Telephone Game |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.2.b. | Use commas in greetings and closings of letters. ReadyRosie Hidden Messages Write a Thank You Note Write to the Tooth Fairy |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.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 |
| STRAND | AZ.2.L. | Language Standards |
| CONCEPT / STANDARD | Knowledge of Language | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.L.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.3.a. | Compare formal and informal uses of English. ReadyRosie Share Your Knowledge Sharing Chores and Your Day |
| STRAND | AZ.2.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.L.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. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.4.a. | 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.4.b. | 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.4.c. | 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.4.d. | Use sentence‐level context as a clue to the meaning of a word or phrase. ReadyRosie Reading Strategies: Slow Down, Reread Wondering About Words |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.4.e. | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. ReadyRosie Comprehension Clues Finding Information |
| STRAND | AZ.2.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.L.5. | Demonstrate understanding of word relationships and nuances in word meanings. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.L.5.b. | Identify synonyms and antonyms to 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 |
| STRAND | AZ.2.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.L.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? |
| Arizona's College and Career Ready Standards |
| Language Arts |
| Grade: 3 - Adopted: 2016 |
| STRAND | AZ.3.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Key Ideas and Details | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RL.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to 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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RL.2. | Recount and paraphrase stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in text. ReadyRosie Chapter Books Sequence and Summarize Story Train Talking About Books What Makes a Good Storyteller |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RL.3. | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ReadyRosie Chapter Books Character Chat Feelings Charades Inside Outside Traits Reading Strategy: Reading and Making Connections Story Train Talking About Books What Makes a Good Storyteller |
| STRAND | AZ.3.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Craft and Structure | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RL.4. | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. ReadyRosie Talking About Books What Makes a Good Storyteller |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RL.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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RL.6. | Distinguish one's own point of view from that of the narrator or those of the characters. ReadyRosie Reading Strategy: Reading and Making Connections |
| STRAND | AZ.3.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RL.7. | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ReadyRosie Pow Wow Crunch |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RL.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 |
| STRAND | AZ.3.RL. | Reading Standards for Literature |
| CONCEPT / STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RL.10. | By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 3. 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 |
| STRAND | AZ.3.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Key Ideas and Details | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RI.1. | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ReadyRosie Reading Recipes That's So Cool What Will You Learn? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RI.2. | Determine the main idea of a text; recount and paraphrase the key details and explain how they support the main idea. ReadyRosie That's So Cool What Will You Learn? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RI.3. | Describe the relationship between 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? |
| STRAND | AZ.3.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Craft and Structure | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RI.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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RI.5. | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ReadyRosie Comprehension Clues Reading Recipes |
| STRAND | AZ.3.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Integration of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RI.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? |
| STRAND | AZ.3.RI. | Reading Standards for Informational Text |
| CONCEPT / STANDARD | Range of Reading and Level of Text Complexity | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RI.10. | By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 3. ReadyRosie Books on the Go Daily Reading Routines Double the Recipe Favorite Genres Five Finger Rule I Want to Know About That's So Cool What Will You Learn? |
| STRAND | AZ.3.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Phonics and Word Recognition | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RF.3. | Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.RF.3.a. | Identify and know the meaning of the most common prefixes and derivational suffixes ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.RF.3.b. | Decode words with common Latin suffixes ReadyRosie Shopping for Syllables Understanding Big Words |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.RF.3.d. | Read grade-level 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 |
| STRAND | AZ.3.RF. | Reading Standards: Foundational Skills |
| CONCEPT / STANDARD | Fluency | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.RF.4. | Read with sufficient accuracy and fluency to support comprehension |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.RF.4.a. | Read grade-level text with purpose and understanding ReadyRosie Books on the Go 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.RF.4.b. | Read grade-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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.RF.4.c. | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ReadyRosie Wondering About Words Word Detective |
| STRAND | AZ.3.W. | Writing Standards |
| CONCEPT / STANDARD | Text Types and Purposes | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.W.1. | Write opinion pieces on topics or texts, using reasons to support one's point of view |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.1.a. | Introduce the topic or text, state an opinion, and create an organizational structure that lists reasons ReadyRosie This Is Important Who Are Your Heroes? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.1.c. | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons ReadyRosie This Is Important |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.1.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| STRAND | AZ.3.W. | Writing Standards |
| CONCEPT / STANDARD | Text Types and Purposes | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.W.2. | Write informative/explanatory texts to examine a topic and convey ideas and information clearly |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.2.a. | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension ReadyRosie Create a Song Family Adventure List Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.2.b. | Develop the topic with facts, definitions, and details ReadyRosie Create a Song Make a Neighborhood Map Nature Journaling This Is Important Write About a Family Tradition Write a Favorite Family Recipe |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.2.d. | Provide a concluding statement or section. ReadyRosie This Is Important Who Are Your Heroes? |
| STRAND | AZ.3.W. | Writing Standards |
| CONCEPT / STANDARD | Text Types and Purposes | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.W.3. | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.3.a. | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally ReadyRosie A Really Good Story Family Journaling Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.3.b. | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations ReadyRosie A Really Good Story Family Poem Magical Creature Writing Write Around |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.3.c. | Use temporal words and phrases to signal event order ReadyRosie Family Journaling Make a Neighborhood Map My Family Comic Strip Sharing Chores and Your Day Tips for storytelling: Using gestures Why is storytelling important? Why should we tell family stories? Write Around Writing Telephone Game |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.W.3.d. | Provide a sense of closure. ReadyRosie Family Journaling Magical Creature Writing My Family Comic Strip Story Train Write Around |
| STRAND | AZ.3.W. | Writing Standards |
| CONCEPT / STANDARD | Production and Distribution of Writing | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.W.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 Magical Creature Writing Make a Neighborhood Map My Family Comic Strip Nature Journaling Sharing Chores and Your Day Story Train Write About a Family Tradition |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.W.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 |
| STRAND | AZ.3.W. | Writing Standards |
| CONCEPT / STANDARD | Research to Build and Present Knowledge | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.W.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? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.W.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? |
| STRAND | AZ.3.W. | Writing Standards |
| CONCEPT / STANDARD | Range of Writing | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.W.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 |
| STRAND | AZ.3.W.F | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.WF.3. | Know and apply spelling conventions and patterns |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.WF.3.b. | Identify language of origin for words, as noted in dictionaries ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| STRAND | AZ.3.W.F | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.WF.3. | Know and apply spelling conventions and patterns |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.WF.3.d. | Spell regular two-and three-syllable words that: |
| GRADE LEVEL EXPECTATION | 3.WF.3.d.1. | Combine all basic syllable types: closed, VCe (Vowel-Consonant-silent e), open, vowel team, vowel-r, and consonant le. ReadyRosie Shopping for Syllables |
| GRADE LEVEL EXPECTATION | 3.WF.3.d.2. | Include common, transparent prefixes and suffixes (e.g., re-, pre-, sub-, un-, dis-, mis-; -able, -ness, -ful, -tion) ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| STRAND | AZ.3.W.F | Writing Standards: Foundational Skills |
| CONCEPT / STANDARD | Spelling | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.WF.3. | Know and apply spelling conventions and patterns |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.WF.3.e. | Spell grade-level appropriate words in English, as found in a research-based list, including: |
| GRADE LEVEL EXPECTATION | 3.WF.3.e.1. | Irregular words. ReadyRosie Change One Letter Magical Creature Writing Race You To the Top Thinking About Word Chunks Word Challenge Write a Letter |
| STRAND | AZ.3.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Comprehension and Collaboration | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.SL.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.SL.1.a. | 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.SL.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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.SL.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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.SL.1.d. | Explain their own ideas and understanding based on 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? |
| STRAND | AZ.3.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Comprehension and Collaboration | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.SL.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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.SL.3. | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ReadyRosie 20 Questions 20 Questions Draw Conversation Starters Family Interview Freeze Dance Guess Who I Love My Family Because... Interview an Expert Library Visit Sharing Chores and Your Day This Is Important Who Are Your Heroes? Who's Coming to Dinner? |
| STRAND | AZ.3.SL. | Speaking and Listening Standards |
| CONCEPT / STANDARD | Presentation of Knowledge and Ideas | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.SL.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? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.SL.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? |
| STRAND | AZ.3.L. | Language Standards |
| CONCEPT / STANDARD | Conventions of Standard English | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.L.1. | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.1.a. | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences ReadyRosie Acrostic Poem Noun Charades |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.1.b. | Form and use regular and irregular plural nouns ReadyRosie Noun Charades |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.1.c. | Use abstract nouns (e.g., childhood) ReadyRosie Noun Charades |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.1.e. | Form and use the simple verb tenses (e.g., I walked; I walk; I will walk) ReadyRosie Magical Creature Writing |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.1.i. | Produce simple, compound, and complex sentences ReadyRosie Magical Creature Writing Writing Telephone Game |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.1.j. | Write one or more paragraphs that explain a main idea within a topic and support it with details and conclusions/closure. ReadyRosie Create a Song Magical Creature Writing Make a Neighborhood Map Nature Journaling Please Can I? Story Train Write a Favorite Family Recipe |
| STRAND | AZ.3.L. | Language Standards |
| CONCEPT / STANDARD | Conventions of Standard English | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.L.2. | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.2.c. | Use commas and quotation marks in dialogue ReadyRosie Write Around |
| STRAND | AZ.3.L. | Language Standards |
| CONCEPT / STANDARD | Knowledge of Language | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.L.3. | Use knowledge of language and its conventions when writing, speaking, reading, or listening |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.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 |
| STRAND | AZ.3.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.L.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. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.4.a. | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). ReadyRosie Shopping for Syllables Understanding Big Words Unpacking Prefixes |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.4.b. | 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.4.c. | Use sentence-level context as a clue to the meaning of a word or phrases. ReadyRosie Wondering About Words Word Detective |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.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 |
| STRAND | AZ.3.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.L.5. | Demonstrate understanding of word relationships and nuances in word meanings |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.5.a. | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps) ReadyRosie Wondering About Words Word Detective |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.5.b. | Identify real-life connections between words and their uses (e.g., describe people who are friendly or helpful) ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.L.5.c. | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered). ReadyRosie Category Competition Hinky Pinky and Hinketty Pinketty Million Dollar Words |
| STRAND | AZ.3.L. | Language Standards |
| CONCEPT / STANDARD | Vocabulary Acquisition and Use | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.L.6. | Acquire and use accurately 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 |
| Arizona's College and Career Ready Standards |
| Mathematics |
| Grade: K - Adopted: 2018 |
| STRAND | AZ.MP. | Standards for Mathematical Practice |
| CONCEPT / STANDARD | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book How Many Legs? |
| CONCEPT / STANDARD | MP.2. | Reason abstractly and quantitatively. ReadyRosie How Many Legs? The Right Size |
| CONCEPT / STANDARD | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort More or Less Salty Numbers Would It Work? |
| CONCEPT / STANDARD | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CONCEPT / STANDARD | MP.7. | Look for and make use of structure. ReadyRosie Pattern Walk |
| CONCEPT / STANDARD | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Pattern Walk |
| STRAND | AZ.K.CC. | Counting and Cardinality (CC) |
| CONCEPT / STANDARD | K.CC.A. | Know number names and the count sequence. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.CC.A.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? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.CC.A.2. | Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11."). 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 OBJECTIVE / PROFICIENCY LEVEL | K.CC.A.3. | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20 (with 0 representing a count of no objects). ReadyRosie Go Fish My Favorite Things Numbers on My Back Sneaky Math Note |
| STRAND | AZ.K.CC. | Counting and Cardinality (CC) |
| CONCEPT / STANDARD | K.CC.B. | Count to tell the number of objects. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.CC.B.4. | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.CC.B.4.a. | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.CC.B.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 (cardinality). 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? |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.CC.B.4.c. | Understand that each successive number name refers to a quantity that is one larger (hierarchical inclusion). 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? |
| STRAND | AZ.K.CC. | Counting and Cardinality (CC) |
| CONCEPT / STANDARD | K.CC.B. | Count to tell the number of objects. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.CC.B.5. | Count to answer questions about “How many?” when 20 or fewer objects are 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 to 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? |
| STRAND | AZ.K.CC. | Counting and Cardinality (CC) |
| CONCEPT / STANDARD | K.CC.C. | Compare numbers. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.CC.C.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. (Include groups with up to ten objects.) ReadyRosie In Ten Seconds More or Less The Biggest Number |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.CC.C.7. | Compare two numbers between 0 and 10 presented as written numerals. ReadyRosie Ten in a Row |
| STRAND | AZ.K.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | K.OA.A. | Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.OA.A.1. | Represent addition and subtraction concretely. ReadyRosie Car Race Finish My Set Fishing for Tens How Many Legs? Putting Away Dishes |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.OA.A.2. | Solve addition and subtraction word problems and add and subtract within 10. See Table 1. ReadyRosie Bedtime Math Story Car Race Car Time Math Family Math Book Fishing for Tens How Many Legs? Math Fact Memory Math Journal Walk Putting Away Dishes Restaurant Story Problems Roll the Difference Spill the Beans |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.OA.A.3. | Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., using fingers, objects, symbols, tally marks, drawings, expressions). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.OA.A.4. | For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., using fingers, objects, symbols, tally marks, drawings, or equation). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.OA.A.5. | Fluently add and subtract within 5. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| STRAND | AZ.K.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | K.NBT.A. | Work with numbers 11 to 19 to gain foundations for place value. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.NBT.A.1. | Compose and decompose numbers from 11 to 19 into ten ones and additional ones by using objects, drawings and/or equations. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones (e.g., 18 = 10 + 8). ReadyRosie Fishing for Tens Give Me Five Make Ten Sneaky Math Note What Do I Have? What's Left? |
| STRAND | AZ.K.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | K.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.NBT.B.2. | Demonstrate understanding of addition and subtraction within 10 using place value. ReadyRosie Car Race Math Fact Memory Roll the Difference Spill the Beans |
| STRAND | AZ.K.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | K.MD.A. | Describe and compare measurable attributes. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.MD.A.1. | Describe measurable attributes of a single object (e.g., length and weight). ReadyRosie Blow Your House Down! Hunt and Measure Measurable Me |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.MD.A.2. | Directly compare two objects with a measurable attribute in common to see which object has “more of” or “less of” the attribute, and describe the difference (e.g., directly compare the length of 10 cubes to a pencil and describe one as longer or 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 |
| STRAND | AZ.K.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | K.MD.B. | Classify objects and count the number of objects in each category. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.MD.B.3. | Classify objects into given categories; count the number in each category and sort the categories by count. (Note: limit category counts to be less than or equal to 10.) ReadyRosie Card Sorting I Spy a Coin Toy Organization |
| STRAND | AZ.K.G. | Geometry (G) |
| CONCEPT / STANDARD | K.G.A. | Identify and describe shapes. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.G.A.1. | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.G.A.2. | Correctly name shapes regardless of their orientation or overall size (e.g., circle, triangle, square, rectangle, rhombus, trapezoid, hexagon, cube, cone, cylinder, sphere). ReadyRosie Canned Shape Scavenger Hunt |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.G.A.3. | Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). ReadyRosie Canned Shape Scavenger Hunt |
| STRAND | AZ.K.G. | Geometry (G) |
| CONCEPT / STANDARD | K.G.B. | Analyze, compare, create, and compose shapes. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.G.B.4. | Analyze and compare two-dimensional and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners), and other attributes (e.g., having sides of equal length). ReadyRosie Canned Shape Scavenger Hunt |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.G.B.5. | Model shapes in the world by building shapes from components (e.g., use sticks and clay balls) and drawing shapes. ReadyRosie Is it a Triangle? Pattern Walk Shape Scavenger Hunt |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | K.G.B.6. | Use simple shapes to form composite shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” ReadyRosie Is it a Triangle? |
| Arizona's College and Career Ready Standards |
| Mathematics |
| Grade: 1 - Adopted: 2018 |
| STRAND | AZ.MP. | Standards for Mathematical Practice |
| CONCEPT / STANDARD | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Car Time Math Family Math Book |
| CONCEPT / STANDARD | 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? |
| CONCEPT / STANDARD | MP.4. | Model with mathematics. ReadyRosie Family Math Book When Five is Big Would It Work? |
| CONCEPT / STANDARD | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CONCEPT / STANDARD | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| CONCEPT / STANDARD | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STRAND | AZ.1.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 1.OA.A. | Represent and solve problems involving addition and subtraction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.OA.A.1. | Use addition and subtraction within 20 to solve word problems with unknowns in all positions (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem). ReadyRosie Bedtime Math Story Car Time Math Domino Subtraction Family Math Book Fishing for Tens Input Output Math Journal Walk Restaurant Story Problems Spill the Beans The Final Price Is... |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.OA.A.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/or equations with a symbol for the unknown number to represent the problem). ReadyRosie Restaurant Story Problems Ten Scoops The Final Price Is... |
| STRAND | AZ.1.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 1.OA.B. | Understand and apply properties of operations and the relationship between addition and subtraction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.OA.B.3. | Apply properties of operations (commutative and associative properties of addition) as strategies to add and subtract through 20. (Students need not use formal terms for these properties.) ReadyRosie Fishing for Doubles |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.OA.B.4. | Understand subtraction as an unknown-addend problem within 20 (e.g., subtract 10 - 8 by finding the number that makes 10 when added to 8). ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Dimes Ten Scoops |
| STRAND | AZ.1.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 1.OA.C. | Add and subtract within 10. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.OA.C.5. | Relate counting to addition and subtraction (e.g., by using 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 OBJECTIVE / PROFICIENCY LEVEL | 1.OA.C.6. | Fluently add and subtract within 10. ReadyRosie Addition War Can you Make 21? Car Race Dice Knockout Domino Addition Domino Subtraction Fifteen Fact Memory Fishing for Doubles Math Fact Memory Roll the Difference Spill the Beans Ten Scoops |
| STRAND | AZ.1.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 1.OA.D. | Work with addition and subtraction equations. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.OA.D.8. | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 + □ = 11, 5 = □ - 3, 6 + 6 = □). ReadyRosie Where Did I Start? |
| STRAND | AZ.1.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | 1.NBT.A. | Extend the counting sequence. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.NBT.A.1. | Count to 120 by 1's, 2's, and 10's starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral. ReadyRosie I Can Make You Say 21 Sneaky Math Note Ten in a Row |
| STRAND | AZ.1.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | 1.NBT.B. | Understand place value. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.NBT.B.2. | Understand that the two digits of a two-digit number represent groups of tens and ones. Understand the following as special cases: |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.NBT.B.2.a. | 10 can be thought of as a group of ten ones — called a “ten”. ReadyRosie How Many Fingers? How Many Tens in 50? Location Guess My Number Stacking Pennies Ten Dimes |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.NBT.B.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.NBT.B.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 |
| STRAND | AZ.1.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | 1.NBT.B. | Understand place value. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.NBT.B.3. | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ReadyRosie Greater Than I'm Thinking of a Number Location Guess My Number Ten in a Row |
| STRAND | AZ.1.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | 1.NBT.C. | Use place value understanding and properties of operations to add and subtract. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.NBT.C.4. | Demonstrate understanding of addition within 100, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form. ReadyRosie Broken Calculator Keys Car Race Fishing for Tens Ten Dimes |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.NBT.C.5. | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count. ReadyRosie Ten More |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.NBT.C.6. | Subtract multiples of 10 in the range of 10 to 90 (positive or zero differences), using objects or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form. ReadyRosie Ten More |
| STRAND | AZ.1.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 1.MD.A. | Measure lengths indirectly and by iterating length units. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.MD.A.1. | Order three objects by length. Compare the lengths of two objects indirectly by using a third object. ReadyRosie How Far Does It Fly? Hunt and Measure Measurable Me Ramp Car Racing |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.MD.A.2. | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.) ReadyRosie Hunt and Measure |
| STRAND | AZ.1.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 1.MD.B. | Work with time and money. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.MD.B.3a. | Tell and write time in hours and half-hours using analog and digital clocks. ReadyRosie Body Clock |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.MD.B.3b. | Identify coins by name and value (pennies, nickels, dimes and quarters). ReadyRosie Counting Coins |
| STRAND | AZ.1.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 1.MD.C. | Represent and interpret data. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.MD.C.4. | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ReadyRosie Survey Says |
| STRAND | AZ.1.G. | Geometry (G) |
| CONCEPT / STANDARD | 1.G.A. | Reason with shapes and their attributes. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.G.A.1. | Distinguish between defining attributes (triangles are closed and 3 sided) versus non-defining attributes (color, orientation, overall size) for two-dimensional shapes; build and draw shapes that possess defining attributes. ReadyRosie Folding a Blanket One of These Is Not Like the Other Paper Airplane Geometry |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.G.A.2. | Compose two-dimensional shapes or three-dimensional shapes to create a composite shape. ReadyRosie Folding a Blanket Paper Airplane Geometry |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 1.G.A.3. | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters. Describe the whole as two of, or four of the shares. Understand that decomposing into more equal shares creates smaller shares. ReadyRosie Folding Napkins Making Playdough Together |
| Arizona's College and Career Ready Standards |
| Mathematics |
| Grade: 2 - Adopted: 2018 |
| STRAND | AZ.MP. | Standards for Mathematical Practice |
| CONCEPT / STANDARD | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CONCEPT / STANDARD | 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 |
| CONCEPT / STANDARD | MP.4. | Model with mathematics. ReadyRosie Family Math Book Is it Reasonable? When Five is Big |
| CONCEPT / STANDARD | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CONCEPT / STANDARD | MP.7. | Look for and make use of structure. ReadyRosie One of These Is Not Like the Other |
| CONCEPT / STANDARD | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STRAND | AZ.2.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 2.OA.A. | Represent and solve problems involving addition and subtraction. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.OA.A.1. | Use addition and subtraction within 100 to solve one- and two-step word problems. Represent a word problem as an equation with a symbol for the unknown. ReadyRosie Can I Stump You? Family Math Book Input Output Make One Up Restaurant Story Problems |
| STRAND | AZ.2.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 2.OA.B. | Add and subtract within 20. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.OA.B.2. | Fluently add and subtract within 20. By the end of Grade 2, know from memory all sums of two one-digit numbers. ReadyRosie Addition War Can you Make 21? Fifteen Fact Memory Fishing for Doubles Subtraction War |
| STRAND | AZ.2.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 2.OA.C. | Work with equal groups of objects to gain foundations for multiplication. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.OA.C.3. | Determine whether a group of objects (up to 20) has an odd or even number of members (e.g., by pairing objects or counting them by 2's). ReadyRosie Even or Odd? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.OA.C.4. | Use addition to find the total number of objects arranged in rectangular arrays (with up to 5 rows and 5 columns). Write an equation to express the total as a sum of equal addends. ReadyRosie An Array of Brownies I Spy Sums and Products Table Times |
| STRAND | AZ.2.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | 2.NBT.A. | Understand place value. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.NBT.A.1. | Understand that the three digits of a three-digit number represent groups of hundreds, tens, and ones (e.g., 706 equals 7 hundreds, 0 tens, and 6 ones and also equals 70 tens and 6 ones). Understand the following as special cases: |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.NBT.A.1.a. | 100 can be thought of as a group 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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 2.NBT.A.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 |
| STRAND | AZ.2.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | 2.NBT.A. | Understand place value. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.NBT.A.2. | Count within 1000; skip count by 5's, 10's and 100's. ReadyRosie Buzz on 3 Dollars and Dice One Hundred More |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.NBT.A.3. | Read and write numbers 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 |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.NBT.A.4. | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. ReadyRosie Greater Than Is it Reasonable? Less Than Location Guess My Number Place Value Battle The Greater Number |
| STRAND | AZ.2.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | 2.NBT.B. | Use place value understanding and properties of operations to add and subtract. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.NBT.B.5. | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice Fishing for Doubles How Much to 1,000? Race to Zero Skunk Addition Subtraction Switch The Answer Is Thousand More What's the Difference? |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.NBT.B.6. | Add up to three 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 OBJECTIVE / PROFICIENCY LEVEL | 2.NBT.B.7. | Demonstrate understanding of addition and subtraction within 1000, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form. 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 OBJECTIVE / PROFICIENCY LEVEL | 2.NBT.B.8. | Mentally add 10 or 100 to a given number in the range of 100 and 900, and mentally subtract 10 or 100 from a given number in the range of 100 and 900. ReadyRosie Dollars and Dice |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.NBT.B.9. | Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) 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? |
| STRAND | AZ.2.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 2.MD.A. | Measure and estimate lengths in standard units. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.MD.A.1. | Measure the length of an object by selecting and using appropriate tools (e.g., ruler, meter stick, yardstick, measuring tape). ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.MD.A.3. | Estimate lengths using units of inches, feet, centimeters, and meters. ReadyRosie How Far Does It Fly? Ramp Car Racing Three Questions |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.MD.A.4. | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND | AZ.2.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 2.MD.C. | Work with time and money. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.MD.C.8. | Solve word problems involving collections of money, including dollar bills, quarters, dimes, nickels, and pennies. Record the total using $ and ¢ appropriately. ReadyRosie What's in a Dollar? |
| STRAND | AZ.2.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 2.MD.D. | Represent and interpret data. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.MD.D.9. | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. ReadyRosie Category Hunt How Far Does It Fly? Ramp Car Racing |
| STRAND | AZ.2.G. | Geometry (G) |
| CONCEPT / STANDARD | 2.G.A. | Reason with shapes and their attributes. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.G.A.1. | Identify and describe specified attributes of two-dimensional and three-dimensional shapes, according to the number and shape of faces, number of angles, and the number of sides and/or vertices. Draw two-dimensional shapes based on the specified attributes (e.g., triangles, quadrilaterals, pentagons, and hexagons). ReadyRosie Mystery Shape Paper Airplane Geometry |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.G.A.2. | Partition a rectangle into rows and columns of same-size rectangles and count to find the total number of rectangles. ReadyRosie An Array of Brownies |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 2.G.A.3. | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, fourths, half of, third of, fourth of, and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. ReadyRosie Counting Fractions |
| Arizona's College and Career Ready Standards |
| Mathematics |
| Grade: 3 - Adopted: 2018 |
| STRAND | AZ.MP. | Standards for Mathematical Practice |
| CONCEPT / STANDARD | MP.1. | Make sense of problems and persevere in solving them. ReadyRosie Building a Fort Can I Stump You? Family Math Book |
| CONCEPT / STANDARD | MP.2. | Reason abstractly and quantitatively. ReadyRosie That's Crazy! |
| CONCEPT / STANDARD | MP.3. | Construct viable arguments and critique the reasoning of others. ReadyRosie Building a Fort Category Hunt |
| CONCEPT / STANDARD | MP.4. | Model with mathematics. ReadyRosie Family Math Book That's Crazy! When Five is Big |
| CONCEPT / STANDARD | MP.6. | Attend to precision. ReadyRosie Category Hunt |
| CONCEPT / STANDARD | MP.8. | Look for and express regularity in repeated reasoning. ReadyRosie Category Hunt |
| STRAND | AZ.3.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 3.OA.A. | Represent and solve problems involving whole number multiplication and division. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.OA.A.1. | Interpret products of whole numbers as the total number of objects in equal groups (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each). ReadyRosie I Spy Sums and Products Let's Go to 100 Multiplication War Price Per Pound Say it a Different Way |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.OA.A.2. | Interpret whole number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each group when 56 objects are partitioned equally into 8 groups, or as a number of groups when 56 objects are partitioned into equal groups of 8 objects each). See Table 2. ReadyRosie Fair Share |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.OA.A.3. | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. ReadyRosie Can I Stump You? Family Math Book Let's Go to 100 Table Times |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.OA.A.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 |
| STRAND | AZ.3.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 3.OA.B. | Understand properties of multiplication and the relationship between multiplication and division. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.OA.B.5. | Apply properties of operations as strategies to multiply and divide. Properties include commutative and associative properties of multiplication and the distributive property. (Students do not need to use the formal terms for these properties.) ReadyRosie I Spy Sums and Products Multiplication War |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.OA.B.6. | Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Product Practice |
| STRAND | AZ.3.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 3.OA.C. | Multiply and divide within 100. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.OA.C.7. | Fluently multiply and divide within 100. By the end of Grade 3, know from memory all multiplication products through 10 x 10 and division quotients when both the quotient and divisor are less than or equal to 10. ReadyRosie Domino Division Fair Share I Spy Sums and Products Let's Go to 100 Math Mind Reading Multiplication War Over Under Product Practice |
| STRAND | AZ.3.OA. | Operations and Algebraic Thinking (OA) |
| CONCEPT / STANDARD | 3.OA.D. | Solve problems involving the four operations, and identify and explain patterns in arithmetic. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.OA.D.8. | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Utilize understanding of the Order of Operations when there are no parentheses. ReadyRosie Can I Stump You? Family Math Book Input Output Let's Go to 100 Make One Up Restaurant Story Problems Table Times |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.OA.D.10. | When solving problems, assess the reasonableness of answers using mental computation and estimation strategies including rounding. ReadyRosie How Likely Is it? |
| STRAND | AZ.3.NBT. | Number and Operations in Base Ten (NBT) |
| CONCEPT / STANDARD | 3.NBT.A. | Use place value understanding and properties of operations to perform multi-digit arithmetic. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.NBT.A.1. | Use place value understanding to round whole numbers to the nearest 10 or 100. ReadyRosie Round Showdown The Greater Number |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.NBT.A.2. | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ReadyRosie 2-Digit Addition War Broken Calculator Keys Can I Stump You? Can you Make 21? Close Call Coupon Savings Dollars and Dice How Much to 1,000? Race to Zero Skunk Addition The Answer Is Thousand More What's the Difference? |
| STRAND | AZ.3.NF. | Number and Operations – Fractions (NF) |
| CONCEPT / STANDARD | 3.NF.A. | Understand fractions as numbers. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.NF.A.1. | Understand a fraction (1/b) as the quantity formed by one part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. ReadyRosie Fractions on a Number Line Shape Up! |
| STRAND | AZ.3.NF. | Number and Operations – Fractions (NF) |
| CONCEPT / STANDARD | 3.NF.A. | Understand fractions as numbers. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.NF.A.2. | Understand a fraction as a number on the number line; represent fractions on a number line diagram. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.NF.A.2.c. | Understand a fraction 1/b as a special type of fraction that can be referred to as a unit fraction (e.g. 1/2, 1/4). ReadyRosie Fractions on a Number Line Shape Up! |
| STRAND | AZ.3.NF. | Number and Operations – Fractions (NF) |
| CONCEPT / STANDARD | 3.NF.A. | Understand fractions as numbers. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.NF.A.3. | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.NF.A.3.a. | Understand two fractions as equivalent if they have the same relative size compared to 1 whole. ReadyRosie Sharing an Apple |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.NF.A.3.b. | Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent. ReadyRosie Sharing an Apple |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.NF.A.3.c. | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. ReadyRosie Fractions on a Number Line Shape Up! |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.NF.A.3.d. | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Understand that comparisons are valid only when the two fractions refer to the same whole. Record results of comparisons with the symbols >, =, or <, and justify conclusions. ReadyRosie Fractions on a Number Line |
| STRAND | AZ.3.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 3.MD.A. | Solve problems involving measurement. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.MD.A.1a. | 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 (e.g., representing the problem on a number line diagram). ReadyRosie Now is the Time |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.MD.A.2. | Measure and estimate liquid volumes and masses of objects using metric units. (Excludes compound units such as cm3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units. Excludes multiplicative comparison problems (problems involving notions of “times as much”). ReadyRosie Cooking Estimation Double the Recipe Reading Recipes |
| STRAND | AZ.3.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 3.MD.B. | Represent and interpret data. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.MD.B.3. | Create 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. ReadyRosie Graphing Walking Goals |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.MD.B.4. | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch to the nearest quarter-inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. ReadyRosie How Far Does It Fly? Ramp Car Racing |
| STRAND | AZ.3.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 3.MD.C. | Geometric measurement: Understand concepts of area and perimeter. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.MD.C.5. | Understand area as an attribute of plane figures and understand concepts of area measurement. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.MD.C.5.a. | A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. ReadyRosie Cracker Perimeter & Area |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.MD.C.5.b. | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. ReadyRosie Cracker Perimeter & Area |
| STRAND | AZ.3.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 3.MD.C. | Geometric measurement: Understand concepts of area and perimeter. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.MD.C.6. | Measure areas by counting unit squares (e.g., square cm, square m, square in, square ft, and improvised units). ReadyRosie Cracker Perimeter & Area |
| STRAND | AZ.3.MD. | Measurement and Data (MD) |
| CONCEPT / STANDARD | 3.MD.C. | Geometric measurement: Understand concepts of area and perimeter. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.MD.C.7. | Relate area to the operations of multiplication and addition. |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.MD.C.7.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 |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 3.MD.C.7.c. | Use tiling to show that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. ReadyRosie I Spy Sums and Products |
| STRAND | AZ.3.G. | Geometry (G) |
| CONCEPT / STANDARD | 3.G.A. | Reason with shapes and their attributes. |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | 3.G.A.2. | Partition shapes into b parts with equal areas. Express the area of each part as a unit fraction 1/b of the whole. (Grade 3 expectations are limited to fractions with denominators b = 2,3,4,6,8.) ReadyRosie Counting Fractions Shape Up! |
| Arizona's College and Career Ready Standards |
| Science |
| Grade: K - Adopted: 2018 |
| STRAND | Core Ideas for Knowing Science | |
| CONCEPT / STANDARD | Life Science | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | L2: | Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms. ReadyRosie Family Sensory Walk |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | L3: | Genetic information is passed down from one generation of organisms to another. ReadyRosie Family Sensory Walk |
| STRAND | Kindergarten: Focus on Patterns; Structure and Function | |
| CONCEPT / STANDARD | Life Sciences: Students develop an understanding that the world is comprised of living and non-living things. They investigate the relationship between structure and function in living things; plants and animals use specialized parts to help them meet their needs and survive. | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Life Science Standards | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | K.L2U1.8. | Observe, ask questions, and explain the differences between the characteristics of living and non-living things. ReadyRosie Nature Journaling |
| Arizona's College and Career Ready Standards |
| Science |
| Grade: 1 - Adopted: 2018 |
| STRAND | Core Ideas for Knowing Science | |
| CONCEPT / STANDARD | Life Science | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | L2: | Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms. ReadyRosie Family Sensory Walk |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | L3: | Genetic information is passed down from one generation of organisms to another. ReadyRosie Family Sensory Walk |
| STRAND | First Grade: Focus on Cause and Effect; Stability and Change (cycles) | |
| CONCEPT / STANDARD | Life Sciences: Students develop an understanding that the Earth has supported, and continues to support, a large variety of organisms. These organisms can be distinguished by their physical characteristics, life cycles, and their different resource needs for survival. Different types of organisms live where there are different earth resources such as food, air, and water. | |
| PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL | Life Science Standards | |
| OBJECTIVE / GRADE LEVEL EXPECTATION | 1.L3U1.9. | Obtain, evaluate, and communicate information to support an evidence-based explanation that plants and animals produce offspring of the same kind, but offspring are generally not identical to each other or their parents. ReadyRosie Family Sensory Walk |